Spanish Language Arts.4.6.C

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The student is expected to

make and correct or confirm predictions using text features, characteristics of genre, and structures;

Artes del lenguaje y lectura en español.4.6.C

Se espera que el estudiante

haga y corrija o confirme predicciones utilizando los rasgos del texto, las características del género y las estructuras;

sla comprehension teks talk image

Knowledge and Skills Statement

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts.

Use una variedad de textos, como libros de ilustraciones al nivel del grado escolar o textos para adultos jóvenes que tengan ilustraciones. Elabore una serie de preguntas de predicción basadas en los rasgos del texto, como el título, las ilustraciones y la portada, así como en las características del género y en la estructura del texto. Pídales a los estudiantes que predigan de qué tratará el texto y qué tipo de personajes podrían estar presentes en la historia. Los estudiantes pueden contestar las preguntas de predicción durante una discusión en clase o podrían trabajar en pares con algún compañero.

Notas:

  • Las preguntas elaboradas por el maestro deben estar escritas para que los estudiantes puedan tener una guía para hacer su predicción.
  • Los estudiantes también pueden elaborar sus propias preguntas antes de empezar a leer y una vez que el texto ha sido presentado a la clase.


Further Explanation

Esta actividad de evaluación requiere que los estudiantes identifiquen lo que ellos creen que el autor les quiere contar a los lectores. Inicialmente, los estudiantes usan conocimiento previo y los rasgos del texto para hacer predicciones con ayuda. Los estudiantes tienen que estar familiarizados con los rasgos del texto y las características del género para comprender lo que estos revelan acerca del texto. El maestro podría evaluar las predicciones usando una variedad de tipos de texto.

Each genre has a variety of characteristics, or aspects that set it apart from other genres. Students should recognize the characteristics that make a genre unique in order to better understand its purpose and content. For example, an argumentative text usually presents a claim or assertion about something. It also includes facts that support the author’s argument. By identifying these components, students increase their understanding of this type of text. The same logic applies to all genres of reading.
Reading is an active process that involves interaction between the author and the reader. An author organizes ideas and uses them to try to convey a specific message. Then, the readers attempt to make sense of what they think the author wants to say. Thus, readers constantly formulate hypotheses about the content at different stages of the reading process. Initially, readers use prior knowledge to make predictions about text. Readers may also use text features to refine their predictions. As they begin to read, readers correct or confirm initial predictions. This is a continuous process.
Text structure refers to how the information within a written text is organized. There are different types of text structure. For example, a text might present a main idea and then details, compare two similar ideas or contrast two different ideas. Each form of text structure serves a particular purpose and presents central ideas and details in specific ways. The process of recognizing text structures will assist students in monitoring their comprehension of the text.
Text features refer to the components of a story or article that are not part of the main body of a text. Some examples of text features are headings and subheadings, bold words, sidebars, and photographs with captions. Text features help readers focus on important ideas and concepts. When students use text features, they can make connections within the text, become familiar with the text's organization, and access important background knowledge related to the content.

Research

Kelly, M.J., & Clausen-Grace, N. (2010). Guiding students through expository text with text feature walks: The reading strategy in this article guides students in the reading of text features in order to access prior knowledge, make connections, and set a purpose for reading expository text. The Reading Teacher. 64(3), 191–195. doi: 10.1598/RT.64.3.4

Summary: This article describes how to employ a text feature walk in the classroom and reports on the benefit  from using this technique, including results from a pilot study in the spring of 2007. Text features include all the components of a story or article that are not the main body of text. The text feature walk is a structure that addresses each of these facets of expository text.