Throughout module 1, I learned more about expository text and why
it's important to our classrooms and different reading strategies for
struggling readers. Readers who are struggling need to work on decoding and
sight words to work towards being fluent. Once you are a fluent reader
that means that you can read with accuracy and expression. Vocabulary is important
and should grow with age to increase understanding of unknown words. Comprehension
is the most important goal. All readers should read to gain meaning. We also
learned through the powerpoints about the different text structures and why
it's necessary to figure out the signal words that indicate how the text is structured.
When reading expository text we must realize whether it's a problem/solution,
cause/effect, compare/contrast, or a sequence structure. This allows for you to
organize your thoughts from the text to gain meaning. It's not only important
to use graphic organizers when writing an expository text but it's just as important
when reading one. In the Vacca, text I read about why content area textbooks
are so difficult. Textbooks, especially for ELLs, become intimidating if the
text is not readable, the pictures aren't enticing, and the words are beyond
their scope. It is good to expose students to new words but when the new words
overrun the known words it becomes too much. I have found in my classroom how
difficult it is to use many of our textbooks because they no longer align to
our standards. The only textbooks I still use occasionally are science and
social studies because we are still using GPS standards. Textbooks need to be
readable too. There are many methods to test readability but Fry has made a
method that is used most often. As mentioned in the Vacca text, many teachers
have steered away from using conventional textbooks and found more interesting
ways to engage their learners to get the content taught.
For the Fry Test my classroom’s science textbook had an average of
10 sentences and an average of 139 syllables, therefore, it fell into the
readability of 5th grade which is the grade that I teach. When I did
the Irwin checklist, this textbook stayed for the most part in the adequate
section with a few poor areas and a few excellent areas. The weaknesses of this
text are that it is very average level and doesn't apply to a variety of
ability levels. The assets of the text are that it is appealing to look at and
has excellent resources like the index, glossary, and table of contents to help
narrow down research for students. The best way to utilize this tool is to use
it as a secondary resource for instruction and not the primary resource. The limitations
of using these types of readability tests are that we don’t really get an idea
of how well the students can comprehend or understand the material.
Textbook text patterns can help students when reading paragraphs
or informational narratives because they have seen it before with you.
Lisa,
ReplyDeleteText structure is so important when looking at different types of reading. As a 5th grade teacher, this is something we heavily focus on. One thing I love so much about text structures, is that it is not something that is simply a "reading" concept. I have used all the text structures in other subject areas, especially science and social studies. One thing I have found is that students enjoy determining the text structure of any given passage.
I really like how you mentioned the importance of vocabulary, fluency and comprehension. All components are necessary to be a successful reader. The older the students get though,the focus really becomes students reading to learn verses learning to read.