Using Graphic Organizers with CTE Textbooks The following lesson on Text Features is from the Florida Center for Reading Research (FCRR) Florida Assessments for Instruction in Reading (FAIR) website. The lesson and these graphic organizers may be used effectively with CTE textbooks: Use C.006.SS2 chart with a new textbook, manual OR before starting reading of any new material, or if textbook or other material is not used often by students. If reading instructions, the Sequence Diagram C.006.SS1c may work best. For teaching properties of equipment or a process, use the Description Chart C.006.SS3f. Implementation Please remember that M-DCPS CTE highly recommends that any reading of CTE material should be accompanied by teacher-planned activities BEFORE reading, DURING reading and AFTER reading. (See website for more strategies, or use strategies shared by your school reading coach.) CTE textbooks and operation manuals are generally written on a higher level than other high school or even college textbooks. Students can be discouraged when reading the text, if they are not given enough guidance or help. (Sometimes called scaffolding a lesson.) Don t assume that students will automatically understand how to read the text features or format clues given in the CTE textbook, such as bold or italicized words, subheads, etc. Review the format of the book with each reading session, OR do a short informal quiz to find out what they remember about the textbook layout and how to find information. Other Strategies You might also have the students create a help chart on an index card or bookmark to use each time they use the textbook to study; or create a wall poster with reminders or clues. (ex: remember to read the text on sides of pages in blue boxes, for extra data) Lesson supports practice of the following NGSSS benchmark Benchmark LA.910.6.1.1 The student will explain how text features (e.g., charts, maps, diagrams, sub-headings, captions, illustrations, graphs) aid the reader s understanding. Go to CPALMS for Florida Next Generation Sunshine State Standards and resources. The FAIR lesson with more graphic organizers is included on the Reading Resource Page. For more information, go to http://teched.dadeschools.net/reading.htm Or to http://eto.dadeschools.net/_private/reading/hsreading_la.htm Or contact Pamela Lopez at pamelalopez@dadeschools.net
C.023.SS1b C.006 Objective The student will identify text srtuctures. Comprehension Expository Text Structure Materials Expository text Choose text within students instructional-independent reading level range. Choose a book or a passage that demonstrates one of the expository text structures (e.g., cause and effect, problem and solution, and, compare and contrast,, and sequence). Note: Lists of expository books corresponding to various text structures can be found on the Internet. Student sheets (Activity Master C.006.SS1a C.006.SS1f) Choose the text structure graphic organizer that corresponds to the selected text. Expository text structure reference card (Activity Master C.006.AM1) Pencil Activity Students record information related to text structure using a graphic organizer. 1. Provide the student with a copy of the text, reference card, and a student sheet. 2. Students read or reviews the text. 3. Notes the organization of the text and any words that are used to signal or cue the reader to the type of text structure. Use reference card, if necessary. 4. Completes graphic organizer. 5. Teacher evaluation Cause and Effect 4-5 Student Center Activities: Comprehension 2007 The Florida Center for Reading Research Compare and Contrast C.023.SS1a same C.023.SS1c Description C.023.SS1d Problem and Solution Problem Attempted Results Solutions End Result C.023.SS1e Question and Answer 4-5 Student Center Activities: Comprehension 2007 The Florida Center for Reading Research Sequence 1 3 5 2 4 6 C.023.SS1f topic 4-5 Student Center Activities: Comprehension 2006 The Florida Center for Reading Research Extensions and Adaptations Discuss text with partner and complete a graphic organizer together. Add s. For example, What are the effects of the problem (Activity Master C.005.AM3) Choose two texts on same topic, but with different text structures and compare. Determine the text structure by ing s (Activity Master C.006.SS2). Use other graphic organizers (Activity Master C.006.SS3a C.006.SS3f). 6-8 Student Work Stations: Comprehension 2010 The Florida Center for Reading Research
C.006.SS2 What are some of the text features? What clues do these features give you about the structure of the text? table of contents index headings subheadings print variations (e.g., italics, bold, underline) pictures, illustrations, graphics, diagrams, captions charts and maps other Are there any signal words that give clues about the structure of the text? Yes No What are the signal words? What is the text about? Based on the information above and the text, which best describes the text structure? cause and effect compare and contrast problem and solution and sequence
C.006.SS3f Sequence Graphic Text Structure 1 2 3 4 5 6 7 8 9 student sheet
Description C.006.SS1c topic student sheet