Text Structures and Features

When I was growing up, there was little thought to the type of text we were reading. I followed assignments, read the stories in the primer, and answered questions. It did not occur to me that we should read differently for different types of text. To be honest, this thought did not occur to me until I became a teacher, and more specifically, when I first taught third grade. I remember doing a STAR practice test the week before doomsday (the actual STAR test), and my students performed horribly on an informational passage. The questions seemed really difficult unless you read the passage for the structure of expository text. Once you pulled out the supporting details each paragraph detailed about the topic, the answers were clear. This required the reader to identify the type of text, understand how the text was organized, examine the relationships within and among the paragraphs, and then relate them to the questions being asked. From then on out, I made understanding genres part of my reading instruction along with learning to distinguish among them, and determining what types of organizers would help the reader unpack the text. Common Core has clearly identified the need for students to understand diverse genres and their elements. This emphasis seems very appropriate to me given my experiences with working with students. While the fact that we have two separate categories of standards to elucidate the importance of explicitly teaching types of text, today I want to look at standard 5.

Craft and Structure: College and Career Readiness Anchor Standard 5:

Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. (CCSS)

Students are expected to know how different types of texts are organized, distinguish among types of genres, and determine how the separate parts relate to the whole. When examining standard 5 for grades K-5 for literature, the types of texts mentioned include stories, poems, dramas, and prose. Traditionally, these categories were easily distinguished by stories/prose being in paragraph format, poems being written in stanzas, and dramas including a speaker before the sentence. Modern writers certainly blur these lines and can make classifying text more challenging. However, for the elementary classroom, teachers can easily select text that keeps these categories clear to build basic building blocks. The venn diagram  examines some of the basic features that distinguish poetry and narratives. Dramas are similar to narratives except that the organization is related to the speaker rather than paragraph format and that white space may be used to signify the change in characters.

Standard five for informational texts specifically examines text features and structures. Students are expected to differentiate among the different types of texts as early as kindergarten. Throughout the grade levels, students increasingly become more responsible for understanding the structure of texts, the significance of their impact on the development of the text, and the dissection of the relationships between parts, wholes, and the text progression. The set of differentiated task cards to the left support instruction and independent practice of expository text features for primary grades. These skills are essential building blocks since students in fourth and fifth grades need to be able to identify the type of text organization or structure– i.e. cause and effect, problem/solution, comparison, etc). Although some literature standards do not examine the relationship between narratives to expository text, this distinction is later made in the informational texts standards. Therefore, it is critical that students understand the features and structures that distinguish different types of texts from a basic to more complex level throughout the grades.

So how does standard 5 impact our instruction in the classroom? Students need to analyze texts from an early age, identify features that genres have in common. Primary teachers may begin the year by having students sort books as they read them aloud, then delve into the library and examine how the books can be sorted by genre. Text identification should become part of every story that is read. Perhaps instead of scaffolding the story before reading, the class can examine the text structures and features to determine what they are reading for. What type of organizer would work to keep track of our thinking about a text? What can we expect to find in the text? Thinking about comprehension strategy instruction, this relates to predictions. Rather than just predicting events, readers can predict the type of text they will be reading. Readers of all grade levels will benefit from examining texts closely to understand and determine the features and structures to improve comprehension. And, as with all vocabulary, the language of the discipline needs to be part of their every day discussions so that it becomes how they articulate their ideas.

Tiering Vocabulary

When considering the significance of language and words, it is  important to note the three-tiered analysis outlined in Appendix A of the Common Core State Standards. These tiers represent different types of words students need to grapple with, and although some are more complex than other, requiring more support, all types of words are important for students.

Tier one is everyday language that young learners develop. Although English Language Learners students will need support in this area, most native speakers naturally develop this category of words. Tier two, or general academic words, are words of precision that are found within and across texts. They are not specific to a particular area of study, but are exacting in their selection to convey a message. Teachers need to examine tier two words carefully in text, as they are often the least supported by instruction and often don’t have enough context clues to support their meaning. Tier three, or domain specific words, is particular to a field of study. Often found in expository text, they are often clearly defined and documented in a glossary. These are the technical terms students learn for a specific area of study. Students learn these words best over time when applied in multiple settings. Table 3 examines the gist of these three different categories of words. For a more in-depth analysis, Appendix A of Common Core Standards gives more examples of these types of words within context.

Synopsis of Three-Tier Leveled Words

Tier	One	Two	Three
Types of Words	Everyday Language	Vocabulary that is precise and more advanced	Language of the Discipline: Specific to a field of study
Examples	Sad, happy, angry	Devasted, elated, infuriated	Geologist, sedimentary, metamorphic

Vocabulary and Multiple Meanings…Not So Uncommon

The Common Core Standards have a renewed focus on vocabulary development across the grade levels. While this is not a new concept, there is certainly more clarity and dissection in approaching the variety in the type of words students should learn, as well as the skills students should develop to become proficient at their grade level. Certainly one of the prevailing  themes within the Language Acquisition and Use standard 4 for grades K-5 is that students should be able to determine the meaning of unknown and multiple meaning words. Clearly this should reflect an increase in the complexity of language students encounter as texts become more complex, but students of all levels should be grappling with these concepts.

The College and Career Readiness (CCR) Standard 4 for Language is as follows:

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

CCR 4 examines the role of the reader in actively making meaning while reading. Readers need a variety of skills to support them in attaining this standard, such as knowledge of multiple meanings, affixes, context clues, and how to use resources. Students must become attuned to when they don’t know the meaning of words, and actively apply strategies to determine meaning.  Therefore, teachers must teach the strategy of inferring for word meaning across the grade levels, focusing both on using clues both within the word and within the context to gain insight into meaning.

It is evident that for this standard, students will need to grapple with complex text that allows them to explore the nuances of language beyond the literal.  For example, the word “interesting” can mean a variety of messages as the word alone does not necessarily convey the writer’s or speaker’s intention. It could mean fascinating, it could mean boring, it could mean different. Without further explanation, the word by itself is nondescript. If someone tells a story and the listener nods his head, rubs his chin, and replies, “Interesting,” the word could mean something worth contemplating. If the speaker comments on a how a meal was prepared as, “The meal was…interesting,” he or she may be communicating that it was different, but not necessarily tasty. The pause within the sentence sets a tone, as well as the word choice of interesting. If the meal was delicious, then interesting wouldn’t be an appropriate choice. It is possible the meal was not good at all, but the speaker was looking for a descriptive word that would not be offensive. (This would especially be true if the context included that the chef or host of the meal was someone of respect.) Sometimes the absence of stronger word choice sends a message as well as the selection of powerful words. Therefore, readers must examine words that are selected (and at times, omitted) for their basic meaning, but also analyze the context and tone to determine the essence of the message behind the words.Students need to engage with multiple meanings during reading, but it is also helpful to examine common words students know that have multiple meanings and focus the classroom discussion on how words get their meaning. Sometimes we take for granted that a concept as simple as a “word” can really be quite a loaded discussion. What is a word? Why do we have words? How do words gain their meaning? We have a tendency to talk about words all the time, but not really examine the very essence of its meaning and purpose. Perhaps this can help students refocus their attention on the marvel of words and how finding new words is like opening a treasure chest.

In order to help support teachers, I have created this set of differentiated task cards that focus on the guided or independent practice of multiple meanings. New words give children (and adults!) better access to clear communication, and clarity in expressing ideas. When students understand new vocabulary, and engage with it in meaningful ways, they become empowered. I have often seen kids try out their new words on family and friends, and wear them with a sense of pride. Even my three year old son likes to bring up new words, and through repeated rereading, is able to tell me the meaning of words such as ajar and eider. I hope that as you explore new language with your students, they become entrenched in the excitement and power of vocabulary, as I do with my  son.

The Big Changes with Common Core Standards

I realized that in my posts I have jumped into some of my findings within the standards without stepping back and discussing some of the broader changes brought by the Common Core Standards. I suppose these are the elements that are well documented and discussed frequently at any of the Common Core Support websites. However, I will address them here as well in case you haven’t had the time or energy to research out these changes.

The New York State Department of Education (www.engageny.org) cites five specific instructional shifts in literacy related to the primary grades. The first is the balancing of literature and informational text. By third grade, students should be engaging with 50% of each type of text. Secondly, when reading, students should be focusing on text-dependent questions, which require text-based answers. While skills such as main idea are still relevant, teachers should focus on questions that get deeper into the structure and craft of a particular story.  Third of all, writing should shift from personal response and narrative to writing from sources. Rather than convey feelings, students should write arguments that are deeply grounded with evidence to inform their audience. A fourth critical aspect of Common Core is text selection, demanding that teachers evaluate the quality of text so that they increase with complexity and have enough depth for students to perform close reading. The last significant shift focuses on the importance of students developing academic vocabulary at all ages. This focus on specificity of language should also help support students in accessing complex text.

The Student Achievement Partners (www.achievethecore.org) classify the instructional shifts with Common Core by three major changes, which embody those reported by New York. Essentially, students build their schema through content-rich literature and informational texts, focus both reading and writing on evidence from text, and build complexity in reading through types of text and by developing vocabulary.

While at first glance, these change may not seem sweeping, in actuality they are. The Common Core Standards really do embody what good comprehension strategy instruction has always entailed – lifting the text, examining the text from multiple perspectives, and sharing and discussing ideas. However, new guidelines on what students should be examining are inherent within these standards, and the idea of slowing down is in greater depth. Greater emphasis is place on informational text than in the past, and although vocabulary has always been deemed important, Common Core makes a resounding statement about how we must do much better for all our students by making all grade levels accountable and pulling apart the types of vocabulary students must develop. In addition, Common Core demands critical thinking rather than intuition.  “What’s your evidence?” should be a frequent question that demands textual proof. I’m not going to lie – when you teach your students to question, debate, and produce hard evidence, they may begin to question things they once accepted as “just because”…

Splitting Hairs Part 2: Language of Common Core

Last week I examined the progression of central messages, lessons, morals, and themes in the second standard for reading literature. This week, I want to take a look at that same standard, but examine the the use of the following terms: retell, recount, and summary.

In kindergarten and first grade, students are to retell stories. In second and third grade, students are to recount stories, and in fourth and fifth grade, students are to summarize stories. Both retells and summaries are common formats in our educational system, but what is a recount? Let’s examine each one to determine how the three terms build in complexity.

According to Kissner (2006) retelling is when a student orally tells what is remembered about a text. Generally the retell is related to events. The retell is somewhat casual in its format and relies mostly on what the reader remembers. A summary is a more formal account of the text, can be both written and spoken, and must include the main ideas within the text and key events and details. Often a format for developing a summary includes a topic sentence with the title and author of the story, followed by a verb, and then is finished with the main idea. The rest of the summary includes other important main ideas throughout the text, or key details.

So, what is a recount? The term recount is more easily found in English and Australian publications. Recounts in those countries are a type of written account of a story that is in chronological order, includes the 5 W’s (who, what, why, where, and when), and has a concluding sentence. The format can be described as the orientation (introduction), series of events, and the re-orientation (conclusion). In short, a retell gives the experience of the story, a recount is a shortened experience of a story, and a summary is an explanation of the main ideas within a story.

In order to help support teachers in grappling with a recount, I have developed a brainstorm that follows the format as outline in Targeting Texts by Sue Stubbs. I have also included a retell checklist to support teachers in analyzing oral retells.

Through the process of unpacking the standards, I have found that language that I had previously taken for granted also needed unpacking. As we explore Common Core and its implications in our classroom, we must look with a new lens to make sure that we can find clarity in what we are teaching so that we really do benefit our students.

References

Kissner, E. (2006). Summarizing, Paraphrasing, and Retelling Skills for Better Reading, Writing, and Test Taking. Heineman: Portsworth, NH.

Stubbs, S. (2000). Targeting Text. Blake Education: Sydney, NSW.