CCRS Anchor Standard 5

What does it mean?

Requires students to read texts that re highly challenging in terms of their structure

Students should be able to analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text relate to each other rand the whole.

 

Analyze the Author

Students should analyze how the author’s choices concerning the structure of the text contribute to the overall structure and meaning.

Students should be able to analyze and comprehend:

Order of events within text.

Relations among the text.

The way an author can manipulate time (mystery, tension, surprise).

 

Focus on the Two Reading Skills

The ability to analyze the structure of texts.

The ability to relate sentences paragraphs and larger ports of text to one another and the whole.  

 

Book Structure and Text Structures

Typical book structure: front and back covers, title page, contents, the way the text is organized, the glossary and the index.

Text structure/organization of a text:

The arrangement of ideas and the relations among them.

Text organization support comprehension.

Students who are more knowledgeable about text structure recall more information.

 

Narrative Text Structure

Comprised of five narrative elements:

Description: pattern that focus on characteristics, features, and facts related to a topic person event or object.

Sequence: steps in a process in which things happened.

Compare and contrast: events or ideas come to be because of thither evens ideas and acts

Cause and effect: similarities and differences.

 Problem and solution: shows difficulty and gives an example of how it can be resolved.

 

Informational Text Structure

Text structure helps students understand the type of information with the text and predict questions that may be asked about a certain text.

Example: If a text contains the patter of sequence question may be asked about what events occurred when.

 

CCS Building CCR Anchor Standard 5

K: Recognize common types of text,

1: Explain differences books that retell stories and informational book.

2: Describe overall structure.

3: Refers to specific parts of stories.

4: Explain the difference between between poems, dramas, and pose.

5: Explain series of chapters, stanzas, and scenes to provide to the overall structure.

 

Informational Text

5: Identify front cover back and title page.

1: Know and use carious text features to locate facts in a text.

2: Know and use carious text features to locate facts.

3: Use text features and search tools to locate information.

4: Describe the overall structure.

5: compare and contrast the overall structure of two or more texts.

 

Three Main Skill Areas to Teach

For students to be on tracks for middle school and higher expectations they should have:

The ability to use text features

The ability to identify text features with literary.

The ability to identify text features within information text.

 

Supporting Skills and Strategies: Reading Literature Standard 5

K: Recognize storybooks and poems

1: Recognize fiction and informational text.

2: Describe the beginning middle and end and story structure.

3: Refers to parts as chapters, scene, and stanza.

4: Explain differences between poems, drama, and prose; refer to structural elements.

5: Explain how each parts fits together to produce the structure of the whole.

 

CCSS 5 for Reading Informational Text

K: Identify front back cover and title page.

1: Identify heading, table of contents, glossary, electronic menu, and icon.

2: Identify a caption, bold print, subheading, a glossary an index and use these to locate key facts.

3: Identify text features and search tools use key words sidebars and hyperlinks.

4: Identify chronology comparison and cause effect, problem solution, describe overall structure.

5: Compare and contrast the overall structure of events, ideas, and information in two or more texts.

 

How can we teach literary text structures?

Using predict-o-gram:

Give students the opportunities to practice using literary text elements.

 Students are provided with list of words that are associated with the five narrative elements.

Students make prediction of word association to elements.

 

How do we teach informational text structures?

Students crate a semantic map around a supplied focused word,

Gives students the opportunity to work with words and phrases that describe the focus word.

Sequence: provides students a way to place items in sequential or chronological order.

 

How can we integrate with other standards?

Reading literature standard 1: Reading a narrative text- should encourage students to use structure of text o location information and key details.

Reading literature standard 2: When student are retelling a literary text remind them to use the narrative elements.

Writing standard 3: Encourage students to learn literary story structure as they learn about the development of characters setting s and events.

Speaking and listening standard 2: Encourage students to discuss narrative text structure before during and after read-alouds.

 

Primary Grade Activity

Common Care task: Text structures

Grade 2

Model different text structures of flipbook for text structures.

 

Differentiation for ELL Students

Content: Students will all be working on the same text structure.

Process: Students will focus on the names of the structures and pictures; students can label and not write describing words; students can write in their native language.

Product: They can describe flipbooks in their native language; students can conference with the teacher before and write a script in English for a presentation.

 

Differentiation for Struggling Students

Content: Students will all be working on the same text structure.

Process: Students focus on labeling the tabs and drawing the pictures; student cab just do labels and write describing words.

Product: Students can present their flipbooks to the teacher.

 

Differentiation for Advanced Students

Content: Students will all be working on the same text structure.

Process: Students can include the labels pictures and definitions and a sentence describing each structure.

Product: Students can present their flipbooks to the class and read the examples that they wrote.

 

Intermediate Grade Activity

Grade 5

Description, sequence, compare and contrast, cause and effect, problem and solution, helps with comprehension, teacher need to use explicit instruction and scaffolding with teaching these structures.

 

Differentiation for ELL Students

Content: Text examples in native language, text selections for independent reading are appropriate for student’s academic level.

Process: Audio recordings of a text, pair student with a higher level students or another native speaker to do parent work, provide students with bilingual dictionaries, students can record responses with tape recorders, and students can be provided with sentence starters.

Product: Oral responses and pictures, students can present information in their native language.

 

Differentiation for Struggling Students

Content: Text example are provided at their reading level.

Process: Students can be paired with intermediate to high level students for buddy reading; students can have access to dictionaries, students can listen to audio recordings of text, teacher can provide sentence frame when the students write response.

Product: Students can oral respond or draw pictures to present information.

 

Differentiation for Advanced Students

Content: Text examples that are appropriate.

Process: Have these students lead discussion about the text structure, have them formulate discussion questions, give them the choice of which or not to use sentence frames, and pair with buddies.

Product: Students can present information between two texts.