INSTRUCTION: Reading Rockets talks about the many different ways that teachers can label books in their classroom libraries. They suggest walking kids through the library at the beginning of the year so they know how to find books and what kind of books are located where. Books can be sorted by genre, theme, style of writing, or fiction/non-fiction. I think in the older grades it could be useful to have the books sorted by text structure and genre to help kids learn about the differences.
ASSESSMENT: "Preview-Predict-Confirm" (CTW, p. 137). This activity can be used to see if students understand the many elements of a non-fiction text, and whether or not they know how to use them to gain information. Students are asked to look at pictures and visuals from a piece of text and then predict what they think they will read. Teachers cannot only assess the predications, but also make observations as the watch the students interact with a new piece of informational text (CTW).
INSTRUCTION: This activity from reading rockets talks about teaching plot structure using story books. I think this is a great ideas because it shows how even the youngest students can effectively learn about text structures. In the pre-writing stage, teachers can shows students the stories often follow similar patterns (Reading Rockets). Teachers can talk about parallel stories, stories within stories, increasing stories etc.
UNDERSTANDING: Teaching students different structures of text is so important in order for them to be able to communicate effectively and understand what they are reading depending on what form it comes in. BLD suggests that by teaching students about fiction and non-fiction texts they begin to understand the importance of different forms of text.
INSTRUCTION: "Main Idea Trees" Classrooms that Work suggests teaching students using main idea trees when they are learning to read and analyze informational texts (CTW, p.131). Often informational texts have more than one main idea about a topic. The students can put the subject or topic on the bark of the tree, and main ideas on each leaf section. Details can also be included on the branches of the tree.
INSTRUCTION: the goal of this activity is to help students understand the purposes poetry and the many forms that it can take (BLD). I love how this teacher has decided to expose her class to poetry on a daily basis. Even today, I don't know as much about poetry as I would like to because I was not exposed to as often as other genres. I also think that by having this activity every Friday, students become accustomed to reading, writing and studying poetry. This may help to eliminate some…
INSTRUCTION/ ASSESSMENT: Providing students with access to writing materials, topics and tips allows them the opportunity to make their own writing choices while having prompts to help them get started (BLD). This centre can be used to help teach students about different text structures, but can also be used as an assessment piece to see if students understand the difference between the many text styles and genres. Teachers can also assess a students collection of writings in a portfolio…
Re-Enacting Procedures: Building the Foundation for Procedural Writing
INSTRUCTION: The BLD diet suggests that by helping students walk through different steps while providing them in print, they will begin to develop a deeper understanding of what procedural writing looks like and why it is helpful. High levels of student engagement will only increase students understand of how to write and read procedural texts (BLD).