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Copyright © Allyn & Bacon 2011
Studying Text
Chapter 10
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Copyright © Allyn & Bacon 2011
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?
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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?
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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
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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
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Internal Text Structure
Description
Sequence
Comparison and Contrast
Cause and Effect
Problem and Solution
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Signal Words and Phrases Used in Various Text Structures Description
To begin with Most important Also In fact For instance For example
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Signal Words and Phrases Used in Various Text Structures Sequence
On (date) Not long after Now As Before After When First Then
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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
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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
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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.
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Comparison and Contrast Matrix
Fungi Algae
BodyStructure
Food Source
Method ofReproduction
LivingEnvironment
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Problem and Solution Outline
Problem:
Who has the problem?
What is the problem?
Attempted Solutions Outcomes
End Result
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Network Tree
Discriminant
D>0 D=0 D<0
2 real distinct roots
1 realdistinct root
No realroots
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Series-of-Events Chain
The Scientific Method
Define a problem
Make observations and collect information
Make a hypothesis
Test the hypothesis
Form a conclusion
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Semantic (Cognitive) Mapping
Gallipolis Cincinnati
Marietta
The First Ohio
Settlements
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Writing a Summary
Include no unnecessary detail.
Collapse lists.
Use topic sentences.
Integrate information.
Polish the summary.
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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.
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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.
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Making Notes, Taking Notes
Summary note
Thesis note
Critical note
Question note
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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.
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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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