{"id":42,"date":"2017-08-22T12:37:13","date_gmt":"2017-08-22T12:37:13","guid":{"rendered":"http:\/\/americanboard.org\/Subjects\/elementary-education\/?page_id=42"},"modified":"2017-09-19T15:06:47","modified_gmt":"2017-09-19T15:06:47","slug":"putting-it-together","status":"publish","type":"page","link":"https:\/\/americanboard.org\/Subjects\/elementary-education\/putting-it-together\/","title":{"rendered":"Putting It Together"},"content":{"rendered":"
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Putting It Together<\/h1>\n

Objective<\/h4>\n

In the upcoming section, we\u2019ll examine how informational texts incorporate different elements and see how the author\u2019s point of view affects the information and the way in which it is presented.<\/p>\n

Previously Covered<\/h4>\n

At this point, you should be familiar with some proven reading strategies that will help students identify, analyze, and organize informational texts before, during, and after reading. You should be aware that effective and efficient readers use a variety of comprehension skills\u2014such as skimming and scanning\u2014to make meaning of texts as they read.<\/p>\n

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Putting It Together<\/h3>\n

Informational texts incorporate visual elements we don\u2019t always encounter in narrative text. Graphics, such as diagrams, charts, illustrations, and graphs support facts and ideas with important details that students must learn to identify and reference during reading if they are to understand the whole of the information provided.<\/p>\n

Visual sources also help students identify what the author feels is the most important information and an integral part of the way information is organized.<\/p>\n

Cause and effect, problem and solution, compare and contrast, sequencing, classifications, and generalizations are a few of the organizational structures authors use to convey information. Identifying these methods helps students read efficiently and organize ideas for synthesizing and summarizing.<\/p>\n

Readers must select comprehension strategies that fit a particular text based on knowledge of how the information is presented. When students understand text structure, they can anticipate what information will be revealed and make and revise predictions while reading.<\/p>\n\n\n\n\n\n\n\n\n\n\n
Structure<\/th>\nDefinition<\/th>\n<\/tr>\n<\/thead>\n
Cause\/Effect<\/td>\nInformational texts often describe cause-and-effect relationships. The text describes events and identifies or implies causal factors. Example: an article that presents the topic of clear-cutting and describes the effect on the environment<\/td>\n<\/tr>\n
Compare\/Contrast<\/td>\nAuthors use comparisons to describe ideas to readers. Similes, metaphors, and analogies are used in compare-and-contrast organizational structures. Example: a photo essay that compares clear-cutting in the Pacific Northwest to a similar situation in a particular region of Central America<\/td>\n<\/tr>\n
Problem\/Solution<\/td>\nThe author introduces and describes a problem and then presents solutions to that problem. Example: an op-ed piece on the topic of water conservation and steps the community can take to conserve water<\/td>\n<\/tr>\n
Sequence-Time<\/td>\nChronological information reveals events in a sequence from beginning to end. Specific dates and times signal chronological structures in addition to words such as: first, then, next,<\/em> and finally<\/em>.<\/td>\n<\/tr>\n
Classification<\/td>\nAn author presents a variety of information about a particular subject. Example: a book that presents facts about birds<\/td>\n<\/tr>\n
Generalization<\/td>\nAn author presents a variety of information and makes a generalization about a particular subject using examples from the presented information, such as a book that makes a general statement about birds after presenting a wide variety of facts.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

Let\u2019s take a look at how this information might appear in a test question. Keeping the above organizational structures in mind, read the following statement:<\/p>\n

\"A<\/center><\/p>\n
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Question<\/h4>\n

Which framework did this author use to organize the information?<\/p>\n

    \n
  1. Chronological<\/li>\n
  2. Cause\/Effect<\/li>\n
  3. Problem\/Solution<\/li>\n
  4. Compare\/Contrast<\/li>\n<\/ol>\n

    Reveal Answer <\/a><\/p>\n

    The correct answer is C. The author presents a problem concerning the uncertain future of Social Security and outlines some benefits of the administration\u2019s proposed plan. Many times an author will use a variety of structures to support information clearly and concisely. In this statement, for example, the author might have used specific dates to give us details about the history and\/or future of the program, or compared benefits one might have expected to receive ten years ago to benefits one can expect to receive ten years from now.<\/p>\n<\/section>\n

    \n

    Question<\/h4>\n

    Which text features does the author use to help the reader collect information?<\/p>\n

      \n
    1. Headline<\/li>\n
    2. Bulleted list<\/li>\n
    3. Boldface type<\/li>\n
    4. A combination of these features<\/li>\n<\/ol>\n

      Reveal Answer <\/a><\/p>\n

      The correct answer is D. You may want to have students preview informational text for text features such as titles, subheads, table of contents, and glossaries, as well as graphic elements such as charts and illustrations. Make sure they\u2019re familiar with the function of these features as a useful tool when skimming and scanning text to determine appropriate sources. The above passage, for instance, might have benefited from a chart that quickly outlined the history of Social Security, or a graph that showed the effects of the program on a man or woman approaching retirement age now, ten years from now, fifteen years from now, etc.<\/p>\n<\/section>\n

      \n

      Question<\/h4>\n

      Based on the information provided, what generalizations can be made about the administration\u2019s proposed method?<\/p>\n

        \n
      1. Social Security is in trouble.<\/li>\n
      2. President Bush is concerned about children.<\/li>\n
      3. The proposed plan will benefit most people.<\/li>\n
      4. None<\/li>\n<\/ol>\n

        Reveal Answer <\/a><\/p>\n

        The correct answer is D. Because the author hasn\u2019t outlined any other plans to repair the program, we don\u2019t have enough evidence to make a generalization about this method. Oftentimes, readers need additional information when reading an expository text. You\u2019ll want to make sure students can identify when background information is needed to fully understand a text. In this context, for instance, students might need to research Social Security to discover exactly what the problem is, and they might need to review other articles with a different plan of action.<\/p>\n<\/section>\n