Day 4
Reading and Responding
to Expository Text
Linguistics, Language, and
Literacy
Day 4 Schedule
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Welcome/Warm up Activity
Learning Styles Activity
Expository Text
 Define
 Standards Trace
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The Reading Process
Pre-Reading/Skimming
Annotation
Outlining Summarizing/Reviewing
Reading Process Activity “Justin Lebo”
Expository Text/Read “New Jersey Abolishes the Death
Penalty”
“A Cowboys Life”
Morning
Review
CUBE IT
The Cube
The person whose birthday comes closest
the January 1st rolls the cube .
 Answer the question that appears on the
top.
 Two people may respond to your thoughts
 Pass the cube to the right.
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Bloom’s Taxonomy
Explanation of each level
What type of learner are you?
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Your learning style really matters when
you are attempting something new.
Knowing the type of learner you are as a
teacher will help you in a variety of ways…
Learning Styles are Important
Teachers can…….
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Utilize the information to tailor lesson plans that
are interactive.
Create interesting and motivating classroom
discussions.
Match teaching and learning styles to improve
performance.
Motivate students according to their interests.
Provide a more meaningful dialogue with
parents.
Discover the power of working on teams.
Standards Trace
Reading 2.0
 Identify the academic language (Verb)
 List the “what” next to the verb
 How might you be able to use this
strategy in your lesson planning? With
students?
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What is expository writing ?
 Expository
writing is a type of written
discourse that is used to:
 explain
 describe
 give information
inform
The creator of an expository text can not
assume that the reader or listener has prior
knowledge or prior understanding of the topic
that is being discussed.
Expository Writing
 One
important point to keep in mind
for the writer of an expository work is
the importance of using:
Key vocabulary that clearly expresses the
information the writer is providing for the
reader.
In addition to this, a key component in
expository writing is the organization of the
essay.
Expository Organizational Patterns
As we begin to explore both oral and
written exposition we find that there are
eight different examples of expository
organizational patterns.
 Most of these organizational patterns will
be familiar to you.
 You may have never really considered
them to be "kind" of organizational
patterns.
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Circumlocution
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Depicts a pattern in which the speaker
discusses a topic, then diverts to discuss a
related but different topic.
Expository Writing Organizational
Patterns
Cause and Effect- The author lists one or
more causes and the resulting effect or
effects.
 Problem and Solution- The author states a
problem and lists one or more solutions
for the problem. A variation of this pattern
is the question- and-answer format in
which the author poses a question and
then answers it.
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Narrative Interspersion
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A pattern or a sub-pattern imbedded in
other patterns in which the speaker or
writer intersperses a narrative within the
expository text for specific purposes,
including to clarify, or elaborate on a point
or to link the subject matter to a personal
experience.
Recursion
When the speaker discusses a
topic, then restates it using
different words or symbolism. It is
used to drive home a point and to
give special emphasis to the text.
Expository Writing Organizational
Patterns
Description- The author describes a topic
by listing characteristics, features, and
examples.
 Sequence- The author lists items or
events in numerical or chronological order.
 Comparison The author explains how two
or more things are alike and/or how they
are different.
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What are Pre-reading Activities?
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To be beneficial our reading must be
carefully directed. The information we
have before a reading will affect how we
understand what we have read. Prereading strategies help to activate a
students prior knowledge.
Pre-Reading Activities
Brainstorm possible scenarios about the
story from reading the title.
 Use a topic related to the story to have a
class discussion before the reading of the
story takes place.
 Mind map the title or subject to help
engage students in a proper mind set for
the reading that will take place.
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Pre-Reading Activities
Use pictures and other visual materials to
activate students prior knowledge.
 Advanced organizers relate new reading
material to a previous experience or
background.
 Set a purpose for reading
 Vocabulary Previews
 Use a KWL chart to organize information
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Annotating text
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Annotating text helps to improve students
comprehension by teaching them to note
the main ideas and details in a particular
piece of text. This technique helps
increase students attention to text and
increases their memory of important
information and details. There are several
strategies for marking or annotating text.
Mark It Once
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The mark it once strategy helps students
identify a paragraphs important details.
Ask students to mark one word in the
paragraph that will help them remember
an important detail in the paragraph.
Let’s Practice…
Circle Once, Underline Twice
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In this activity students read each
paragraph and circle one important word
or phrase. Have them underline two other
terms that support/explain the circled text.
Pick a Number
The purpose of the Pick a Number strategy is to
teach students to limit their highlighting and
underlining by identifying key words and
information.
 Before students read have them pick a number
between 8 and 15. Students must mark only this
number words and phrases. They must choose
terms from the entire text. They must justify
their choices by writing a one sentence
summary.
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Text to Use for Annotating Practice
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Newspapers
Magazines
Directions in
workbooks
Old textbooks
Brochures
Advertisements
E-mail
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Articles from the
internet
Student school
magazines
Student work
Photocopied material
Junk mail
Annotating Text
Let’s practice:
 Each participant will be given a variety of
materials find an appropriate article to
annotate the text .
 Be prepared to share how this strategy
will support learners.
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Outlining Summarizing and
Reviewing
Summaries and outlines help students to
retain key pieces of information from the
text.
 Outlining specifically helps students to
organize the information so that it flows
from beginning to end.
 Summarizing helps students to retain key
facts, delete information that is
unimportant, and report main ideas and
key concepts from a piece of text.
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Justin Lebo
Story Vocabulary
Yield
Give way to pressure or force
Realign
To re-adjust into a straight line or into
proper coordination.
Interchangeable
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To put each in the place of the other or to
change places mutually.
Determined
To bring about a result. To fix conclusively
or authoritatively
Coalition
Association or organization formed for a
specific purpose usually for a temporary
amount of time.
Justin Lebo
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Today’s story is going to be about a boy
who’s hobby turned into an opportunity
to help others.
Quick Write:
Tell about a hobby that you have and
discuss how it could possibly help others.
Time to Share Quick Writes
In small groups of 4 each person will
share their quick write.
 The group will select the best one and
that person will share theirs with the
whole group.
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Independent Activity
As you read the story about Justin Lebo use
ONE of the following pre-reading
activities:
 Mark it Once
 Circle Once ,Underline Twice
 Pick a Number
 Annotating Text
Discuss with a Partner
What you learned from notating the text
as you read.
 What are some key ideas or concepts you
learned from the story?
 What makes this story important for
students?
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Summary/Outline Goals
The learner will be able to:
 Independently write a summary or an
outline of the story Justin Lebo.
 Include a reflection as to how this story
applies to life.
 Prepare to share writing with a partner.
Summary
Select one of the summary graphic
organizers.
 Complete the graphic organizer for Justin
Lebo
 Be prepared to share
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Debrief
Explain to your table why you selected this
graphic organizer.
 What would be the value of offering a
variety of graphic organizers?
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Expository Text Reading
Quick Write
 Preview Vocabulary
 Read article independently
 Idea Wave
 Use a summary template
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New Jersey Death Penalty
Give some reasons why a state
would decide to abolish it’s death
penalty?
Article Specific Vocabulary
 Abolish
 Execute
 Sentence
 Lethal
injection
 Parole
 Irreversible
High Use Vocabulary
Legislature
 Commission
 Affect
 Appeal
 Investigate
 Lab (Laboratory)
 Conflicting
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New Jersey Death Penalty
Read the article about the New Jersey
Death Penalty
 Use a pre-reading strategy
 Be prepared to share one word that
summarizes your reaction to the article
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Idea Wave
An idea wave is a strategy used to share
information in a large group.
 In a particular order across the room
participants will share one word about the
topic.
 It is meant to go rapidly, there will be
time for discussion later.
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Writing Summary Template
The summary template is a Kate Kinsella
strategy. It helps students to organize and
report expository information using
appropriate transitions.
 After completing your summary template
be prepared to share how this will be
useful in your classroom.
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Pre-reading activity for
A Cowboy Tale…
Listen to the First Paragraph
of the story…
A Cowboy Tale…
What is the author’s
purpose ?
A Cowboy Tale…
Who is in charge of a cattle
drive? Explain the roles of
each job.
A Cowboy Tale…
What are two dangers cowboys
face?
The Real Story of ….
A Cowboy’s Life
Geoffrey C. Ward
Use the Graphic Organizer
to Interact with the text….
What the text
says….
What I know…. What can you
infer?
Gallery Walk
Let’s take a look at the strategies
that we have used in today’s
work shop……..
Day 4 Wrap-up
Final Comments
 Independent Study
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– Write a lesson plan that includes the
standards and strategies for Reading
Expository text
– Be sure to include all student handouts and
text
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Evaluation