exploring expository text - school of education

Strategies for Educational Improvement: Exploring Expository Text

©2010 Kansas Reading Academy 1

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ExploringExpository Text

Strategies for Educational ImprovementLawrence, KSJune 11, 2010

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Prior Knowledge

• Think about what you know about the similarities and differences between Fiction/Narrative and Nonfiction text.

• Write your thinking on the notes section of your PowerPoint slides.

• Share your ideas with the person sitting next to you.

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Comparison of Text Types

less familiar and multiple text features: typographic, organizational, and graphic-aid features

often familiar:illustrations to support text, dialogue

Text features

less familiar and multiple text structures: descriptive, sequence, compare/contrast, cause/effect, and problem/solution structures

familiar story structure: setting, initiating event, characters, goals, attempts, outcomes, story ending

Text structure

less familiar (science or social studies-type information)

familiar (family, friends, common experiences)

Concepts and vocabulary

to inform the readerto share a story with the reader

Purpose

NonfictionFiction or Narrative

InstructionalConsiderations



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Types of Nonfiction

The types of nonfiction are:• Biography and autobiography• Expository/informational text• Persuasive• Technical

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Comparison of Nonfiction Text Types

multiple text featuresText features

informed stand and supporting reasons

primarily sequence and description

multiple text structures: descriptive, sequence, compare/contrast, cause/effect, and problem/solution

Text structure

familiar or unfamiliar, depending on the reader


to persuade the reader

to provide information to perform a task

to inform the readerPurpose

PersuasiveTechnicalExpositoryInstructionalConsiderations

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Instructional Considerationsfor Expository Text

• Typographic features• Organizational features• Graphic aids

Text features

Multiple structures that change within the book

Text structure

Familiar – spiderLess familiar – arachnidNot familiar – arthropod


What to consider:InstructionalConsiderations



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Instructional Considerations:Concepts

When selecting a text to use, a teacher must identify the concepts.

Topic – A big idea that contains many conceptsConcept – A general idea or understanding

• Superordinate concepts = Key ideas• Subordinate concepts = Important details

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Instructional Considerations: Concepts (cont.)

When selecting a text to use, a teacher must analyze it for concept load and familiarity.

– In this short paragraph, are there few or many concepts presented? (concept load)

– Are the concepts familiar, less familiar, or not familiar to my students? (familiarity of concepts)

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Identifying the Vocabulary

When selecting a text to use, a teacher must:• identify and determine familiarity of

vocabulary associated with the concepts. – What are the content vocabulary

words associated with the concepts?– Are the content vocabulary words

likely to be familiar, somewhat familiar, or not familiar to students?



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Choosing Words to Teach

Tier 1: Basic words (clock, baby, happy)

Tier 2: High-frequency words for mature language users (coincidence, absurd, industrious)

Tier 3: Words whose frequency use is quite low, often limited to specific domains (isotope, lathe, peninsula)

(Beck at al., 2002)

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Selecting Content-Area Vocabulary

• How critical is the word’s meaning to understanding the text?

– critical– useful, but not critical– interesting, but not useful

• How important to future learning is the word’s meaning?

• How likely will the meaning be understood?

(Marzano & Pickering, 2005; Ruddell, 1999)

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Teaching Concepts and Vocabulary

When addressing concept load and vocabulary, the teacher should:

• teach through themes or content units;• teach concepts through direct experiences

and vicarious experiences; and• teach unfamiliar words through explicit

vocabulary instruction using nonlinguistic strategies whenever possible.



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ExplicitVocabulary Instruction

1. Contextualize the word for its role in the text.2. Provide a student-friendly definition, description,

explanation, or example of the new term along with a nonlinguistic representation.

3. Provide additional examples, and ask students to provide their own examples of the word.

4. Construct a picture, symbol, or graphic to represent the word.

5. Engage students in lively ways to utilize the new word immediately.

6. Provide multiple exposures to the word over time.(Beck et al., 2002; Marzano, 2004)

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Instructional Considerationsfor Expository Text

• Typographic features• Organizational features• Graphic aids

Text features

Multiple structures that change within the book

Text structure

Familiar – spiderLess familiar – arachnidNot familiar – arthropod


What to consider:InstructionalConsiderations

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Expository-Text Structures

The most common organizational structures for expository text are:

• Description• Sequence• Compare and Contrast• Cause and Effect• Problem and Solution

(Armbruster & Anderson, 1981; Meyer & Freedle, 1984; Tompkins, 2006)



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Kansas StandardsStandard 1 - Reading

Benchmark 4: The student comprehends a variety of text (narrative, technical, expository, persuasive).

K-1 indicator 6: develops an awareness of text structure.• Kindergarten: Sequence, Problem and Solution• First: Sequence, Problem and Solution, Compare and

ContrastGrades 2-5 indicator 6: identifies text structure.

• Second - Fifth: Sequence, Problem and Solution, Compare and Contrast, Description, Cause and Effect

(Kansas State Department of Education, 2003)

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Identifying Expository-Text Structures

1. Turn to Handout 3 (2 of 5).2. Read each paragraph and underline clue

words.3. Write the expository-text structure next to the

paragraph.4. Discuss with a partner the clue words in each

paragraph.

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Graphic Organizers

1. Locate Handout 3 (4 of 5).2. Complete the graphic organizer and answer

the questions for the text structure your table was assigned.

3. Be prepared to share your answers with the group.



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Nonfiction TextCue Cards

• Expository• Technical • Persuasive

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Thank youContact Information:

Miki HermanProject Coordinator

Kansas Reading [email protected]

785.864.1211



Handout 1 (1 of 2)

Types of Nonfiction • Biography: A biography shares the life of a person. The biography introduces students to someone who has reached life goals, often through determination and obstacles. The picture-book biography might be used to introduce primary-aged students to the person or as an introductory text prior to a longer reading by intermediate, middle, and high-school students. The life of Alvin Ailey is eloquently portrayed in the biography, Alvin Ailey, written by Andrea Davis Pinkney (1993) and illustrated by Brian Pinkney. Alvin Ailey began his love for music and dance when he “stepped and swayed” to the music of the True Vine Baptist Choir in his boyhood home in Texas. He was the founder of the Alvin Ailey American Dance Center in New York City. • Autobiography: An autobiography is a first-person account of someone’s life. In the Meet the Author Series, Richard C. Owen Publishers offer autobiographies by 35 popular and award-winning authors for students in grades 2-5. The website is http://www.rcowen.com/MTABkList.htm. • Expository/informational text: Expository/informational books are “factual presentations of documented knowledge. Their purpose is to instill information and inquiry in the reader” (Hancock, 2004, p. 166). For the purpose of this Academy, expository/informational texts will be called “expository text.” In the 1990s, many expository/informational books were published for children, resulting in what Bamford & Kristo (2000) referred to as the “decade of nonfiction.” In the book, Crocodiles & Alligators (1999), the 2001 recipient of the Kansas Reading Association’s Bill Martin, Jr. Picture Book Award, Seymour Simon, provides an excellent example of expository/information text comparing the crocodile to the alligator. The photographs of each animal in its natural habitat enrich the text. With the increase in expository material, teachers may wonder how to select appropriate texts. The following book awards include nonfiction titles:

The Boston Globe-Horn Book Award for Outstanding Nonfiction. www.hbook.com/bghb/default.asp

Carter G. Woodson Book Award, National Council for the Social Studies.

www.socialstudies.org/awards/woodson

Children’s Book Awards, the Nonfiction Book in the primary and intermediate category, awarded by the International Reading Association. www.reading.org/association/awards/childrens_ira.html



Handout 1 (2 of 2)

Types of Nonfiction (cont.) National Science Teachers Association for outstanding children’s science trade books.

www.nsta.org/publications/ostb

Orbis Picture Book Award, awarded by the National Council of Teachers of English. www.ncte.org/elem/awards/orbispictus/106877.htm

Robert F. Sibert Informational Book Award, sponsored by the Association of

Library Services to Children. www.ala.org/ala/alsc/awardsscholarships/literaryawds/sibertmedal/sibert_medal.cfm

The Washington Post/Children’s Book Guild Nonfiction Award.

www.childrensbookguild.org/index.htm

• Persuasive:

A persuasive text focuses on a particular viewpoint or stand. The stand often is explicitly stated. The writer provides support for his/her stand on the issue with evidence and often examples. The book, A River Ran Wild, by Lynn Cherry (1992), takes the reader through a historical journey of the Nashua (Nash-a-way) River, which was restored after being declared ecologically dead. The author persuades the reader to have a greater respect for and understanding of nature. She supports her stand on nature with examples of how factories dumped leftover pulp, dye, fiber, plastics, and chemicals into the river, which killed off fish and wildlife. The river became polluted, and people could smell its stench from far away. The people finally banded together to persuade politicians to pass new laws so that factories would stop polluting.

• Technical: A technical text is written to communicate specific information (Harris & Hodges, 1995). KSDE describes technical text as “nonfiction text in which the author gives information to the reader that may be used to perform a task, including planning and decision making.” Pages 24-26 in the book, Rabbits, Rabbits & More Rabbits!, by Gail Gibbons (2000), includes detailed steps about how to care for indoor and outdoor pet rabbits. Some other examples of technical text are recipes, how-to guides, and instructions.



Handout 2 (1 of 1)

Comparison of Text Types

Instructional Considerations

Fiction or Narrative Nonfiction

Purpose to share a story with the reader

to inform the reader


familiar (family, friends, common experiences) concepts and vocabulary relate to a story line that includes human experiences and understandings. The teacher can select Tier 2 words to support understanding.

less familiar (science or social-studies-type information) The text may have many new concepts unfamiliar to the reader. The teacher will need to consider:

• How much prior knowledge do my students have about the topic?

• What is the “concept load” (i.e., proportion of different ideas in relation to the text’s length, Harris and Hodges, 1995) of the text?

• Are the concepts familiar or unfamiliar to my students?

• How will I teach the vocabulary to support the concepts in this text? Teacher will select Tier 2 and 3 words to support understanding.

Text structure familiar story

structure: setting, initiating event, goals, attempts, outcomes, story ending The story will follow a traditional narrative text structure that is generally familiar to students.

less familiar and multiple text structures: descriptive, sequence, compare/contrast, cause/effect, and problem/solution structures The teacher will need to consider:

• What text structures are included in the text? • How will I support the students’

understanding of the text through the text structure?

• Will creating a graphic organizer of the text structure help the students’ understanding of the text?

Text features often familiar:

illustrations to support text, dialogue

less familiar and multiple text features: typographic, organizational, and graphic-aid The teacher will need to consider:

• What aspects of the type face (e.g., italics, boldface) will support understanding?

• What organizational features (e.g., heading, subheadings) will support understanding?

• What graphic aids (e.g., charts, graphs, maps, illustrations) will support understanding?



Handout 3 (1 of 5)

Expository-Text Structures

TEXT STRUCTURE

PURPOSE

CLUE WORDS

Descriptive

describes something

about, is, are, has, have, does

Sequence

provides a series or steps

first, second, third, next, finally

Problem/solution

identifies a problem and a solution to the problem

problem, solution, solve

Compare/contrast

compares and contrasts the similarities and differences between two things

different from, same as, alike, similar to, resemble, but not

Cause/effect

presents cause-and-effect relationships

so that, because of, as a result of, since, so, in order to

Dyck, N. (2000)

Reprinted with permission of PCI Educational Publishing, P.O. Box 34270, San Antonio, TX 78249-2075. Phone: 1-800-594-4263.



Handout 3 (2 of 5)

Expository-Text Structures (cont.) Read each paragraph and underline the “clue words.” Write the label for the type of structure on the line beside the paragraph. Wild chimpanzees are rapidly disappearing. Some people are trying to solve this problem. Otherwise, chimpanzees may one day exist only in zoos. People are trying to save the rain forests and woodlands where the chimps live from being cut down. It will take many people working together to solve this problem.

The structure of this paragraph is _________________________

Chimpanzees and humans are alike in many ways. A baby chimp laughs when its mother tickles it. After chimpanzees fight, they kiss and make up. When one chimpanzee comforts another, it gives it a hug or pat on the back. There are, of course, many ways that chimpanzees and humans are different. Chimpanzees are smaller and stronger than humans. An adult male chimpanzee stands three or four feet tall and weighs about 100 pounds. But a chimpanzee can lift more weight than a man who is six feet tall.

The structure of this paragraph is ________________________

Chimps live in groups and like each other a lot, but sometimes they fight. Because they don’t want to stay angry at each other after a fight, they make up by holding a hand out to the other and kissing. They show they are sorry with pats and hugs. Then the anger goes away.

The structure of this paragraph is __________________________

A chimpanzee’s body is made for climbing and swinging in the trees. First, it uses its long arms to reach a branch. Next, with its flexible hands and feet, it grabs and hooks on to the branch. Finally, it swings from that branch to another branch or tree.

The structure of this paragraph is ________________________

It is fun to read about chimpanzees. All wild chimpanzees live in Africa. They live mostly in thick rain forests and in woodlands. There are two types, or species, of chimpanzees—the common chimpanzee and the bonobo, also known as the pygmy chimpanzee.

The structure of this paragraph is _____________________

Dyck, N. (2000) Reprinted with permission of PCI Educational Publishing, P.O. Box 34270, San Antonio, TX 78249-2075. Phone: 1-800-594-4263.



Handout 3 (3 of 5) Visual Representations of Expository Text

Text Type/Tells Graphic Organizer

Descriptive Describes something

Sequence Provides a series or steps

1. ___________________ 2. ___________________ 3. ___________________ 4. ___________________ 5. ___________________

Problem/solution Identifies a problem and a solution to the problem

Compare/contrast Compares and contrasts the similarities and differences between two things

Cause/effect Presents cause-and-effect relationships

Adapted from Tompkins (2006).

Problem Solution

Similar

Different

Cause

Effect #1

Effect #2

Effect #3



Handout 3 (4 of 5) Application of Expository-Text Structures to Zipping, Zapping, Zooming Bats (Earle, 1995)

A) Description of why bats use their claws (pp. 18-27). Complete the web.

Why bats use

claws

What clue words are helpful? How does the graphic organizer help students understand bats? How could the graphic organizer be enhanced to another level of understanding about the concept of bats using their claws? B) Sequence on echolocation (pp. 10-13). Complete the five steps for echolocation.

Echolocation 1. 2. 3. 4. 5. What clue words are helpful? How does the graphic organizer help students understand bats? How could the graphic organizer be enhanced to another level of understanding about the concept of echolocation?



1.

2.

3.

4.

People hurt bats

Problem Solution:

Solution:

Solution:

Handout 3 (5 of 5)

C. Problem/Solution of how people hurt bats (pp. 23-26). List the ways people hurt bats and three solutions.

What clue words are helpful? How does the graphic organizer help students understand bats? How could the graphic organizer be enhanced to another level of understanding about the concept of how people hurt bats and what needs to be done to help bats survive?



Handout 4 (1 of 5)

Expository Cards

Expository text explains information or tells about a topic. Cue cards can be used during teacher read alouds. Later, as students begin to read independently or with a partner, they can use the cards to help them understand expository texts. Set 1 (Green Cards) — Use before reading. Before reading a text, place the green cards in a pocket chart. (Students place them on their desks.) Touch each green card, read it, and ask students to respond orally. Set 2 (Yellow Cards) — Use during reading. Place the yellow cards in the pocket chart. (Students place them on their desks.)

Begin reading the expository text. Stop periodically. Touch each yellow card, read it, and ask students to respond orally. Set 3 (Red Cards) — Use after reading the entire selection. Place the red cards in the pocket chart. (Students place them on their desks.) Touch each red card, read it, and ask students to respond orally.

Adapted from material developed by Neuhaus Education Center (1998).



Handout 4 (2 of 5)

Expository-Cards Discussion

Green Cards (Before Reading) Card 1 What does the title tell you about _______? Card 2 What do you already know about ________? Card 3 What do the pictures, illustrations, graphs, and charts tell you? Card 4 What do you want to learn about _________?

Yellow Cards (During Reading) Card 5 Does this make sense? Stop periodically. Ask if the text is making sense. If you do not

understand the text, reread. Initially, stop often. Eventually increase the amount you read before stopping.

Card 6 What have you learned so far? Summarize what you have read and learned. Card 7 How does what you know about ______ fit with what you’ve

learned? Card 8 What words or ideas are confusing to you?

Red Cards (After Reading) Card 9 What new vocabulary words have you learned? Give a brief definition of unfamiliar words. Card 10 What was the text about? State the main idea(s). Card 11 What important new information did you learn? Card 12 What do you still want to learn about _______?



Handout 4 (3 of 5)

Before Reading Cards (Green)

What does the title tell you about ______?

1E

What do you already know about ______?

2E

What do the pictures, illustrations, graphs, and

charts tell you?

3E

What do you want to learn about _______?

4E



Handout 4 (4 of 5)

During Reading Cards (Yellow)

Does this make sense?

5E

What have you learned so far?

6E

How does what you know about _____ fit with what

you’ve learned?

7E

What words or ideas are confusing to you?

8E



Handout 4 (5 of 5)

After Reading Cards (Red)

What new vocabulary words have you learned?

9E

What was the text about?

10E

What important new information did you learn?

11E

What do you still want to learn about _______?

12E



Handout 5 (1 of 5)

Technical Text Cue Cards

Technical text provides information to perform a task. Cue cards can be used during teacher read alouds. Later, as students begin to read independently or with a partner, they can use the cards to help them understand technical texts. Set 1 (Green Cards) — Use before reading. Before reading a text, place the green cards in a pocket chart. (Students place them on their desks.) Touch each green card, read it, and ask students to respond orally or in writing. Set 2 (Yellow Cards) — Use during reading. Place the yellow cards in the pocket chart. (Students place them on their desks.)

Begin reading the expository text. Stop periodically. Touch each yellow card, read it, and ask students to respond orally or in writing. Set 3 (Red Cards) — Use after reading the entire selection. Place the red cards in the pocket chart. (Students place them on their desks.) Touch each red card, read it, and ask students to respond orally or in writing.




Handout 5 (2 of 5)

Technical Text Cue Cards Discussion

Green Cards (Before Reading) Card 1 What does the title tell you about _______? Card 2 What do you already know about ________? Card 3 What do the pictures, illustrations, graphs, and charts tell you? Card 4 What do you think you will learn how to do?

Yellow Cards (During Reading) Card 5 What materials do you need for this task? Card 6 What are the steps to completing this task? Restate how to complete the task in your own words. Card 7 Does this make sense? Stop periodically. Ask if the text is making sense. If you do not

understand the text, reread. Initially, stop often. Eventually increase the amount you read before stopping.

Card 8 What words or ideas are confusing to you?

Red Cards (After Reading) Card 9 What new vocabulary words have you learned? Give a brief definition of unfamiliar words. Card 10 What was the text about? State the main idea(s). Card 11 List the important components of technical text that help the

reader complete a task. (e.g., materials, effective directions, diagrams, pictures, etc.) Card 12 Select a step and tell why it is important to successfully completing

this task. Card 13 What might happen if you tried to do this without following the

steps provided?



Handout 5 (3 of 5)


What does the title tell you about ______?

#1T


#2T


charts tell you?

#3T

What do you think you will learn how to do?

#4T



Handout 5 (4 of 5)


What materials do you need for this task?

#5T

What are the steps to completing this task?

#6T


#7T


#8T



Handout 5 (5 of 5)



#9T


#10T

List the important

components of technical text that help the reader

complete the task.

#11T

Select a step and tell why it is important to

successfully completing this task.

#12T

What might happen if you tried to do this

without following the steps provided?

#13T



Handout 6 (1 of 5)

Persuasive Text Cue Cards

Persuasive text tries to persuade a reader about a topic. Cue cards can be used during teacher read alouds. Later, as students begin to read independently or with a partner, they can use the cards to help them understand persuasive texts. Set 1 (Green Cards) — Use before reading. Before reading a text, place the green cards in a pocket chart. (Students place them on their desks.) Touch each green card, read it, and ask students to respond orally or in writing. Set 2 (Yellow Cards) — Use during reading. Place the yellow cards in the pocket chart. (Students place them on their desks.)

Begin reading the expository text. Stop periodically. Touch each yellow card, read it, and ask students to respond orally or in writing. Set 3 (Red Cards) — Use after reading the entire selection. Place the red cards in the pocket chart. (Students place them on their desks.) Touch each red card, read it, and ask students to respond orally or in writing.




Handout 6 (2 of 5)

Persuasive Text Cue Cards Discussion

Green Cards (Before Reading) Card 1 What predictions can you make about the stance or position of

the author from the title? Card 2 What do you already know about ________? Card 3 What do the pictures, illustrations, graphs, and charts tell you? Card 4 What is your position on this topic?

Yellow Cards (During Reading) Card 5 What is the author trying to persuade you to do or think? Card 6 What reasons does the author give you to support his/her stand

or position on this topic? Card 7 Does this make sense? Stop periodically. Ask if the text is making sense. If you do not

understand the stance or position of the author, reread. Card 8 What have you learned so far? Summarize what you have read and learned. Card 9 What words or ideas are confusing to you?

Red Cards (After Reading) Card 10 What new vocabulary words have you learned? Give a brief definition of unfamiliar words. Card 11 What was the text about? State the author’s stance or position and supporting reasons. Card 12 How does what you know about ______ fit with what the author

has told you? Card 13 How could you verify/confirm that the author has used facts to

persuade your thinking on this topic? Card 14 Did you change your thinking on this topic? Why or why not?



Handout 6 (3 of 5)


What predictions can you make about the stance or

position of the author from the title?

#1P


#2P


charts tell you?

#3P

What is your position on this topic?

#4P



Handout 6 (4 of 5)


What is the author trying to persuade you to do or think?

#5P

What reasons does the author give you to support his/her

stand or position on this topic?

#6P


#7P

What have you learned so far?

#8P


#9P



Handout 6 (5 of 5)



#10P


#11P

How does what you know about ______ fit with what the author has told you?

#12P

How could you

verify/confirm that the author has used facts to

persuade your thinking on this topic?

#13P

Did you change your thinking on this topic? Why

or why not?

#14P



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