Try accessing David Middlebrook's textmapping site.... My way of thinking
is that if you understand the genre in terms of its literal structure (story
map for nonfiction, conventions of non-fiction) and you understand the purpose
the author has in mind for writing a nonfiction piece ...the inferences
about that text become very visible....
Textmapping , noticing the lay of the textural land, in fact makes all the
strategies easier to access ...and you can depend on finding those strategies
often in the very same place in the text depending on the genre. Try it....
its fun and its revealing.
For example, in fiction, you can get visual images and inferences and
connections about the setting usually in the beginning of a fiction story .That's
the make-up of a fiction text... to acquaint the reader quickly with the
plot... and often leads are built around introducing character and setting.... way
before any real event occurs. In nonfiction, you can start to develop your
inferences as Lori says right in the table of contents ... even before you
read the piece. That's because the convention an author employs in nonfiction is
a table of contents so you can read where your interest lies... not
necessarily the whole piece. If you keep driving the point home that readers think
before, during, and after the text..... and they know what to expect in terms
of literary structure.... the kids automatically start applying these
comprehension strategies with a nudge from you. Finally, what really drives the point
home is when the kids themselves become the authors and have to set up their
text according to genre layout.... that's when you see them get fluid with
the strategies... at least in my opinion.
By the by.... I teach first and by the end of the year, I feel many first
graders can examine text in terms of comprehension strategies with both
views.... from a reader's lens and from a writer's lens..... only difference is that
we use guided level texts that are easier to access..Are we perfect... no
way... we are only six and seven.... but most observers say... I can't believe
they are only six and seven.
Of course, our real work is based on so many resources including the
wonderful insights I have gleaned from this listserv ...and a big portion of my
understanding also came from textmapping... I guess it is because I am a visual
learner and I can "see" how textmapping works... Thanks all!
Pam
In a message dated 12/9/2008 7:40:47 P.M. Eastern Standard Time,
ljackson at gwtc.net writes:
Here is one activity I love.
Using the table of contents (or headings and sub-headings), convert the
titles into questions. Then, using your prior knowledge in combination with
available print, infer what sections may be about. Read to confirm or to
modify your inferences.
Lori
Does anyone have any suggestions about teaching inferencing using
nonfiction? resources? websites? I'm stuck. Thanks!
--
Lori Jackson
District Literacy Coach & Mentor
Todd County School District
Box 87
Mission SD 57555
http:www.tcsdk12.org
ph. 605.856.2211
Literacies for All Summer Institute
July 17-20. 2008
Tucson, Arizona
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