Reading (and Scaffolding) Narrative Texts

The text of the story includes all kinds of sentences including various events including novels (novels, short stories, poetry) and non-fiction (memoirs, biographies, news articles). Both forms tell stories that use imaginative languages ​​and express emotions, usually using images, metaphors and symbols. Because the story is used for many important purposes, students need to know how the text of the story works and how to read them. The purpose of the story text is to attract, attract and attract readers' interests; however, memoirs and novel authors often talk about complex stories that test common ideas, events, and problems. In addition, speakers, advertisers, and politicians use the story to persuade us to accept or refuse the idea.

In fact, students need to understand the framework of the story and learn the purpose and method of the story to eliminate the frustration they have read. When students understand the elements of the story, they can more easily follow the story and can predict what will happen well. In addition, understanding these elements can nurture a higher level of thinking. For example, complications in a plot are related to causal relationships, which may lead to analysis by recognizing the motivation of the role.

After all, because the author relates the idea that I want to express to people's behavior and beliefs, the story form is unique. These ideas and topics are often associated with universal truth and link to the reader's experience.

Example: Students can define topics, identify positive and negative examples, create symbols, write sentence assertions about topics.

d. We create a series of questions starting with the word hypothesis, respectively, in relation to role collision and complexity.

It is one. Students are asked to copy the line of stories about conflict and personality, divide that line into three parts, and write each part on a different color index card. Mix the cards and let students work together to find the perfect line. Then they read aloud and read that line and make predictions

Please utilize the AWAIT strategy. To teach indirect characterization, let each student create an image of the character. Each image contains the following details.

Dialogue with other characters: Write contradictory sentences between the character and other people

Thinking: Create a thought bubble and record the idea of ​​the character in the bubble. Also, let each student write a statement on one line explaining what the character is like. By learning AWAIT acronyms, students can easily remember indirect expressions

Please tell me the setting function using the graphic manager in the figure below. Have students make examples for each feature

Support reading in an effective way before, during, and after reading, such as previewing text, reading purpose, creating forecasts and connections, using bold thinking, graphical organizers, supporting all students . Fight against readers and learners of English. But how do you do this? A library of high interest is a good starting point. If you are a school of title I, you should reserve funds for classroom libraries. Otherwise, there are libraries in every classroom that advocates your school grounds. Even if it is only a few books for you.

First of all, let's agree that scaffolding course and differentiated education are two different points. The scaffolding divides the learning into blocks and then provides a tool or structure for each block. For example, when reading a foothold, you can preview text and discuss keywords or block and read and discuss text. By distinguishing you can give you completely different text to read for your child, shorten the text, or change it, and / or fix the subsequent writing task.

English learners may need to build a scaffold to read and organize text at the level of complexity recommended by CCSS. Scaffolding strategies for careful reading include single sentence class analysis (Wong Fillmore & Fillmore, 2012). For example, when a student reads challenging texts like Gertrude Simmons Bonnin (1921), one of the autobiographical stories of Indian girls' school students, the teacher can pick a sentence for further analysis. "I may insult those automatically moving pencils, teaspoons that are solved from a big bottle and healed by a row of children in different India", but may be subdivided and discussed as follows Absent. ) And 1 teaspoon issued, (c) from a big bottle, (d) healed by a row of Indian children of various diseases