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    Teaching Expository Text Structures

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    Hael Leigh
    I. The document discusses teaching expository text structures through information trade book retellings. It focuses on two factors driving the need to develop student understanding of expository texts: the demands of the information age and pressure to improve standardized test performance. II. It describes retellings as oral or written recalls of what students remember from reading or listening to a text. Retellings provide a holistic understanding rather than answering fragmented comprehension questions. III. A sequence is provided for teaching expository text structures using trade books, including introducing the structure, modeling determination of structure, using graphic organizers, and having students locate and diagram examples.

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    Teaching Expository Text Structures

    Uploaded by

    Hael Leigh
    189 views2 pages
    I. The document discusses teaching expository text structures through information trade book retellings. It focuses on two factors driving the need to develop student understanding of expository texts: the demands of the information age and pressure to improve standardized test performance. II. It describes retellings as oral or written recalls of what students remember from reading or listening to a text. Retellings provide a holistic understanding rather than answering fragmented comprehension questions. III. A sequence is provided for teaching expository text structures using trade books, including introducing the structure, modeling determination of structure, using graphic organizers, and having students locate and diagram examples.

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    I. The document discusses teaching expository text structures through information trade book retellings. It focuses on two factors driving the need to develop student understanding of expository texts: the demands of the information age and pressure to improve standardized test performance. II. It describes retellings as oral or written recalls of what students remember from reading or listening to a text. Retellings provide a holistic understanding rather than answering fragmented comprehension questions. III. A sequence is provided for teaching expository text structures using trade books, including introducing the structure, modeling determination of structure, using graphic organizers, and having students locate and diagram examples.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    189 views2 pages

    Teaching Expository Text Structures

    Uploaded by

    Hael Leigh
    I. The document discusses teaching expository text structures through information trade book retellings. It focuses on two factors driving the need to develop student understanding of expository texts: the demands of the information age and pressure to improve standardized test performance. II. It describes retellings as oral or written recalls of what students remember from reading or listening to a text. Retellings provide a holistic understanding rather than answering fragmented comprehension questions. III. A sequence is provided for teaching expository text structures using trade books, including introducing the structure, modeling determination of structure, using graphic organizers, and having students locate and diagram examples.

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    READ 503 The Teaching of Reading

    Professional Reading #2
    TEACHING EXPOSITORY TEXT STRUCTURES
    THROUGH INFORMATION TRADE BOOK RETELLINGS
    Barbara Moss
    Reference:
    Moss, B. (2004). Teaching expository text structures through information trade book
    retellings. Reading Teacher; May 2004, Vol. 57 Issue 8, p710.
    Retrieved January 20, 2015 from http://www.jstor.org/discover/10.2307/
    20205422?
    sid=21106164551073&uid=3738824&uid=374449781&uid=60&uid=3&uid=2

    I. Key Words: Text Structure, Retelling, Information Trade Book


    II. Summary:
    According to the article, there are two factors that drive teachers to develop
    students understanding of expository text. First is the demand of information age and
    second is the pressure to improve student standardized test performance.
    III. Questions:
    A. Literal: What are retellings?
    1. Retellings are oral or written post reading recalls during which children
    relate what they remember from reading or listening to a particular text.
    2. Retellings provide a holistic representation of student understanding
    rather than the fragmented information provided by answering
    comprehension questions (Bromley, 1998).
    3. Retellings let teachers see how as well as how much information
    children retain after reading or listening to a text (Irwin & Mitchell,
    1993).
    B. Inferential: Why teach expository text?
    1. Require Literacy demands of todays technological society require that
    students be able to read and write not only in the print world but also in
    the digital world (Schmar-Dobler, 2003).
    2. If todays students are to meet the literacy demands of the future, they
    need to engage in authentic literacy tasks with expository texts.
    C. Applied: How to teach text structures through trade books?
    Sequence for teaching expository text structures (Tompkins, 2002).
    1. Introduce the organizational pattern.
    2. Explain the pattern and when writers use it.

    3. Model ways students can determine text structures when signal words
    are not used.
    4. Introduce a graphic organizer for the pattern.
    5. Read aloud a trade book or a section of a book illustrating the
    appropriate text structure.
    6. Using the overhead projector, involve the group in completing a
    graphic organizer illustrating the text type.
    7. Ask students to work in pairs to locate examples of structure in
    information trade books.
    8. Have students diagram these structures using a graphic organizer.
    IV. Insights/Reflections
    I agree with the writer/researcher that one factor that drives teachers to develop
    students understanding of expository text the demand of information age. Todays
    technological society requires that students be able to read and write not only in the
    print world but also in the digital world. Thus, teaching them to read expository is really
    a must and I have learned one strategy to do this, the information trade book retellings
    or text retellings.
    The writer states that, Information trade book retellings can acquaint students
    with expository text patterns most commonly found in their reading. Through carefully
    sequenced instruction involving introduction for each pattern; teacher modeling; and the
    use of large group and small group retellings, teachers can ensure that students
    increase their familiarity with and understanding of expository text. Also, careful
    assessment of information trade book retellings can provide teacher with valuable
    information about each students emerging abilities in comprehending nonnative text- an
    essential literacy skill for success in our technological world.
    Personally, I really had a hard time teaching my students to read expository text
    especially those who belong to lower sections. The strategies discussed by the writer in
    this article gave me the idea how to teach expository texts reading to my students. By
    engaging my students in retellings, I can capitalize on my students enthusiasm for nonfiction literature while providing rich experiences for engagement with nonnarrative
    texts.

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