Overview
- Chapter 9-Facilitating Students' Comprehension: Text Factors We will continue to discuss Comprehension this week. I am so pleased that our text has decided to devote two entire chapters to this topic. As literacy specialist, each year the area that seemed to create the most problems resulting in lower scores was comprehension. Be sure to complete all your readings, quiz, and create your minilesson plan.
Teachers should be aware of the structure of text so that they can help students become
more successful readers and writers. Chapter 9 addresses three types of text: stories,
informational books, and poems. The unique structure of each type of text is discussed. Terms
are defined and classroom examples are given.You will also see several (actually a lot!) of resources that are available for on line at no cost. I have added these to the week's materials so you can save them for later use.
- Chapter 9 Objectives After reading chapter 9, students should be able to:
1. Describe the ways in which stories are organized.
2. Describe the ways in which informational books are organized.
3. Describe the ways in which poems are structured.
4. Explain the ways in which students’ knowledge of text structure affects their reading and writing. - How Effective Teachers Focus on Text Factors 1. Teachers teach students that stories have unique text factors: narrative genres, story elements, and narrative devices.
2. Teachers teach students that informational books have unique text factors: nonfiction genres, expository text structures, and nonfiction features.
3. Teachers teach students that poems have unique text factors: book formats, poetic forms, and poetic devices.
4. Teachers encourage students to apply their knowledge of text factors when they’re reading and writing. - Preview Chapter 9 introduces three types of literature: stories, informational books, and poetry. Use the
following questions to initiate a discussion on text structure.
1. How do stories differ from informational text?
2. Why do students need to read both stories and informational text in the classroom?
3. What types of poetry are most appropriate for students in the elementary grades?