Welcome to Class 10
 Please
find your seat according to the
informational text clue found on the card
you chose.

Context Clues: Definition by Example

Context Clues: Definition by Apposition

Informational Text Structures: Cause & Effect

Informational Text Structures: Compare/Contrast

Informational Text Structures: Sequence

Informational Text Features
Welcome to Class 10

Last Class for this quarter 

Instructional focus:
• Teaching Students to Read Expository Texts

CLS Submission Guidelines

Course Evaluations
Expository/Informational
Texts
In your table groups...

Share your Chapter 9 Reading Guide
Story and Learning Activity

The story for this class is The Lotus Seed
by Sherry Garland.
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The strategy is Anticipation Guides.
Anticipation Guides

Before you read, mark the statements
that you think are likely to be true with
(T).
The Lotus Seed
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Vietnam was once a kingdom.
Vietnam was once a Spanish colony.
The áo dài is a special kind of dress.
The Bao Dai is a special costume for
Vietnamese men.
Lotus blossoms grow on a tree, much like
magnolias.
Vietnam gained independence in 1954.
The USA left Vietnam in ____.
Anticipation Guides

After having heard the story, read the
text selection and mark the statements
again, using information you learned
from the text.
The Lotus Seed
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Vietnam was once a kingdom.
Vietnam was once a Spanish colony.
The áo dài is a special kind of dress.
The Bao Dai is a special costume for
Vietnamese men.
Lotus blossoms grow on a tree, much like
magnolias.
Vietnam gained independence in 1954.
The USA left Vietnam in 1975
Classroom Application

How might you use Anticipation Guides in a
classroom?
• For what instructional purpose/s would it be
appropriate?
• For whom would it be appropriate?

What adaptations might you make? Why?

How might you use this story? What
considerations would you make? Why?
Classroom Application

To activate background knowledge before reading
content area textbooks and informational books
• Can also be done with narrative text

Sts change some of their opinions, realizing they
have refined their understanding of the subject
through the activity

Having questions in mind when you read gives you a
purpose for reading and directs attention to big ideas
Agenda for Class 10:
Expository/Informational Text
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Narrative and Expository Text Features
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Expository Text Structures
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Signal Words

Graphic Organizers
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Context Clues
Narrative Text

Writing that tells a story:
•
•
•
•
•
•
Picture books
Fairy Tales
Short stories
Novels
Fables
Myths and legends
Narrative Text Elements
(Structure)

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Setting
Characters
• Dialogue
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Plot
• Problem(s)
• Attempts to resolve problem(s)
• Resolution
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Theme or Moral
Expository Text

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Writing that provides information
Written in paragraphs:
•
•
•
•
•
•
Essays
Textbook chapters
Editorials
Articles
Reports
Manuals
Reading Expository Texts Requires
Comprehension Strategies Such As…

Asking/Answering Questions
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Drawing inferences
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Determining important ideas
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Summarizing and Synthesizing information
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Creating visual images (graphic organizers)
Expository, Non-Fiction,
Informational???

Often the terms “informational text” and “nonfiction”
are used interchangeably.

Nonfiction includes any text that is factual.
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Informational text is a type of nonfiction.

The primary purpose of informational text is to
convey information about the natural or social world.

We use expository and informational
interchangeably.
Common Core
State Standards

RI.2.5:
• Know and use various text features (e.g.,
captions, bold print, subheadings,
glossaries, indexes, electronic menus,
icons) to locate key facts or information in
a text efficiently
Comparison
Expository Text Features
I Have...Who Has?
Text Features
Expository/Informational Text

External Organization (Text Features)
• Format features (introduction, summary, headings,
graphs, charts, illustrations, etc.)

Internal Organization (Text Structures)
• Characterized by interrelationships among ideas
• Represent different types of logical connections among
ideas
• Good readers know how to look for these relationships
(structures) to help them further understand what they
are reading.
Expository/Informational Text
Class 10 resources folder
Common Core
State Standards

RI.4.5:
• Describe the overall structure (e.g.,
chronology, comparison, cause/effect,
problem/solution) of events, ideas,
concepts, or information in a text or part of
a text.
Expository Text Structures

Enumeration (Description)
• A topic, event, object or person is
described by listing characteristics,
features, traits, and examples
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Time Order (Sequence)
• Putting facts, events, or concepts into a
sequence, using references to time (such
as dates) to order them
Expository Text Structures

Comparison-Contrast
• Pointing out similarities and/or differences among
facts, people, events, concepts, etc
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Cause-Effect
• Showing how facts, events or concepts (effects)
happen because of other facts, events or concepts
(causes)
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Problem-Solution
• The writer states a problem and offers one or
more solutions
Text Structure Sorting Activity

You have a collection of text passages in your
envelope.

Determine which text structure is dominant in
each of the passages.
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Sort the passages under the appropriate
heading.
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Be ready to articulate the rationale for your
decisions.
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Why is this important?
Why do Teachers Need to Know This?
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When students use the five expository text
structures to organize their reading and
writing, they are more effective readers and
writers.
Meaning making is enhanced when readers
recognize the structure of ideas and
relationships in a text.
Good readers know how to look for these
relationships.
Signal Words

Often, the text pattern is signaled clearly
by means of titles, topic sentences, and
cue words.
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It therefore can be important to teach
students to look for these cue words.
Signal Words
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If readers are looking for the signals,
they are better able to access the text
pattern.
This can facilitate comprehension.
Note: Linguists call these words
connectives because they connect one
idea to another (Halliday & Hasan,
1976).
Signal Word Sort
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You have received a card containing either
a signal word or a text structure.
In a moment, you will stand up, find a
partner, and read the word or phrase on
your card. If your cards seem to belong to
the same text structure, stick together.
Your objective: sort yourselves into groups
containing 1 text structure and related signal
words.
Text Organization
Application Activity

In your groups, read the paragraph that you have been assigned.
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Decide how the paragraph is organized:
• Sequence, description, compare/contrast, cause/effect, or
problem/solution

Draw (choose) a graphic organizer that would be appropriate for this
paragraph.
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Fill out the graphic organizer with the information from the paragraph

Record your work on the paper provided.
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Be prepared to share

If you finish early, you may either choose another paragraph or a
passage from the text you brought.
Graphic Organizers
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Each text structure can be represented
by graphic organizers.
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Teaching students how to use and
create graphic organizers can help them
be better readers of expository texts.
CONTEXT DETECTIVE
CONTEXT CLUES WITH THE
CONTEXT DETECTIVE
Context Clues

Formal Definition
• The meaning of the word is expressed in a
direct statement.
• Example: Mitosis is the process of cell
division consisting of prophase,
metaphase, anaphase, and telophase.
Context Clues

Definition by Example
• Can further clarify the formal definition
• Example: The following are examples of
the commutative property:
a+b = b+a
ab = ba
Context Clues

Definition by Description
• Provides description of the physical
qualities or characteristics of the object
which the word represents
• Example: The capybara looks like a giant
guinea pig with webbed feet.
Context Clues

Definition by Comparison/Contrast
• This method gives the author the opportunity to
stretch the meanings of words and to be creative
in her/his descriptions.
• Example: While both metaphors and similes
compare something to something else, similes are
signaled by the use of like or as.
Context Clues

Definition by Synonym
• Probably the shortest defining device
• Example: Peanuts are also known as
goobers, groundnuts, and groundpeas.
Context Clues

Definition by Apposition
• The appositive clue is a parenthetical word
or phrased used to clarify or define.
• Example: Cubism, an abstract art form that
incorporates intersecting and often
transparent cubes and cones, is usually
attributed to Picasso.
Context Clues

Definition by Origin
• An explanation of the history of a word can fix its
meaning by providing a setting in which the word
can be placed and remembered.
• Example: Morphology is the study of word
formation, including the origin and function of
inflections and derivations (morph=shape, form or
structure; ology=indicates the study of).
Context Clues

Find examples of at least one of the
contextual clues in an informational text.
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Share with your table mates.
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Be prepared to share with the class.
Context Clues
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Formal definition
Definition by example
Definition by description
Definition by compare/contrast
Definition by synonym
Definition by apposition
Definition by origin
CLS/edTPA
Submission Guidelines
Homework

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Read: Tompkins Chapter 11 – Differentiating For
Success pp. 360 – 390
Comprehension Learning Segment
• Due by Wednesday, December 16 @ 5:00 on
GauchoSpace
Completed Literacy Assessment (including Language
Arts Program and Reflection sections)
• Due on or before January 11, 2016
• Due date for ITCs is December 18, 2015
RICA Review

Optional

December 4th

8:30-11:30

Room 1217

Sign up by midnight tonight
RICA Review
FYI

This course is 2 units in the fall and 3 units in
the winter

This quarter you will receive a S/U as a
placeholder grade

Your final grade including all assignments will
be reflected in your winter quarter grade
when the class is weighted with more units
and scored with a letter grade
Ta Da!

There are two course evaluations
• ESCIs (1 for each instructor)
• Zoomerang

There is a F15 course summary to help.
Thank you!
…for a great quarter full of excellent
questions, insights, and growth! Cheers to
all of your hard work and to all of your
future students who will benefit from
having YOU as their teacher!
Sincerely,
Ann and Danielle