- Comprehension of Expository Text Many of the skills needed to comprehend narrative text, discussed in the previous chapter, are also needed to comprehend expository text—recognizing a large bank of words, analyzing words efficiently, gathering main ideas, making inferences, drawing conclusions, and so on. However, expository text is often more difficult for some readers because they lack the necessary technical vocabulary, their parents have not read expository text to them, or they are not familiar with the structure of expository text. Many students lack background knowledge on many of the topics discussed in expository texts. Proficient readers of expository text have a vast background knowledge of a variety of topics and make use of it when they read. They also have an advanced vocabulary, recognize organizational structure of the text, and can build relationships between larger units of text. They know where to go for more information on a topic. Poor readers of expository text as well as English learners often lack this knowledge.
It is imperative that teachers explain the organizational structure of expository text—chronological or sequence, description or enumeration, listing, classification or hierarchy, comparison and contrast, cause and effect, problem and solution, and persuasion. Teaching students how to use graphic organizers will help them summarize and recall information.
Critical literacy can be developed using expository texts in social studies. As students discuss the political, sociocultural, historical, and economic forces that affect their lives, they can be encouraged to respond to the information rather than be passive consumers of it.
Teachers must also teach students how electronic text differs from traditional text. It is important that teachers take the time to teach students how to navigate on the Internet and how to check websites for accurate facts.
Many schools use commercial textbooks not just for content area subjects; they also use trade books to expose students to a variety of information. It is important, therefore, that teachers know the reading level of the textbooks and the trade books they use and that they also analyze the books for eye appeal, text features, and writing style.
Many “before reading,” “during reading,” and “after reading” strategies can help struggling readers to comprehend expository text. Teachers need to teach these strategies while engaging the students with the text. Students need time to practice a specific strategy under the supervision of the teacher, and then they need to be encouraged to use that strategy during independent reading.
- Ch.9 PPT Attached Files:
- ch9PPT.pptx (1.185 MB)
- Ch. 9 Quiz
- Text Structure Select an expository trade book, read a passage, and create a graphic organizer that fits the text structure. Present your organizer in class, explaining how you would use it with struggling readers. The class will critique each presentation (e.g., using the appropriate organizer for the text structure, on neatness, and clarity). They will use the rubric that is provided below. Rubric for Assessing Graphic Organizers Presenter: __________________________ Date: _______
Topic and Type of Organizer: _________________________________
Assessed by ______________________________________________
Scoring: 5 = Excellent 0 = Unacceptable
Criteria Score Appearance: Enough white space 5 4 3 2 1 0
Legible 5 4 3 2 1 0
Good font 5 4 3 2 1 0
Large enough to read 5 4 3 2 1 0
Appropriate organizer 5 4 3 2 1 0
Correct main points 5 4 3 2 1 0
Correct supporting points 5 4 3 2 1 0
Clarity of relationships 5 4 3 2 1 0
Comments: - Observation Checklist of Student’s Expository Reading Using the Observation Checklist of Student’s Expository Reading found in Appendix C of the textbook, assess your tutees’ expository comprehension. Remember the importance of using checklist and rubrics as assessment tools.