WEBVTT

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[Music] Welcome

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to Interactive Strategies

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for Teaching Nonfiction Text Structure.

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Hi, my name is Dawn Chappelear.

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I teach third and fourth graders

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at Garfield Elementary School

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in Garden City, Kansas.

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The objective of the lesson today is

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to introduce the idea

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that nonfiction text has a

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special organization.

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This gets students exposed to vocabulary

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and ideas associated

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with each text structure,

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which will essentially improve their

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comprehension of nonfiction text.

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What I do to help students identify

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and use the text organizational

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structure is to introduce the signal

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words and give them graphic organizers

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for new text structures.

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I use low-level text at first

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so that they are able to focus

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on the structure instead

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of the actual comprehension,

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and then we are able to work

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up to activities that use text

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that is actually

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at their instructional levels.

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Today I am introducing students

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to the compare-and-contrast

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text structure.

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Prior to today's lessons I had students

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write down the signal words,

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the graphic organizer,

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and the definition for compare

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and contrast.

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This would allow us

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to begin today's lesson by searching

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for the signal words

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in an example passage

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and begin practicing using the graphic

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organizer a little bit faster.

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To begin the lesson I read aloud a

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passage about chimpanzees,

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and that passage uses the text structure

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compare and contrast.

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This passage is shown on a SMART Board

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and students are instructed

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to follow along as I read it out loud.

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Then they come forward

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to circle the signal words

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that identify the compare-and-contrast

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text structure.

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And after we agree that all

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of the circled words are on the list

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of signal words,

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students are given instructions

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for the next activity.

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I engage students to be able

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to practice the strategy by getting

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to work with a partner;

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they look for signal words together.

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They work on recording the information

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in an appropriate graphic organizer

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and they are doing that with a partner,

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so it helps them to be better involved

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in the activity.

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For today's lesson some

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of the cooperative learning strategies

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are a think-pair-share, they get to talk

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with their shoulder partner before they

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share out with the class.

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Students are working cooperatively using

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red and blue colored pencils

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to show each student's work

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in the project.

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This is a Kagan Cooperative Learning

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Strategy called Rally Table.

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They take turns writing

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and using different colors so I can see

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that the work is being shared

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by the partner group and that

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if there are any misconceptions,

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it shows me who needs more help

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with this concept.

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During the independent time I am

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monitoring their work by moving

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around the classroom

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so I can clarify questions

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and misunderstandings.

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After about ten minutes

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of work time I give the students a

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two-minute warning and ask them

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to finish their work.

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The pages are then collected

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so I can determine the next step

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in the series of lessons.

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The final activity incorporates the two

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text structures that they have learned

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up to this point.

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Each student is given a card

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with a passage, definition,

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or graphic organizer that is related

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to either the sequence

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or compare-and-contrast text structure.

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Students first mix and pass their cards

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until I say, "Freeze."

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When I say, "Freeze," they stop

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and read their card and decide

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which corner they will go to.

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When I say, "Go to your corner,"

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they go to the side of the room

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that has the sequence,

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or compare-and-contrast poster,

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depending on what their card says.

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When they get to their corner they check

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each other's cards, and I am also moving

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around to be sure

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that answers are correct.

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When we repeat this process

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by passing the cards, freezing,

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and going to a new corner.

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As we learn more text structures,

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I'll be adding more cards

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that are related

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to the newly learned structures.

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When we do the next text structure we

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will also review the signal words

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and graphic organizers that we used

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for previously learned text structures,

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so we are going to be building

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on the text structures as we move

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on to the remaining three

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that we haven't done yet.

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And so when we do the description text

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structure we will also be reviewing

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sequence, and compare and contrast.

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Students need to learn to identify some

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of these common structures

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of informational text

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because it will help their understanding

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of nonfiction and it will help

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with their writing

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and help them better comprehend the text

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by organizing their thinking.

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[Music] To learn more

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about Interactive Strategies

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for Teaching Nonfiction Text Structure,

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please explore the additional resources

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on the Doing What Works website.