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Week Eleven October 29, 31

Due on Weebly Journal and BB prior to midnight November 2


Chapter Ten: Studying Text

Before Reading
How does reading a text differ from studying it? What methods have you relied on
to study a text?

Reading a textbook differs from studying a textbook, as studying requires focusing to


understand main concepts and ideas. Reading involves consuming all information concerning a
concept for a learning purpose, while studying involves gathering main ideas concerning a
concept in a retrieval process. Reading equates to an introduction of a concept, generating
information to be retained in short term memory. Studying equates to retaining the same
information to be processed in long term memory.
One method I’ve practiced through studying with a textbook has been referring to
summarizations provided by the textbook at the conclusion of a chapter. This summarization
typically consists of an outline of the chapter, including key points needed throughout the
progression of the textbook. If further information is needed, I also look back to “footnotes,” or
additional textboxes provided on the left and right outer-sides of the textbook’s paragraphs.

For Monday: Read pages 271- 287


While Reading
Use the Cornell Notes to take notes on the chapter
Questions or key concepts based Important details from the reading
upon the reading
Signal words in a text can tell the reader what
Students need to regularly take notes, in a text structure the author is using to showcase
variety of forms, in order to retain and recall content and information (sequence – not long
content. Teachers should demonstrate note after, cause and effect – as a result).
taking strategies with students in a think aloud
process. Informational writing is more complex, as the
author will incorporate multiple text structures
Types of Note Taking: to communicate content.
Reading Logs, Annotations, T-Notes, Cornell
Notes Graphic organizers can be used to assist
students in identifying text patterns
Incorporating graphic organizers into studying (comparison/contrast matrix, problem/solution
provides students with an effective tool to outline).
recall important content information.
A summary statement, list of key points learned. Questions that you still need
to address

Teaching students the process of studying text is teaching students to become independent
learners.

Students can make their own studying resources (graphic organizers, note taking procedures,
annotations) in order to become “actively involved in outlining ideas and relationships.”

Through utilizing graphic organizers and summaries throughout units, students are provided
with effective opportunities to retain and recall content.

Before Monday’s class


Locate a textbook from your content area and bring it to class Monday. We will be
looking at text structures and how to create graphic organizers to support
comprehension of the text. (If you can’t locate a print copy of a text book for your
content area, find one on-line and post 3-5 various pages.)

Monday, October 29, in class

Examine three (3) textbooks, either print or digital to complete this grid graphic
organizer.
Below, create a graphic organizer to reflect the text pattern you found from your review.
State what the text pattern is and provide the title of the type of graphic organizer
(pages 281-285). You may also use a “generic” organizer from Appendix C. Complete
the grid for all three, but you need to create only one organizer below the grid.

Textbook title, content area Items worthy of note about Which of the basic 5
and grade level the external text structure? exposition text patterns did
Helpful? Distractive? you find anywhere in the
pages?

World Geography This textbook does not Text Structure: Description


provide a table of contents
Social Studies to indicate what This textbook describes
information can be found the mountains, peninsulas,
8th grade? within the chapter (division and islands of Europe
of content under headers). without communicating
how or why these
phenomena developed.

Sociology: a down to earth The first few images seem Text Structure: Sequence
approach intricate and interpretable
This textbook informs the
Chapter outline is reader of social changes
straightforward with “table and revolutions through
10th grade? of contents” and short the practicing of capitalism.
descriptions of what to be There are signal words
found under the headers. such as “first, from
Gemeinschaft to
Gesellschafts.”

Elements of Literature There is no table of Text Structure: Sequence


contents for the chapter
English provided, however, the This textbook tells the
author does provide story of Theseus,
10th grade? students with a literary sequencing events from
focus, a summarizing his time as a young boy to
target, and vocabulary his time as King of Athens.
terms.

For Wednesday:
Read pages 288-299 and add to your note taking guide

In Class
Insert notes from the mini-teaches here:

Jesus: Grasps:

A writing strengthening tool that scaffolds main idea and summary writing

Teachers assistance may also be scaffolded. Teachers may initially guide students
towards constructing summaries, scaffolding their assistance as students become more
familiar with the process.
Requires students to critically think, process, and eliminate unnecessary details for their
final summary.

Graphic organizers also provide students with visual representation and organization of
content.

Darian and Tabitha: Reading Response:

An effective way to provide students with opportunities to connect content to the real
world.

A tool that allows authentic and real-world application / critical thinking development

A writing strengthening strategy

After Reading
What are the particular aspects of text structure that impact how students read
materials in your discipline?
Discuss how you would use a graphic organizer, note taking guide, and/or study
guide to assist students in comprehending and summarizing text in your
discipline.
Text structures specific to studying social studies impact material through expecting
students to understand the cause and effect relationships existing between events. I would use
graphic organizers throughout my units to visually demonstrate and organize these relationships
for my students. As students become more familiar with organizing and studying the content and
cause and effect relationships, I would allow students to create and track their own graphic
organizers.
I would implement note taking guides throughout my units in order to demonstrate to
students the sequence of events when studying social studies. Cornell notes, for example, would
be an effective medium in organizing the sequence for students to further analyze, examine, and
study.
Study guides would be provided to students as the end of a unit approaches, as a tool for
students to recall content, cause and effect relationships, the sequences of an event, and problem-
solution relationships. A study guide would also provide students with an additional tool,
alongside their graphic organizers and note taking mediums, to summarize main ideas, events,
and figures studied in a unit.