Textmapping a chapter from a textbook/nonfiction/fiction selection
Instructional goal: pre-reading strategies that prepare a students to read and understand a textbook chapter.
- Describe the external structure, features, and organization
- Draw inferences about chapter topic and sub-topics
- Black Marker: box the text stream - the stream DOES NOT STOP till the end of the book.
- Red Marker: divide the text into 3 sections: Beginning, Middle, End - this can be a a class discussion, as many students will have differing opinions as to where to place these markings and it fosters a meaningful academic conversation. Students should "make a case" for where they want to place beginning, middle, and end.
- Orange Marker: box the illustrations/photos. Draw an arrow from the illustration/photo to the piece of text that it matches. *There can be more than one illustration matched to the same section of text.
- Green Marker: circle each heading and box it's corresponding section. (Non-Fiction)
- Green Marker: circle each minor character (Fiction) - did the character add something to the storyline or just mentioned? How did they impact the story?
- Blue Marker: circle each sub-heading and box it's corresponding sub-section (Non-Fiction)
- Blue Marker: circle the main character (Fiction)
- Pink Marker: Box all review questions (if any) in the main body of text.
- Yellow Marker: Highlight the vocabulary words in the main body of the text.
- As you move through the text write observations, questions, predictions, connections on Post-It notes and post them on the scroll. Color code for clarity: blue= prediction, pink=connection, Push/Pull,
Annotating the text
Students can learn to be excellent note takers. When teachers and students add notes to the scroll they create an annotated document where text dependent questions can be answered and text evidence can be linked from illustrations, captions, text stream, etc. These connections will help students to see the relation between text and features and they will learn how to construct answers strictly from the text and features.
- I DO: Teacher begins by demonstrating how annotations can be extracted from the expository text, using only the important information. This can be achieved by:
- 1) Stopping as new information is encountered within the text, think aloud - model what readers do when they encounter new or confusing information.
- 2) Question what that information means in our own words, then reread for clarity.
- 3) We rephrase the new information in our own words, writing those facts from the text to create an annotation of the new information on the paper above the scroll.
- 4) Once the entire chapter/section is mapped and annotated on the scroll, we model how to take notes in our reading response journals.
Extension Activities
- Outline the chapter
- KWL chart
- Review and discuss sticky note comments
- Indicate how each illustration relates to the text
- Indicate how each side-bar relates to the text
- Use computer time to research additional information regarding the topic on the scroll
- Take an open scroll test
- Fold the scroll accordion style to "remove" extraneous text
- Turn the scroll into a flip book
Research articles regarding two aspects of textmapping: text feature walks and the effects of repeated reading.
expository_text_walk.pdf | |
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rereading_for_fluency.pdf | |
File Size: | 327 kb |
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