Documenti di Didattica
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Dominique Vandevorst
Marygrove College
Application Assignment
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Components of narrative and informational text structures and features:
Narrative text
Story grammar or plot structure with
beginning, middle and end.
Action orientated: stress action
and\or
Informational text
Organizational patterns
Introduction
Supporting details
Text structure: content dictates structure of
text: descriptive passages plus explanatory
passages in order to classify information.
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Grade 3: Reduce, reuse, recycle
Texts chosen for this unit:
Narrative text
Informational text
Middle level
Low level
Middle level
High level
High level
Middle level
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Analyzing text choices:
Narrative text
Informational text
Organizational patterns
Introduction
Supporting details
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environment and their own involvement.
The feelings and thoughts of the main
characters in each story are written about
and a response from the reader is required.
The king in The three R plan starts of being
sad and sighing. However as the story
progresses he starts feeling better and in the
end happy because the three R men have
been able to help the kingdom.
In The ant in the photograph, Darren is
proud of his recycled piece of art, then sad
because it breaks and eventually relieved
and happy that someone was able to find his
camera with pictures of the art work.
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fluency practice but uses signal words to
indicate the structure of the text and the
logical order within the text. For example:
first, when, now.
The other two texts use signal words, bold
lettering for technical and scientific words
such as: masterpieces, mosaics, recycling
and so on.
Character development through the use of
effective dialogue, leads, introductions and
conclusions.
Characters goals and motivations.
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materials and in My earth birthday there is
action that can take place to help people
understand why and how to look after the
environment.
Figurative language such as similes and
metaphors. Rich precise vocabulary and
word choice for building background
knowledge and conveying the texts
message. Use of imagery \ tone
In The ant in the photograph the author uses
descriptive words, metaphors and similes to
help the reader create an image, for
example: excited, Darren felt like a balloon
filled close to bursting, as colorful as a circus
clown and so on.
In the three R plan, for example: a lush open
valley.
Logical coherent organization
More predictable
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The information about narrative and informational text will be useful for teaching the unit on
reduce, reuse and recycle. I will be able to show the differences between narrative and
informational text by using the books I found for this assignment. There are many ways I can
use this information within literacy lessons either as whole class lessons or mini-lessons.
Here are some examples:
I can compare Nature reuses and recycles with My earth birthday and point out the different
text structure and key features of both texts, one is narrative and one is a informational text.
I would give students both the booklets and they could fill out a compare and contrast
graphic organizer. This would show them visually what features belong to each text and
which ones they have in common.
I can use Recycling jars and cans to show sequence and the signal words that indicate order
of events in which the jars and cans are recycled (Gunning, 2013). When students can find
and identify the signal words they can deduct the purpose and order of events of the text
which is what happens to cans and jars once they have been put in the bin? I would ask
students to underline the first word in each paragraph and ask them what they can see and
what these words tell them. This would quickly show them that this text is introducing steps
to a process.
I can use both Nature reuses and recycles and Art made from what? to show how important
specific vocabulary is highlighted in bold and through the use of explanation boxes. I would
ask students to find some key words. These would be the highlighted words within the text. I
would then ask them to explain what those words mean. Together with a partner students
would read the sentences around the key word and find that the sentences around the key
word help explain the key word.
Gunning (2013) explains that informational texts have a greater variety of organizational
patterns. In the three text examples I found, the organization of information is different in
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each text. In narratives on the other hand the organization of main idea and details is very
much the same. I can use the three informational pieces to show the students the
differences in how information is organized: through signal words, through contents page,
glossary, index and headings, through diagrams (Frey and Fisher, 2007). I would have a
find the exercise whereby the students need to look through two of the informational texts
and tick off the features they find in the book: for example glossary or captions or diagrams
and then compare the informational booklets.
I can use My earth birthday and An ant in the photograph to show students how to visualize
or create mental images. When doing a read aloud I would model how I use the text to
create a mental picture that will help me remember the story. I could also check with the
illustrations in the book. I can also use these texts to help students make text to self
connections. I would ask the students to write on one side of the page what the problem is in
the story and on the other side whether they have a similar experience.
My earth birthday, An ant in the photograph and The three R plan can all be used to explain
narrative story structure (Gunning, 2013). Students could discuss together questions such
as when and where does the story take place which would help them find the setting. Who
are the characters and what problems do they face? This would help them to find the idea
and supporting details in the story. What is the problem, solution and resolution in the story.
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References:
Atcheson, P. The Three-R Plan, www.readinga-z.com
Brooker, R. My earth day birthday, www.readinga-z.com
Frey, N., & Fisher, D. (2007). Reading for information in elementary school: Content literacy
strategies to build comprehension. Upper Saddle River, NJ: Pearson Merrill Prentice Hall.
Gunning, T. (2013). Creating literacy instruction for all students (8th ed.) Upper Saddle River,
NJ: Pearson.
Linck, J.The ant in the photograph, www.readinga-z.com
Recycling jars and cans www.readinga-z.com
Wetterschneider, M. Nature reuses and recycles www.readinga-z.com
Shannon, T. M. Art Made from What? www.readinga-z.com
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(680 Lexile Level)
Introduction
All around the world, the way that people live is closely connected to their
physical environment
. The
landforms
, and the
temperature, the seasons, and the amount of rainfall in a place are all importa
nt parts of its
physical environment
. Some places
around the world, such as the Arctic, are very cold all year round. What do you think people who live there
wear? Probably no
t
T
shirts and shorts! If youre thinking warm clothing, youre right!
Climate
Climate
is how hot or cold, wet or dry a place is. Some places have a climate that changes with the season. For
example, here
in New York State, our summers are usually hot. We do get some rain, but it doesnt happen every day. Our
winters are cold.
In som
e parts of New York State we get lots of snow in winter. Spring and fall are not too hot or too cold. We
usually get some
rain during those seasons.
There are some places in the world where it is always hot. Most of those places are near the
equator
. Som
e of those hot
places are also very dry. These hot, dry, places are called
deserts.
The Sahara desert in Africa is a great example of a place
like this. Other hot places can be very rainy. Indonesia is a great example of a place like this.
Remember those
people who live in the Arctic? They live in cold climates. Even though it is cold, it is very dry, and if the air is
dry, there will be no moisture in the air to make snow. In fact, it gets so cold (below 14 F (
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physical environment.
All around the world, there
are lots of different
kinds of
physical environments.
Think about this: What would living near an ocean be like? How about living
in a desert? What about living high up in the mountains? Would life be exactly the same in all these places?
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