By
Joyce Melton Pagés, Ed.D.
Educator, President of KidBibs
|
KidBibs'
LearningTips For the convenience of our readers, KidBibs offers the following related resources through Amazon.com: National Geographic World Atlas for Young Explorers |
Dry, boring, difficult. These are all words that have been used to describe informational writing. Textbooks, in particular, have been criticized for being difficult to read. In fact, many children who experience no difficulty reading stories have significant problems reading informational writing. Indeed, many students have not developed the strategies necessary to support the comprehension of written information.
Many factors affect a reader's ability to read informational writing--especially textbooks. A few key student factors and text factors which make informational reading difficult follow:
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lack of interest
lack of experience reading informational writing
lack of knowledge related to how informational text is written
lack of prior knowledge or experience with the content/vocabulary being explained
poor attitude toward learning, reading, the subject being read about
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technical vocabulary related to the various subject areas
concept load--many concepts packed into a small amount of text
the use of maps, charts, tables, diagrams, etc. to communicate information
the format of chapters with headings, subheadings, etc.
the structure of informational style writing with no plot or characters
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But when readers learn to read like writers, they experience much greater success with informational style writing. In other words, when readers use their awareness of the options that authors have while they're reading, the reading is easier and the comprehension is stronger. These options include the various expository text patterns that support the author's organization of information.
Strategies for Supporting Student Utilization of Expository Text Patterns
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One way that a reader can read like a writer is for him/her to pay attention to the author's style for organizing and explaining information. Whereas stories include a setting, plot, character, problem, and resolution, expository text is framed around different structures. These structures occur in both textbooks and trade books. The reader who is attentive to the author's organizational patterns will usually find it easier to comprehend the information being explained.
Description or Enumeration Text Pattern. Paragraphs in this pattern list pieces of information (facts, ideas, steps, etc.). The order of the fact listing may reflect the order of importance or simply another logical order. The author may signal this pattern through the following words: one, two, first, second, third, to begin, next, finally, most important, when, also, too, then, to begin with, for instance, for example, and in fact. Subjects which commonly employ this text pattern include social studies and science.
Time Order or Sequence Text Pattern. This involves putting facts, events, or concepts in order of occurrence. The author traces the development of the topic or gives the steps in the sequence. The author may signal this pattern through the following words: on (date), not long after, now, as, before, after, when, first, second, then, finally, during, finally, and until. The main subject which commonly employs this text pattern is social studies.
Question and Answer Text Pattern. The author asks a question and then answers it. The main subject which commonly employs this text pattern is social studies.
Comparison-Contrast Text Pattern. The author points out likenesses (comparison) and/or differences (contrast) among facts, concepts, events, people, etc. The author may signal this pattern through the following words: however, but, as well as, on the other hand, not only...but also, either...or, while, although, similarly, yet, unless, meanwhile, nevertheless, otherwise, compared to, and despite. The main subject which commonly employs this text pattern is social studies.
Cause-Effect Text Pattern. . The author shows how facts, events, or concepts (effects) happen or come into being because of other facts, events, or concepts (causes). The author may signal this pattern through the following words: because, cause, since, therefore, consequently, as a result, this led to, so, so that, nevertheless, accordingly, if....then, and thus. The subjects which commonly employ this text pattern include social studies and science.
Problem and Solution Text Pattern. The author shows the development of a problem and the solution(s) to the problem. The author may signal this pattern through the following words: because, cause, since, therefore, consequently, as a result, this led to, so, so that, nevertheless, accordingly, if....then, and thus. The main subject which commonly employs this text pattern is science.
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Unfortunately, it is not always easy for a reader to identify an expository text pattern and use it to support his/her comprehension. Informational writing is complex. Authors do not write texts in neat, perfectly identifiable patterns. Further, at any time, an author can switch from one expository text pattern to another. But, the reader who is attentive to the author's style and organizational patterns will find it easier to negotiate the decisions that the author has made in explaining the information. Further, comprehension typically is stronger when the reader can use the writer's strategies to mentally organize the information while s/he is reading. S/he will find it easier to shift from one pattern to another when the author's explanation signals it.
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| Strategies for Supporting Student
Utilization of Expository Text Patterns 1. Help children become familiar with the style of informational writing. Read informational writing to children--even young children. 2. Help children develop an appreciation for nonfiction/informational/expository style writing. Choose materials which:
3. Give children opportunities to write in an informational style. Children who have experience with writing information can use those experiences to support comprehension while reading. His/her experiences writing summaries, reports, etc. help children read like writers. Children who have experience with writing information develop an understanding of an author's options; this supports strategic, meaningful reading. 4. Encourage children to write while they read. Whenever possible, involve children in circling, underlining, numbering, etc. to help them identify an author's text pattern. For example, when a description/enumeration or time order pattern is employed, the reader would benefit from numbering the ideas while s/he is reading them. While reading text which reflects a cause-effect text pattern, it helps for the reader to draw an arrow from the cause to the effect in the selection. Using the pencil to direct attention to the writer's signals and strategies helps the reader mentally organize the information. 5. Teach children about graphic tools which support the text patterns. Show them how a timeline can help them recognize and summarize the information in text reflecting a time order/sequence text pattern. A comparison-contrast text pattern can often be more clearly utilized when a Venn diagram, data chart, or other similar strategy is used. Further, a cause-effect chain can be used to reflect the information in text written with a cause-effect text pattern. With this strategy, the child draws an arrow from a cause to an/several effect(s); subsequent effects can be added with arrows, etc. A flowchart can graphically display information which is communicated through an enumeration pattern, a cause-effect pattern, and/or a problem-solution pattern. On occasion, semantic maps help children mentally organize information which reflects a description or enumeration pattern. 6. Use pattern guides to highlight the expository text pattern reflected in a selection. Identify the dominant expository text pattern in a piece of informational writing. Construct a guide for the students to use while they are reading the selection. For example, a cause-effect pattern guide might have a list of causes and a list of effects. While the students are reading the selection with the causes and effects explained, they can mark which causes match with which effects. An example of an enumeration or time order pattern guide might have steps or events listed; lines can be inserted in the place of some of the steps or events. While the children are reading that can write the missing steps or events on the provided lines. 7. Use some interesting, motivating instructional strategies to support student reading of informational writing. These strategies might include: KWL, ReQuest Procedure (Stump the Teacher), Content Area Riddles, Scavenger Hunts, and writing songs about content. |
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Young children are often very curious about the world around them. They ask a lot of questions and enjoy learning new and interesting things. Instructional strategies should support student reading of information. Recognizing text patterns supports student learning of content and helps children feel more confident and strategic with informational writing. With successful experiences and effective instruction students can enjoy reading, writing, and learning information!
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