copyright © allyn & bacon 2011 studying text chapter 10 this multimedia product and its content...

Copyright © Allyn & Bacon 2011

Studying Text

Chapter 10

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Frame of Mind

What does it mean to work smart?

How is internal text structure different from external text structure?

How do graphic organizers help students make connections among important ideas?


Frame of Mind

What note-taking frameworks and procedures can you model for your students?

How can you show students how to summarize information?

What are study guides? How can you develop study guides using the levels of comprehension construct and text patterns?


Key Terms

Critical note External text structure Graphic organizers GRASP Internal text structure Question note

Selective reading guide Summary note Text pattern guide Text structure Thesis note


External Text Structure

Organizational aids Front matter (preface, table of contents) End matter (appendices, indexes)

Introductory or summary statements Headings Graphs Charts Illustrations Guide questions


Internal Text Structure

Description

Sequence

Comparison and Contrast

Cause and Effect

Problem and Solution


Signal Words and Phrases Used in Various Text Structures Description

To begin with Most important Also In fact For instance For example


Signal Words and Phrases Used in Various Text Structures Sequence

On (date) Not long after Now As Before After When First Then


Signal Words and Phrases Used in Various Text Structures Comparison and Contrast

However But As well as On the other hand Not only…but also Either…or While Although


Signal Words and Phrases Used in Various Text Structures Cause & Effect and Problem & Solution

Because Since Therefore Consequently As a result This led to So that Nevertheless If…then


Graphic Organizers

Present an example of a graphic organizer that corresponds to the type of outline you plan to teach.

Demonstrate how to construct a graphic outline.

Coach students in the use of the graphic outline and give them opportunities to practice.


Comparison and Contrast Matrix

Fungi Algae

BodyStructure

Food Source

Method ofReproduction

LivingEnvironment


Problem and Solution Outline

Problem:

Who has the problem?

What is the problem?

Attempted Solutions Outcomes

End Result


Network Tree

Discriminant

D>0 D=0 D<0

2 real distinct roots

1 realdistinct root

No realroots


Series-of-Events Chain

The Scientific Method

Define a problem

Make observations and collect information

Make a hypothesis

Test the hypothesis

Form a conclusion


Semantic (Cognitive) Mapping

Gallipolis Cincinnati

Marietta

The First Ohio

Settlements


Writing a Summary

Include no unnecessary detail.

Collapse lists.

Use topic sentences.

Integrate information.

Polish the summary.


Polishing a Summary

Compare a well-developed summary that the teacher has written with the summaries written by the students.

Present the class with three summaries.


Polishing a Summary

Team students in pairs or triads, and let them read their summaries to one another.

In lieu of response groups, ask the whole class to respond.


Making Notes, Taking Notes

Summary note

Thesis note

Critical note

Question note


Constructing Three-Level Guides

Begin construction of the guide at level II, the interpretive level.

Next, search the text for the propositions and explicit pieces of information needed to support the inferences you have chosen for level II.


Constructing Three-Level Guides

Decide whether you want to add a distracter or two to levels I and II.

Develop statements for level III, the applied level.

Be flexible and adaptive.

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