5.2 Demonstrate research-based instructional practices for facilitating reading comprehension
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Research shows that students who are taught to identify the structure of different texts have better comprehension than students who have not this instruction. Since this is something that is not state right in the text that students ready, it is difficult for them to figure out. Text structure was something that my mentor teacher introduced to them while I was observing. Looking at their weekly assessment for this skill I realized that they did not comprehend it as well as they should.
I decided to incorporate re-teaching this skill into one of my reading centers when I took over. I found task cards with small paragraphs and a chart that described each text structure. The activity also included an answer sheet which was beneficial. When the students came to this center (which was teacher lead) I explained to them what each structure was and what clue words they could see in the text that will help them figure out the text structure. After finishing the mini lesson review I gave each student a paragraph to read and then using the chart provided they had to pick which text structure it was. After everyone answered theirs they would switch task cards until they all answered the first five. We then reviewed the answers and what evidence in each paragraph would let them know the answer. Then for the next five I took away the chart and had them do the same activity.
I believe that having them be able to use the chart for the first paragraphs helped them because they began to remember what each text structure was and the clue words. I remember them actually getting to a certain place in the paragraph and whispering “it has first and next, so this is sequencing”. It is great to see students get that magical point where they can complete the task by themselves. I am glad I found this activity online because I believe it really helped them understand text structures better.
I decided to incorporate re-teaching this skill into one of my reading centers when I took over. I found task cards with small paragraphs and a chart that described each text structure. The activity also included an answer sheet which was beneficial. When the students came to this center (which was teacher lead) I explained to them what each structure was and what clue words they could see in the text that will help them figure out the text structure. After finishing the mini lesson review I gave each student a paragraph to read and then using the chart provided they had to pick which text structure it was. After everyone answered theirs they would switch task cards until they all answered the first five. We then reviewed the answers and what evidence in each paragraph would let them know the answer. Then for the next five I took away the chart and had them do the same activity.
I believe that having them be able to use the chart for the first paragraphs helped them because they began to remember what each text structure was and the clue words. I remember them actually getting to a certain place in the paragraph and whispering “it has first and next, so this is sequencing”. It is great to see students get that magical point where they can complete the task by themselves. I am glad I found this activity online because I believe it really helped them understand text structures better.