Read and Respond Explanatory Passage Third Grade
Comprehension
Didactics
Teaching Strategies and Examples: During Reading
1. Place Text Structure Elements
Text Structures
| Narrative | Expository |
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An Instance of Narrative Text Structure
 | In August, Henry and Henry's large canis familiaris Mudge e'er went camping. They went with Henry's parents. Henry's mother had been a Camp Burn down Girl, so she knew all nigh camping. She knew how to set up a tent. She knew how to build a campfire. She knew how to cook camp nutrient. |
| Henry and Mudge and the Starry Dark by Cynthia Rylant (1998, see References) |
An Instance of Expository or Informational Text
 | Mutual Types of Expository or Informational Texts:
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Narrative and Expository Texts
Listening to and reading both types of texts helps students:
- Comprehend a variety of written materials.
- Build and extend background knowledge near a diverseness of topics.
- Develop vocabulary.
- Brand connections to real life experiences.
- Learn how different texts are organized and written.
- Distinguish between different genre.
How to Teach Text Construction: Design Considerations
Conspicuous Strategies
- Teacher actions should model how to place a text structure chemical element in a story or informational text.
- Example: Afterwards reading the beginning two paragraphs of Stuart Little, the teacher says: "They are telling me nearly a baby that looks similar a mouse. His name is Stuart. That's also the championship of this book. I think Stuart is the main grapheme."
- Instructor actions should also model how to periodically pause during reading and summarize the known text structure elements.
- Instance: "I know that Stuart has a mom, a dad, and a blood brother George, and they live near a park in New York City. And so, I know the characters and the setting in this story."
Mediated Scaffolding
- Teach each text construction chemical element thoroughly before integrating them with previously learned elements.
- Teach uncomplicated text structures (beginning, middle, terminate) in kindergarten.
- Progress to more circuitous text structures (main character, setting, problem, solution) in first through tertiary form.
- Once students demonstrate understanding of narrative text structure, innovate simple expository text structures.
- Use text structure maps and think sheets to assist student in mapping the critical elements of narrative and expository texts.
Story Maps
2. Literal, Inferential, and Evaluative Question Answering
- Literal questions have responses that are direct stated in the text.
- Inferential questions take responses that are indirectly stated, induced, or require other information.
- Evaluative questions require the reader to codify a response based on their opinion.
Literal, Inferential, or Evaluative?
| Puppies are very minor when they are born. They cannot see until they are about ii weeks old. During this time, they stay very close to their mothers. |
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Education Literal Question Answering: Design Considerations
Conspicuous Strategies
- Teacher actions should model how to respond to a literal comprehension question.
- Example: After reading the first section of Stuart Little, the teacher says: "What are Stuart's parents' names? Their names are Mr. and Mrs. Picayune."
Stuart Little by East. B. White (1973, run across References)
Mediated Scaffolding
- Begin with literal questions that are directly stated (verbatim) in the passage.
- Ask the question immediately after the information is given.
- Design questions directly stated simply non verbatim.
- Increase interval betwixt where the data is given and when the question is asked (stop of paragraph, end of story).
Teaching Inferential Question Answering: Design Considerations
Conspicuous Strategies
- Teacher actions should model explicitly how to reply to inferential comprehension questions.
- Case: After reading the outset two chapters of Stuart Little, the teacher asks: "How did Stuart's size help his family unit? His size is helpful because he is able to do lots of things only a mouse could exercise."
Mediated Scaffolding
- Design questions that cannot be answered with verbatim responses and/or employ pronoun referents.
- Design inferential questions indirectly stated in the passage.
- Blueprint inferential questions that can exist induced from relationships not straight stated.
- Blueprint questions in which other cognition (not provided in the passage) is required to respond.
Teaching Evaluative Question Answering: Design Considerations
Conspicuous Strategies
- Teacher deportment should model explicitly how to answer to evaluative comprehension questions using opinion.
- Example: After reading the kickoff paragraph of Affiliate 3 in Stuart Little, the instructor says: "Stuart likes to be the commencement one up in the morning time. Exercise you similar to be the offset one up in the forenoon in your business firm?"
Mediated Scaffolding
- Brainstorm with questions that arm-twist an opinion from students without requiring boosted cognition.
- Progress to questions that require students to integrate data from the passage with their knowledge and experience to develop an opinion.
- Increase interval between where the data is given and question is asked.
3. Retelling Stories and Main Ideas
- Proficient readers periodically summarize text equally they read, monitoring their agreement of the passage.
- Instruction children to retell occurrences in a story or the main ideas of informational text helps them go more accurate in summarizing and monitoring their understanding.
Teaching Retelling: Blueprint Considerations
Conspicuous Strategies
- Teacher actions should model explicitly how to identify the primary thought of a text passage.
- Case: Later on reading a paragraph from Stuart Little, the teacher says: "What was happening in this paragraph? Because Stuart is pocket-sized, he helped his mom get her band out of the bleed."
Mediated Scaffolding
- In the early stages (K-i), limit the amount of text to 1 or two sentences. Progress to more lengthy text passages by having students "tell what they've read about so far."
- If students are unable to summarize a paragraph accurately, reread the passage.
- Initially, focus on accuracy of retelling. Progress to asking students to limit their retells to the most important information.
Read and Respond Explanatory Passage Third Grade
Source: http://reading.uoregon.edu/big_ideas/comp/comp_dr_1.php