Annotated Bibliography
Akhondi, M., Malayeri, F., & Samad, A. (2011). How to Teach Expository Text Structure to Facilitate Reading Comprehension. Reading Teacher, 64(5), 368-372. doi:10.1598/RT.64.5.9
Throughout this research article, the purpose and importance of teaching expository text structure is emphasized. Malayeri and Samad begin by identifying the different text structures. They then reveal earlier research that was conducted on teaching expository text structure, before sharing their own thoughts on this topic.
In my professional development plan, I refer to the steps recommended by Malayeri and Samad for teaching text structure. I also included the signal words and graphic organizers that these two authors suggested as two of my strategies for teaching expository text structure. Reading this article has helped me to gain a better understanding of the various necessary components involved with teaching expository text structure.
Bluestein, N. (2010). Unlocking Text Features for Determining Importance in Expository Text: A Strategy for Struggling Readers. Reading Teacher, 63(7), 597-600.
Bluestein’s approach to teaching and understanding text features is a unique one. He explains that in order to understand text features, readers must also be familiar with different genres of expository texts. He then provides a detailed account of the various text features that readers may find in genres such as biographies, journalism pieces, and in informational texts and textbooks.
This article really helped me to explore text features on a more individual basis. I am now aware of the importance of teaching students how different genres use different text features. In the PowerPoint that I designed as part of my professional development plan, I refer to text features associated with specific genres.
Dymock, S., & Nicholson, T. (2010). "High 5!" Strategies to Enhance Comprehension of Expository Text. Reading Teacher, 64(3), 166-178. doi:10.1598/RT.64.3.2
In this article Susan Dymock and Tom Nicholson discuss how expository text is different from narrative text, and thus we, as readers, need to employ different strategies when reading and comprehending expository text. The authors begin by defining strategies as they apply to reading. They then continue to explain five comprehension strategies that have been supported by research. These strategies include activating background knowledge, questioning, analyzing text structure, creating mental images, and summarizing.
This article proved to be very helpful to me, especially in the beginning stages of my research. Understanding the five reading strategies as they apply to expository text, helped me when narrowing my focus on the strategies and skills associated with reading and comprehending expository text.
The action research that was conducted where a teacher actually implemented the high five strategies into her instruction of a content area class was extremely beneficial to me. This lesson enabled me to see how the high five strategies can be used throughout every lesson that involves reading expository text materials.
M., & Clausen-Grace, N. (2008). From Picture Walk to Text Feature Walk: Guiding Students to Strategically Preview Informational Text. Journal Of Content Area Reading, 7(1), 5-28.
This article begins with the researchers presenting the problem that students are not developing a true understanding of the importance of text features. The authors then describe their extensive research and action research that has been completed with the text feature walk. All aspects of this strategy are explained from making predictions to understanding new vocabulary.
I found this article to be very helpful in understanding more about the text feature walk. This article presented information and action research to prove that the text feature walk strategy is an effective strategy for students. I used the information from this article when I decided to implement the text feature walk as one of my strategies for my professional development plan.
Kelley, M. J., & Clausen-Grace, N. (2010). Guiding Students Through Expository Text With Text Feature Walks. Reading Teacher, 64(3), 191-195. doi:10.1598/RT.64.3.4
Before reading this article, I had never heard of a text feature walk. Picture walks were very familiar to me, but not text feature walks. Kelley and Grace explain what a text feature walk is, and the purpose behind this strategy. They then describe the steps associated with leading students through text feature walks. When doing this, Kelley and Grace emphasize the importance of using the gradual release of responsibility when teaching this strategy. The authors also provide tips and guidelines for teachers, as they relate to implementing text feature walks.
The text feature walk strategy is supported with action research that has been conducted. Research shows that students that are engaged in a text feature walk before reading the text, have more success when comprehending expository text.
I really enjoyed learning about the text feature walk strategy. This is a strategy that I want to share other educators because I feel that it can be really beneficial to students. In session three of my professional development plan, I model how to implement a text feature walk for students.
Montelongo, J., Herter, R. J., Ansaldo, R., & Hatter, N. (2010). A Lesson Cycle for Teaching Expository Reading and Writing. Journal Of Adolescent & Adult Literacy, 53(8), 656-666.
The relationship between reading and writing with expository texts is deeply explored with this article. Montelongo emphasizes the importance of students being able to recognize main ideas, text structure, signal words, and vocabulary. The author provides a model weekly lesson plan that addresses each of these components.
Montelongo performed action research regarding his topic. As part of his findings, he discovered that students who were engaged in the model weekly lessons were more successful with understanding the main idea of the expository text. In addition, these students were more successful with writing, as it applies to expository text.
This article interested me because it involved action research with middle school students. I also liked how the author clearly stated the relationship between reading and writing with expository texts. The article served to provide general information on skills associated with expository texts. I also selected this article because it combined main ideas and vocabulary with text structure.
Moss, B. (2004). Teaching expository text structures through information trade book retellings. Reading Teacher, 57(8), 710-718.
Barbara Moss begins her article by stating the importance of teaching expository texts. She presents interesting statistics about students’ limited experience with expository texts. Moss then explains how retelling information presented in informational trade books can help students to understand how the texts are organized.
Moss presents guidelines that teachers should follow when selecting expository texts and books to enhance their instruction. She also provides examples of books that can be used for the different text structures. Finally, the author details the retelling process for readers. She also explains how to assess this process.
I found many of the statistics presented in this article to be particularly interesting. Some of these statistics are included in the research section of my plan. I also explained the strategy of using informational trade books to retell the events that occurred in the text.
Pilonieta, P. (2011). The expository text primer: A teacher's resource guide for using expository text. New England Reading Association Journal, 46(2), 45-51.
This article provides extensive information about expository text including how it is different from narrative text, why it is beneficial to students, and suggestions on how to teach expository texts. Pilonieta also explains strategies for increasing student interest with expository texts.
I selected this article because I thought that it would encourage those teachers who experience difficulty with incorporating expository texts into their instruction. Pilonieta offers helpful tips on teaching students the vocabulary and summarization skills associated with expository texts. The websites that he provides for choosing expository text literature can be accessed in my professional development plan.
Reutzel, R., Read, S., & Fawson, P. C. (2009). Using Information Trade Books as Models for Teaching Expository Text Structure Improve Children's Reading Comprehension: An Action Research Project. Journal Of Reading Education, 35(1), 31-38.
Reutzel has conducted action research on teaching expository text structure. Throughout his research, Reutzel explains how he modeled an expository text structure lesson using a trade book. The author offers a detailed account of the various steps of his lesson plan that involved the before, during, and after stages of reading. Reutzel’s model of teaching expository structure was then compared to a lesson completed in a control classroom that did not follow the model. In his findings, the author found that students that participated in the model lesson demonstrated a better understanding of text structure than students in the control classroom.
I was very interested in the action research that this article provided. Reutzel’s model lesson plan for teaching text structure assisted me in developing activities for my professional development plan. This article also offers an abundance of resources such as books that are suggested for the various text structures. I have included these resources throughout the course of my plan. The recommended books are also included as a visual for one of the sessions.
Thornley, C., Selbie, J., & McDonald, T. (2011). Focused Feedback for Inference in Expository Text. Reading Teacher, 64(5), 358-362. doi:10.1598/RT.64.5.7
This article presents action research associated with teaching students how to make inferences with expository texts. The two authors worked together to implement this research in a third grade classroom. Throughout the project, the authors worked to provide students with valuable feedback on the quality of their inferences. The article also explained how metacognition was used in teaching students to make inferences.
I used this article when I decided to provide professional development on expository texts. This article was a resource for me in the beginning stages of my professional development plan because it addresses inferencing with expository texts. Being able to infer is an essential skill that all students must learn.
Pre-Assessment
Evaluation Session 1: Overview
Please rate the following statements below from 1 to 4 using the scale below.
1.) Strongly Disagree 2.) Disagree 3.) Agree 4.) Strongly Agree
Statement 1: ______The presenter clearly explained the purpose behind the professional development related to skills associated with expository texts.
Statement 2: ______The presenter clearly provided an overview of the professional development topic.
Statement 3: ______The presenter clearly explained the objectives for today’s session.
Statement 4: ______The presenter appears to be knowledgeable about the content.
Statement 5: ______The PowerPoint used was helpful in understanding the research and purpose behind skills related to expository texts.
Comments: ______
______
Please list your strengths and needs as they apply to teaching the skills associated with expository texts.
Strengths:
Needs:
Evaluation Session 2: Authentic Expository Texts
3 Things I Learned From Today’s Session
2 Ideas That I Will Take Back and Apply to My Instruction
1 Question/Concern/Need I Still Have About Using Expository Texts Throughout My Instruction
Session 3 Evaluation: Text Features
Statement / Strongly Agree / Agree / Disagree / Strongly DisagreeThe handout provided was useful in helping me to better understand the research behind teaching text features with expository texts.
I learned several new strategies for teaching text features.
It was beneficial for me to see the “Text Feature Walk” strategy being modeled.
I will be able to use the promethean planet flip charts that were recommended for teaching text features.
The most valuable component of today’s session was ______
Questions I Still Have About Teaching Text Features With Expository Texts:
______
What I Would Still Like To Learn Regarding Providing Instruction on Text Features and Expository Texts: ______
Session 4 Evaluation: Text Structure
Statement / Strongly Agree / Agree / Disagree / Strongly DisagreeThe handout provided was useful in helping me to better understand the research behind teaching text structure with expository texts.
I learned several new strategies for teaching text structure.
The video on the instruction of text structure with expository texts was helpful to me.
I learned something new by watching the modeled lesson on ways to teach the cause/effect organizational pattern.
I will be able to use the sample graphic organizers when I teach text structure with expository texts.
The most valuable component of today’s session was ______
Questions I Still Have About Teaching Text Structure With Expository Texts:
______
What I Would Still Like To Learn Regarding Providing Instruction on Text Structure and Expository Texts: ______
Session 5 Evaluation: Designing Sample Lessons
Please rate the following statements below from 1 to 4 using the scale below.
1.) Strongly Disagree 2.) Disagree 3.) Agree 4.) Strongly Agree
Statement 1: ______The sample lessons presented were exemplars for teaching text features and text structure with expository text.
Statement 2: ______The presenter used scaffolding to provide appropriate support as I was working to develop my own lessons for text features and text structure.
Statement 3: ______It was helpful for me to be able to work with other teachers when writing my lessons.
Please list the strengths and needs of today’s Session. Remember to consider your feelings about the lesson planning portion of the session.
Strengths:
Needs:
Session 6 Evaluation #1: Tying It All Together
Please rate each of the topics from today’s session according to the scale below. Please provide your feedback for each topic.
1.) Strongly Disagree 2.) Disagree 3.) Agree 4.) Strongly Agree
Sharing of Lessons ______
Comments: ______
______
Examination of Common Core Standards ______
Comments: ______
______
Resources Provided For Connecting Expository Texts to Common
Core ______
Comments: ______
______
Overall Evaluation of Professional Development Program (To Be Administered During Session 6)
Statement / Strongly Agree / Agree / Disagree / Strongly DisagreeParticipating in this professional development program has enhanced my instruction of text features and text structure, as they relate to expository texts.
The materials provided were both appropriate and beneficial to the topics being explored.
The strategies shared are supported by research
The presenter acknowledged the feelings, needs, and concerns of the participants when designing this professional development program.
The most beneficial sessions were ______