Informational Text and the Common Core State Standards Illinois State Board of Education English...

Informational Text and the Common Core State Standards

Informational Text and the Common Core State Standards

Illinois State Board of Education

English Language Arts Content Specialists

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Today’s Targets


• Importance of informational text

• Informational text and the Common Core State Standards

• 5 ways to improve comprehension of informational text

What is Informational Text?

Informational text is text whose primary purpose is to convey information about the natural or social world, and that has particular linguistic features to accomplish that purpose.


Difference Between Fiction, Informational Text and Nonfiction

Fiction• Drama• Poetry• Short Stories• Myths• Legends• Nursery Rhymes• Realistic Fiction• Drama

Nonfiction• Informational Text Encyclopedias Field Guides All-about books Informational Hypertext (websites) Magazines Newspapers

• Literary Nonfiction Essay Journal Letter

A balance of informational text

Informational Text Literature

Poetry,Drama

Myths, Legends,

Short stories,

SS, Science, etc.

Informational Text Literature

Poetry,Drama

Myths, Legends,

Short Stories

Directions,Forms, etc.

Social Studies,

History, Arts,

Science,Biographies,

Teacher Use of Informational Texts in Read-Alouds

6

Narrative texts have largely dominated read-alouds in the primary classroom. (Duke, 2000)

Narrative82%

Expository 4%

Mixed Genre13%

In the past, when teachers read aloud & interpreted difficult nonfiction, young readers learned information but failed to read expository text. (Palmer & Stewart, 2003)

Teachers need to directly instruct how to navigate & extract information in order to become fluent & strategic readers of this genre.

(RAND, 2002)

Read-alouds and the use of text-based discussions

are opportunities to help students learn from complex informational text, especially when students are just learning to read or if students struggle to read informational text independently.

(Beck & McKeown, 2001; Snow, Burns, & Griffin, 1998).

Research

8

Research• Studies have long shown that the

majority of the reading and writing adults do is nonfiction (Venezky, 1982).

• Approximately 96% of sites on the World Wide Web contain nonfiction, informational text (Kamil and Lane, 1998).

9

Research

Nearly 44 million American adults cannot extract even a single piece of information from a written text if any inference or background knowledge is required (Levy, 1993).

10

ResearchSome education researchers have attributed

the "fourth grade slump" in overall literacy achievement in large part to problems with informational literacy (Chall, Jacobs, and Baldwin, 1990).

Background knowledge has a profound influence on students’ ability to comprehend what they read.

The more extensive a reader’s background knowledge is, the easier it is to acquire new information offered by the text (Alfassi, 2004).

Common Core State Standards

(National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010)

11

• Calls for an interdisciplinary approach with a balance of literature and informational texts in:– history– social studies– science and technical subjects

• Preparation for reading complex informational texts should begin at the very earliest elementary school grades.

• Domain-specific nonfiction can be infused within the English language arts block.

Balancing Informational and Literary Texts

50% K-5

55% by grade 8

70% by grade12

“In K–5, the Standards follow NAEP’s lead in balancing the reading of literature with the reading of informational texts, including texts in history/social studies, science, and technical subjects.”

(National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010)

Informational Text: The Benefits Align with Elements of Text Complexity

13

Expands student development of:

• more sophisticated oral language (Reese & Harris, 1997)

•content area knowledge in science and social studies (Stone & Twardosz, 2001; Hirsch, 2003)

•expository text structures (Duke & Kays, 1998; Donovan & Smolkin, 2001)

•reading interest in various topics (Duke 2000; Casteel & Isom, 1994)

Levels of Levels of MeaningMeaning

LanguageLanguage

Text Text StructureStructure

Knowledge Knowledge DemandsDemands

Elements of Text Complexity

14

Five ways to improve comprehension of informational

text:1. Increase attention to the unique and the especially

challenging characteristics of informational text. Two

characteristics are:Text FeaturesText Structures

2. Increase instructional time with informational text.

3. Increase access to informational text.

4. Increase explicit teaching of comprehension strategies, along

with lots of opportunities for guided and independent practice.

5. Ensure that informational text is used for authentic purposes as

much as possible. (Duke,

2005)

15

Increase attention to the unique and the

especially challenging characteristics of informational text

Text Features That Signal Importance• Fonts and Effects Titles, headings, boldface print, color print, italics, bullets, captions,

labels

• Cue Words and Phrases• Illustrations and Photographs• Graphics

Diagrams, cross-sections, overlays, distribution maps, word bubbles, tables, graphs, charts

• Text Organizers Index, preface, table of contents, glossary, appendix

• Text Structures (Harvey and Goudvis, 2000)

#1

Discuss the Characteristics of Fiction and Informational Texts


Text Features


Research confirms the need to explicitly teach text features. (Kelley & Clausen-Grace. 2010)

Introduce a new text feature each day. Chart the feature and its purpose.

Show students many examples in nonfiction books.

Have students find their own examples of text features in books.


Teacher models how to design a text feature.


Student Diagrams

20

Diagrams can become part of student work:• picture glossaries• summaries • writing• question generation• research projects

Have students make their own diagrams…..

Informational vs Narrative Text Structure

Narrative

Purpose: Tell a Story• Beginning• Middle • End• Usually written from the

author’s imagination

(plot, conflict, setting)

Informational

Purpose: Inform or Describe• Sequential• Description• Comparison• Cause and Effect• Problem and Solution


Informational Text StructureChildren have far less familiarity with informational text

structures than with narrative.(Goldman & Rakestraw, 2000)

Students of all ages generally find reading informational text more difficult than reading narrative text.

(Langer, 1985)

“Knowing the overall organizational pattern, as well as underlying structures such as comparison and contrast, provide a scaffold for deriving and understanding the information.” (Fountas & Pinnell, 2008)


Text Structure

• Writers use different structures to build their ideas.

• Each text structure communicates ideas in a different way.

There are certain structures found in informational text. Each type of structure makes its own demands on the reader:

sequential, description, comparison, cause & effect, problem & solution.

Sequential The author lists items or events in numerical or

chronological order. Clue words include first, second, third, next, then and finally.

.

Description

The author lists characteristics, features, and examples to describe a subject. Clue words for description include for example & characteristics.

Comparison

The author explains how two or more things are alike or different. Clue words include different, in contrast, alike, same as, or on the other hand.

Cause and Effect

The author explains one or more causes and the resulting effect or effects. Clue words are reasons why, if, then, as a result, therefore, and because.

Cause

Cause

Cause

Effect

Problem and Solution The author states a

problem and lists one or more solutions for the problem. Clue words are problem is, dilemma is, puzzle is, solve, question, and answer.

Problem___________________________

Solution___________________________

Teaching Text Structure

Piccolo (1987) recommends introducing and working on the patterns one at a time.

Use short, easy paragraphs and maps or graphic organizers to define, explain and illustrate each structural pattern.

Help students discover the common distinguishing features in these examples.


#2 – Increase Instructional Time With Informational Text


Increase Access to Informational Text

Does your classroom library have informational text?

Is there time in the schedule for all students to choose and read informational text?


#3

Provide A Plethora of Informational Text in Your Classroom


Think Outside the BookMagazines• Ranger Rick

• My Big Backyard (www.nwf.org)

• Dig (www.digonsite.com)

• Time For Kids (www.timeforkids.com)

• Discover (www.kidsdiscover.com)

• National Geographic http://www.nationalgeographic.com/magazines/

• Cobblestone Publishers (Cricket & Ladybug Magazines)

http://www.cobblestonepub.com/samplers.html

Appleseeds (social studies)

Ask (science)

Click (science, history and other areas)

Newspapers

• Find news articles on topics your class is studying and post them.• Establish a spot in the room labeled “In the News” where you rotate

news articles on a regular basis.• Scholastic News

(www.teacher.scholastic.com/products/classmags.htm)• NIEonline provides online lesson plans and other innovative

materials for use on NIE websites to provide new ways for your teachers to use your newspaper and your e-Edition in their classrooms.

http://nieonline.com/

The Internet

Kid-Friendly Search Engine - www.yahooligans.com

Favorite Websites

CIA - www.odci.gov

National Geographic – www.nationalgeographic.org

PBS – www.pbs.org

World Health Organization – www.who.org

The White House – www.whitehouse.gov

Add to Your Classroom LibraryMultiple Genres

• Fantasy Books• Predictable Books• Biographies• Poetry• Procedural Texts

Cookbooks

Science Experiment• Joke Books• Cartoons

Multiple Reading Levels

Include some books that are two grades above your class’s level, and some two years below its level.


#4Increase explicit teaching of comprehension strategies, along with lots of opportunities for guided and independent practice.

Reciprocal Teaching - (Palincsar & Brown, 1986)

Collaborative Strategic Reading - (Klinger &Vaughn, 1999)


Evidence is clear: the more time students spend reading, the higher their reading achievement (Anderson, Fielding, & Wilson, 1988)

Students benefit most when independent reading time is carefully planned and monitored.

Reciprocal Teaching

• When reciprocal teaching was used for just 15 days students reading increases from 30 - 80%. (Palinscar & Brown, 1986)

• According to a study by Palinscar and Klenk 1991, students not only improved their comprehension skills immediately, but they also maintained improved comprehension skills when tested a year later.

• Lubliner 2001, points out that reciprocal teaching is an effective teaching technique that can improve on the kind of reading comprehension that is necessary not only for improved test scores but also for an information age.


Text-Dependent Questions

Speaking and

listening

What is Reciprocal Teaching?

Definition: Reciprocal teaching refers to an instructional activity that takes place in the form of a dialogue between teachers and students regarding segments of text. The dialogue is structured by the use of four strategies: summarizing, question generating, clarifying, and predicting. The teacher and students take turns assuming the role of teacher in leading this dialogue.

(Palincsar,1986)


The Four Reciprocal Teaching Strategies…

Predicting

Questioning

Clarifying

Summarizing


CCSS #1

CCSS # 8

CCSS #2

Ask and answer such questions as who, what, where, when, why, and how to demonstrateunderstanding of key details in a text. (RI.2.1)

Describe how reasons support specific points the author makes in a text. (RI.2.8)

Identify the main topic of a multiparagraph textas well as the focus of specific paragraphs withinthe text. (RI.2.2)

But don’t I use these four strategies already?

Most likely, you already teach your students to predict, question, clarify, summarize and visualize.

The difference with reciprocal teaching is that the strategies are delivered as a multiple-strategy package used in concert with one another rather than as separate strategies.

The aim of reciprocal teaching is for good readers to cycle through four strategies, not necessarily in order, to make sense of the text.


Collaborative Strategic Reading

CSR is an excellent technique for teaching students reading comprehension, building vocabulary and also working together cooperatively.

(Klinger & Vaughn, 1996)


Collaborative Strategic Reading(Students work in small, cooperative groups)

Before Reading1. Brainstorm – What do we already know about the topic?

2. Predict – What do we think we will learn about the topic when we read the passage?

3. Read the first paragraph, sentence or section.

During Reading 1. Click & Clunk – Were there any parts that were hard to understand (clunks)? How can we

fix the clunks?

2. Get the Gist – What is the most important person, place or thing? What is the most important idea about the person, place or thing?

After Reading1. Wrap Up – Ask text-dependent questions: questions that can only be answered by referring

explicitly back to the text being read.


Collaborative Strategic Reading• Students have specific roles: leader, clunk expert, gist

expert, announcer, encourager.• Cue cards may be used to support students in small,

cooperative groups. – E.g., a clunk card that says: “Reread the sentences before and after the clunk

looking for cues.”– E.g., a student leader cue card that says: “Did everyone understand what we

read? If you did not, write your clunks in your learning log.”

• Students complete learning logs before and after reading.

http://www.ims.issaquah.wednet.edu/CSR/CSR_Plan.pdf

http://www.ims.issaquah.wednet.edu/CSR/CSR_Learning_Log.pdf


Strategy Tips

Model the strategies.

Be consistent.

Use the strategies several times a week.


#5 Ensure that informational text is used for authentic purposes as much as possible.


Authentic PurposesSet up situations in which students need information – then encourage students to

read to obtain that information.

Find information about the life cycles of

frogs before setting up a

tadpole tank.


Learn about the needs of growing things before planting a window box.


Authentic Purposes

• Water is left out on a pan on Friday and has “disappeared” on a Monday.

• Set out magnets with various materials that the magnets will or will not attract.


Use informational text …

• For pleasure• To pass the time• To increase general knowledge• To find out something you want or need to know• And for writing: To convey information from someone

who knows it to someone who does not, yet wants or needs to do so


ReferenceAlfassi, M. (2004). Reading to learn: Effects of combined strategy instruction on high school students.

The Journal of Educational Research 97(4), 171–184.

Beck, I., McKeown, M., & Kucan, L. (2002). Bringing words to life:

Robust vocabulary instruction. New York: Guilford.

Casteel, C.P., & Isom, B.A. (1994). Reciprocal processes in science and literacy learning. Reading Teacher, 47(7),538-545.

Chall, J.S. and Jacobs, V.A. (2003). Poor Children's Fourth-Grade Slump. American Educator, Spring, 2003. Retrieved Oct. 24, 2007, from http://www.aft.org/pubsreports/american_educator/spring2003/chall.html.

Duke, N. K. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35, 202–224.

Duke, N. K., & Kays, J. (1998). Can I say Once upon a time'?: Kindergarten children developing knowledge of information book language. Early Childhood Research Quarterly, 13, 295-318.

Goldman, S.R., & Rakestraw, J.A. (2000). Structural aspects of constructing meaning from text. In M.L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), "Handbook of reading research" (Vol. II, pp. 311-335). Mahwah, NJ: Erlbaum.

Harvey, Stephanie, & Goudvis, Anne. (2000). Strategies that work: Teaching comprehension to enhance understanding. York, ME: Stenhouse.

Hirsch, E.D. (2003). Reading comprehension requires knowledge – of words and the world: Scientific insights into the fourth-grade slump and the nation’s stagnant comprehension scores. American Educator, Spring, 2003.


ReferencesKelley, M. J. and Clausen-Grace, N. (2010), Guiding Students Through Expository Text With Text Feature Walks.

The Reading Teacher, 64: 191–195.

Klinger & Vaughn, (1999). Promoting reading comprehension, content learning, and English acquisition through collaborative strategic reading (CSR). Reading Teacher, 52, 738-747).

Langer, J. A. (1985). Levels of questioning: An alternative view. Reading Research Quarterly 20(5), 586-602.

Levy, B. A. (1993). Fluent reading: An indirect indicator of reading skill development. In P. Graf & M. E. J. Masson (Eds.), Indirect memory: New directions in cognition, development, and neuropsychology (pp. 49 – 73). Hillsdale, NJ: Erlbaum.

Lubliner, S. (2001). A practical guide to reciprocal teaching. Bothell, WA: Wright Group/McGraw-Hill.

Palincsar, A. S., & Klenk, L. (1991). Dialogues promoting reading comprehension. In B. Means, C. Chelemer, & M. S. Knapp (Eds.), Teaching advanced skills to at-risk students (pp. 112-40). San Francisco: Jossey-Bass.

Palincsar, A. S., & Brown, A. L. (1986). Interactive teaching to promote independent learning from text. The Reading Teacher, 39(8), 771-77

Palmer, R.G. & Stewart, R. A. (2005). Models for using nonfiction in the primary grades. The Reading Teacher, 57, 38-48

Piccolo, J. (1987). Expository text structure: Teaching and learning strategies. The Reading Teacher, 40.(9), 838-847.


ReferencesPinnell, G., & Fountas, I. (2008). When readers struggle: Teaching that works. Portsmouth, NH:

Heinemann.

Pressley, M., El-Dinary, P.B., Gaskins, I., Schuder, T., Bergman, R. L, Almasi, J., & Brown, R. (1992). Beyond direct explanation: Transactional instruction of reading comprehension strategies. Elementary School Journal, 92, 513-555.

Rand Study Group. (2002). Reading for understanding: Toward an R&D program in reading comprehension. Santa Monica, CA: Rand Corporation.

Reese, D. A. & Harris, V. J. (1997). “Look at this nest!” The beauty and power of using informational books with young children. Early Child Development and Care, 127/128, 217–231.

Snow, C., Burns, M., & Griffin, P. (1998). Preventing reading difficulties in young children. Washington, DC: National Academy Press.

Stone, S. & Twardosz, S. (2001). Children's books in child care classrooms: Quality, accessibility, and reasons for teachers' choices. Journal of Research in Childhood Education, 16(1), 53-69.

Venezky, R.L. (1982). The origins of the present-day chasm between adult literacy needs and school literacy instruction. Visible Language, 16, 112–127.

.


Contact


Questions or comments?

Please contact English Language Arts Specialists at: [email protected]

Informational Text and the Common Core State Standards Illinois State Board of Education English...

Documents

Transcript of Informational Text and the Common Core State Standards Illinois State Board of Education English...