Structure for lessons to improve comprehension of expository text.
Instruction must be built on the existing background knowledge (cultural).
Special instruction attention must be given because of the heavy concept and vocabulary loads.
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Structure for lessons to improve comprehension of expository text. |
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Instruction must be built on the existing background knowledge (cultural). |
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Special instruction attention must be given because of the heavy concept and vocabulary loads. |
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Students are less familiar with expository text
structure.
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(Wong and Au, 1985)
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CTA involves planning, concept assessment and
development, guided reading of the text during which the teacher helps
students draw relationships between their own knowledge and the text.
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Read book and determine the major concepts and main ideas. |
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Reread to look for major points for discussion, formulate attention-focusing questions, and note vocabulary concepts. |
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Think of ways that the information learned can be shared, used, and extended. |
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Capture student interest from the start. Start with a bang! |
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Check out students’ background knowledge and
then focus attention on critical or unfamiliar concepts and vocabulary.
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Through questions and discussion negotiate a purpose for each section of the book. |
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Alternate purpose setting, silent reading,
discussion and fill in visual organizer. (The text information if mapped
onto the organizer which visually depicts the organization and content of
the information the author represented in the text.
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Teacher needs to aid students in drawing relationships between the text and their own background knowledge. |