Reading can be a difficult subject for students. There are so many aspects and skills that students need to learn to become great readers. One aspect of reading students need to be familiar with is identifying Informational text from Literary text. Exposure to informational text has been on the rise in recent years in large part due to shifts in educational standards (Zapata & Maloch, 2014). The best way to teach students how to identify informational text is to teach text features. Our activity focuses on the critical attributes of Informational text. Introducing students to informational text at a young age is important because 90% of the text read by adults is informational (McCowan & Thomason. 2014). Before teaching anything, it is …show more content…
However, we broke our critical attributes text features up into simple and complex text features. The simple attributes would be knowing that informational text gives facts and has realistic photographs. The complex attributes would be table of contents, index and glossary. Although Mantzicopoulos & Patrick (2011) noted that most teachers are unfamiliar with informational text features and think they are similar to the features of literary text our attributes align with their definition of informational text features. We determined which attributes were simple or complex based on the likelihood of them being used in text. The simple attributes are most common but the complex are not always found in Informational text. After discussing the critical attributes, we would present the students with two texts that have the same theme. One text would be literary and the other would be informational. The students would then work together to make a venn diagram comparing and contrasting the features of the two texts. After discussing the features of Informational text, students would then be asked to list different forms of Informational text. Examples can include: textbooks, research resources, biographies, newspapers, magazine articles, or manuals. Students will also be given the opportunity to create their own Informational text booklet …show more content…
We will ask students to determine if the best way to determine if a text is informational would be by looking at the pictures. From their examination of non-fictional text students should be able to see that these elements are not always an indicator of non-fictional text. Students will be taught that not all Informational text contains every text feature. For example, a newspaper article may not have all these elements, but only some, like the picture and caption. They should also note that there are more text features which we did not
Fountas, I., C., & Pinnel, G. S., (2009). When readers struggle: Teaching that works. Portsmouth, NH: Heinemann.
Structure is essential for both literary text and informative text. The informative text provides facts laid out in
1. What is the name of the document? Ida Tarbell Criticizes Standard Oil (1904) 2. What type of document is it? (newspaper, map, image, report, Congressional record, etc.)
It provides a real opportunity for genuine communication. It also helps building students’ comprehension on a text. In the daily life, we can tell people about a news article we have read, so this is a classroom activity that is fairly authentic.
“Literacy—the ability to access, evaluate, and integrate information from a wide range of textual sources—is a prerequisite not only for individual educational success but for upward mobility both socially and economically,” states Sean Reardon (18). Literacy plays a significant role in civilized society. As Reardon mentioned, literacy is an important part of social and economic progression; therefore, it is unsurprising that thousands of dollars are poured into the education system each year to ensure that students can be considered literate. Reardon continues on to claim, “by third grade virtually all students can “read” in the procedural sense—they can sound out words and recognize simple words in context” (20). However,
Through these resources, activities, and strategies, students are able to make progress into distinguishing the main idea and supporting details in reading texts. Through this they are also able to organize thoughts to develop a topic sentence and moreover use supporting facts and details. Many of the resources and activities done in this lesson allowed the students to think for themselves and make educated guesses based on the information given. Moreover they were allowed multiple opportunities to share with one another about heir thought
There are several advantages to using narrative text in the middle school classroom environment. The first advantage is that the reader is entertained when reading narrative text. Second advantage involves narrative text attains and contains the interest of the reader. Third advantage consists of narrative text teaching or instructing the reader. Fourth advantage focuses on narrative text inconstant demeanor or social opinions of the reader. For example soap operas. The Bold and the Beautiful displayed in one of the episodes concerning homeless people and how their circumstances caused these individ...
Heider, K.L. (2009). Information Literacy: The Missing Link In Early Childhood Education. Early Childhood Education Journal, 36, 513-518.
Looking back over the course of the semester, I feel that I learned many new and interesting uses for technology within the classroom – both for classrooms that have a lot of technology and for classrooms that are limited with technology. For the majority of the class, we utilized William Kists’ book The Socially Networked Classroom: Teaching in the New Media Age (2010), which provided multiple modes of instruction that both utilized and/or created technology. One of the first things that I remember, and consequently that stuck with me through the course’s entirety, is that individuals must treat everything as a text. Even a garden is a text. The statement made me change the way that I traditionally viewed Language Arts both as a student and as a teacher, as I very narrowly saw literature and works of the like as texts only; however, by considering nearly anything as a text, one can analyze, study, and even expand his/her knowledge. Kist (2010) states that society is “experiencing a vast transformation of the way we “read” and “write,” and a broadening of the way we conceptualize “literacy” (p. 2). In order to begin to experience and learn with the modern classroom and technologically advanced students, individuals must begin to see new things as literature and analyze those things in a similar manner.
... for teachers to choose materials that will hook students and motivate them to engage in their own learning. Teachers should provide multiple learning opportunities in which stu¬dents can experience success and can begin to build confidence in their ability to read, write, and think at higher level. By connecting strategies for learning, such as searching, compre¬hending, interpreting, composing, and teaching content knowledge, students are given the opportunity to succeed in their education. These elements include: fundamental skills such as phonemic awareness, phonemic decoding, and other word analysis skills that support word reading accuracy; text reading fluency; strategies for building vocabulary; strategies for understanding and using the specific textual features that distinguish different genres; and self-regulated use of reading comprehension strategies.
Another purpose for writing is to inform. Information is power. In today’s society people need a lot of information to perform, thus making information qui...
Literature is an essential part of society in the present day and enables the communication between multiple parties in a written form. Texts can provide a vast knowledge on subjects dependent on content whereas novels are often seen as being purely for leisure and enjoyment. However it can often be seen that prose
Halliday & Hasan (1976, p.4) states that “the concept of cohesion is a semantic one, it refers to relations of meaning that exist within the text”, this suggests that cohesion happens when some of the elements is dependent on each other.
It is important that when selecting complex text educators look for specific factors that would meet each reader’s needs. These factors include language proficiency, background knowledge and experiences, and level of motivation. Depending on the factors mentioned, the educators can differentiate the instruction to meet the needs of the students where they could read a text and apply strategies learned. It is important to understand the text complexity because we do want readers to read text which are not challenging enough or that are extremely challenge that would make their self-efficacy low. Therefore, when Fisher & Frey (2012) stated the factors to take into consideration when selecting a text are established, readers would interact with the text. Moreover, the use of comprehension strategies like question and answer relationships (Reutzel & Cooter, 2016) would help the readers comprehend the text as they read
When we perform a textual analysis on a text, we make an informed assumption probably the most likely understandings that may be made of that text. Textual analysis is useful because we can us it to decipher texts such as films, TV programs, magazines, commercials, fashion, graffiti, etc. Instead of only judging the strengths, weaknesses, accuracy or inaccuracy of texts, we can instead look at the social practices, representations, assumptions and stories about our lives that are revealed in texts (Brennen