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Semelhante a Expository text instruction in grades 3 5
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Expository text instruction in grades 3 5
- 1. EXPOSITORY TEXT INSTRUCTION IN GRADES 3-5
- 2. TASK AND TRANSFER 1. What lesson or activity did you do with your students? 2. Why did you decide to do this lesson or activity with your students? 3. What was the impact on your students’ learning? 4. What are you most proud of or concerned about based on this lesson/activity with your students? 5. Based on your students’ needs, what might you have done differently? 6. What are (or were) your next steps for your students?
- 3. BOOK STUDY: CHAPTER 4 ANALYZING AND DISCUSSING EXPOSITORY TEXTS •Text Impression Activity: Expository Text Defined •Flip Book: Genres of Expository Text •Structures of Expository Texts •Text Features
- 5. SUPPORT COMPARING AND CONTRASTING SOURCES OF INFORMATION TCRWP
- 6. LAYERING MULTIPLE TEXTS TEXT SELECTION DELIVERY RESPONSE The Watson’s Go to Birmingham Literature circles (Hint: begin with Harvey Daniels role sheets) Annotate book Role sheets Genre Chart Foldable Freedom Summer Traditional Read Aloud Interactive Read Aloud Grand Conversation Genre Chart I Have a Dream, Speech, text and video Close Reading Foldable: 1.Retelling 2.Central Ideas and Themes 3.Text Language 4.Text Structure 5.Author’s Point of View 6.Media Connection: video clip 7.Comparing Texts: Written conversations Ruth and the Green Book (The Green Book is a primary source text) Traditional Read Aloud Grand Conversation Genre Chart The Open Road Wasn’t Quite Open to All, NY Times, Celia McGee Independent Reading Annotating text Foldable: RI.3.2: Key Themes RI.3.4: Vocabulary RI.3.5: Structure RI.3.6: Point of View RI.3.7: Connections across text
- 7. PLANNING FOR IMPLEMENTATION How will you implement your learning from today? Work with your team to develop a plan.
- 8. REFLECTIONS
Notas do Editor
- Teachers will use the “Four Door Shutter Project” foldable to record their learning from each other about the Task and Transfer work that each teacher has done.As you share your task and transfer with your group, record notes on the foldable. After each person has shared write a compliment/thank you on the sticky note to give to her.Task and Transfer Questions for Reflection: What lesson or activity did you do with your students? Why did you decide to do this lesson or activity with your students? What was the impact on your students’ learning? What are you most proud of or concerned about based on this lesson/activity with your students? Based on your students’ needs, what might you have done differently? What are (or were) your next steps for your students?
- Read and discuss chapter 4: Analyzing and Discussing Expository Texts30 minutesText Impression Activity for pages 80-81: Expository Text DefinedText Impression Activity (See next slide for word list)Directions: Work with a partner to write about Expository Text using the words and phrases listed below. Use these words and phrases in the same order that they appear in the list. After completing your paragraph compare what you wrote to the text passage with the heading “Expository Text Defined” on page 80-81 of Teaching Students to Read Like Detectives.Strengthen your paragraph as needed by making revisions for accuracy and clarity.30 minutesFlip Book Foldable: Genres of Expository Texts, 15 minutes for reading and note making. 15 minutes for sharing out the genres.Each person will read and record notes for two genres and also skim the sections about Structures of Expository Text and Text Features. Record key words and notes in the flip books.
- This slide is to show the word list for the activity on the previous slide.
- This video from TCRWP shows how a teacher prepares students for reading,Writing, listening and speaking about multiple sources of information on theSame topic. This video will be an example of how to teach students toRead and understand expository text that was the topic of today’s book study.Also, this video leads into the topic of layering multiple texts during a unit of studyOf a topic during reading workshop.
- Explain this method of planning for instruction using multiple texts on a topic. Participants will receive a handout with this chart and additional explanatory information.Grand ConversationsKey TenetsIn 2007, Maryann Eeds and Ralph Peterson, both of Arizona State University, published five tenets for the use of literature and grand conversations in the classroom:1. Story is an exploration and illumination of life.2. Interpretation is a transactional process.3. Children are makers of meaning.4. Collaboration is essential.5. Dialogue is the best pedagogy.http://prezi.com/mzjesatu1-84/copy-of-copy-of-grand-conversation/Read more: Who Started Grand Conversations in Reading? | eHowhttp://www.ehow.com/info_8469874_started-grand-conversations-reading.html#ixzz2Sjyvvvff
- Provide time for teachers to collaborate:How will you implement your learning from today?Work with your team to develop a plan.