Standard 2: Reading and Writing Process

Students will use a variety of recursive reading and writing processes.

READING: Students will read and comprehend increasingly complex literary and informational texts.

Understanding 

Objectives 

Approaching 

9.2.R.1

Students can summarize, paraphrase, and generalize while maintaining meaning and logical sequence of events, within and between texts. 

9.2.R.1

Students will summarize, paraphrase, and generalize ideas, while maintaining meaning and a logical sequence of events, within and between texts. 

Developing 

9.2.R.1

Students can use a single text to organize ideas to summarize, paraphrase, and generalize while maintaining meaning and logical sequence of events. 

9.2.R.1

Students can use a single text to organize ideas to summarize, paraphrase, and generalize while maintaining meaning and logical sequence of events, with guidance.

9.2.R.2

Students can identify patterns of genres with guidance. 

9.2.R.2

Students can analyze details and identify patterns of genres. 

9.2.R.2

Students can analyze textual characteristics to evaluate patterns of genres. 

9.2.R.2

Students will analyze details in literary and nonfiction/informational texts to evaluate patterns of genres. 

9.2.R.3

Students can connect prior knowledge to text with guidance. 

9.2.R.3

Students can combine prior knowledge and textual generalizations to create a new understanding with guidance. 

9.2.R.3

Students can combine prior knowledge and textual generalizations to create a new understanding. 

9.2.R.3

Students will synthesize main ideas with supporting details in texts.

 Instructional Guidance 

• Introduce most often used text structures:

• Description-The author describes a topic.

• Sequence-The author uses numerical or chronological order to list items or events.

• Compare/contrast-The author compares and contrasts two or more similar events, topics, or objects.

• Cause/effect-The author delineates one or more causes and then describes the ensuing effects.

• Problem/solution-The author poses a problem or question and then gives the answer.

• Introduce the text structures in order, starting with description and finishing with compare/ contrast. This order is followed in most textbook readings.

• Introduce and work on a single text structure in each lesson. Do not combine them. Work on one text structure for three or four sessions, then proceed to the next one.

• Prepare short passages (about six to eight lines) for the text structure you are going to work on in that session. As the texts are short, you can work on at least four texts according to the time allocated for each session.

• Try to highlight and emphasize the signal words and phrases in each text and elaborate on a series of signal words for each text structure). Tell students that authors of informational texts use specific signal words and phrases for each rhetorical structure.

• After students are familiar with signal words and phrases, ask them to find these clues in the structure of each text through signal words and phrases.

• Working with graphic organizers is the next step after teaching signal words and phrases. For the first few sessions of working with graphic organizers, prepare for your students a completed graphic organizer before they start working on the text. This will help them create a better image of the hierarchy of ideas and their interrelationships discussed in the passage. 

• Once students are comfortable with different kinds of graphic organizers, you can give them an incomplete graphic organizer after they have finished reading the passage. Let them complete it on their own.

• At this stage, the students would be able to work on a blank graphic organizer independently, elicit the ideas from the text, and demonstrate the hierarchy of the ideas in a graphic organizer. These activities may vary from partially blank graphic organizers to totally blank schematic representations. Variables like the text length and text difficulty will determine how much of the text may appear in this schematic diagram.

Deeper

Acquisition 

• After studying the key features and vocabulary of each text structure, students can practice integrating the structures into their own writing.