Expository Texts
in the Reading Workshop
Dr. Frank Serafini
University of
Nevada, Las Vegas
Fiction or Non-Fiction
Non-Fiction vs. Fiction is based on the relationship between
reality and representation. However, fiction may contain factual information and
non-fiction often contains narrative features.
Narrative or Expository
Narrative or Expository is based on the intent and structures of the text, not the truth-value of the information provided.
Narrative
Characters / plot / setting
Tells a story
Creates suspense / tension
Paragraphs and chapters
Story language
Expository
No characters or plot
Presents information, not story
Turn page because of interest in topic
Headings and sections, sidebars
Specialized vocabulary and writing
Reasons for Reading Expository Texts
Awakens curiosity
Varies in complexity
Better writing than textbooks
Majority of standardized test passages are informational
texts
More in-depth information
More up-to-date than textbooks
Can be used as a model for research
Majority of adult reading
Improvements in Quality of Texts
Characteristics of Expository Texts
Designed to inform, report, describe - not necessarily to
tell a story
Not based on plot, sequence of events
Chapters end with summaries, not suspense
Includes variety of structures and textual elements
Charts, maps, graphs, diagrams, sidebars, photos, reading
guides, ect.
What Makes Expository Texts Challenging?
Lack of Prior Knowledge with Concepts and Information
Unfamiliar Text Structures & Organization
Specialized Vocabulary
Different Reasons for Reading
Learning to Adopt an Efferent Stance
Selecting Expository Texts
Accuracy of Content
Authority of Authors
Appropriateness
Organization of Information
Quality of Written Language
Quality of Illustrations & Design
Accessibility of Information
Multiplicity of Sources
Providing Access to Expository Texts
Reading Aloud with Children
Shared Reading Experiences
Independent Reading
Expanding the Classroom Library
Time - Choice - Access
Opportunities to Respond to Expository Texts
What Do We Teach ?
Types of Expository Texts
Expository Text Structures
Components of Expository Texts
Comprehension Strategies
Vocabulary
Types of Expository Texts
Concept Books
Nature / Geography Books
Magazines, brochures, etc.
Reference materials
Activity / Experiment Books
Primary Source- Logs, Diaries
Photo Essays
Craft / Manuals / Recipes / How To
Informational Storybooks
Biographies / Autobiographies
Text Structures
(Ways of Organization Information)
Descriptive
Sequential
Compare - Contrast
Cause & Effect
Problem - Solution
Question & Answer
Blended Structures
Components of Expository Texts
Cover - Title
Author's Notes - Introduction
Sidebars - Information Boxes
Headings, Italicized words
Reading Guides
Labels - Captions
Diagrams - Maps - Graphs, etc
Illustrations, Photography, Artwork
Glossary
Table of Contents / Index
Cover - Title
Organizing for Instruction
Deciding Focus of Unit of Study
Theory of "ologies"
Negotiating Objectives
Selecting / Finding Resources
Explicit Lessons for Comprehending
Considering Products / Outcomes
Assessing Knowledge
Focus Units of Study Framework
Exposure
Reading, Talking, Sharing - Becoming Familiar with a
Particular Unit of Study
Exploration
Discussing the Craft, Elements & Structures
of a Particular Unit of Study
Cornerstone Texts
Experimentation
Engaging with a Particular Unit of Study
Responding from an "InsiderÕs" Perspective
Explicit
instruction of comprehension strategies is more effective when students have
been immersed in expository texts, have had some experience with the concepts
being read, and are given time to explore the structures and components of
expository texts.
Comprehension Instruction
Calling to Conscious Attention the Structures and Components
of Expository Texts
Demonstrating how proficient readers read expository texts
Setting expectations for novice readers of expository texts
Helping readers understand purpose for reading expository
texts
Emerging Expertise Model
Clarify Expectations
(Full Disclosure)
Describe Reading Practice
(Explicitness)
Demonstrate the Reading Practice
(Making It Visible)
Provide Guidance with the Practice
(Scaffolding)
Student Independent Use
(Application)
Literary Share Circles
(Reflection Opportunities)
Comprehending Expository Texts
Rules of Notice:
what
to look at
where
is information located
text
structures and organization
Rules of Significance:
determining
importance
purpose
for reading
Rules of Credibility:
multiple
sources
researcher
reputation
knowledge
of world
Comprehension Strategy: Approaching a Text
Determine purpose for reading
Anticipation, not Prediction
Look at cover / title / front matter / peritext
Read Table of Contents
Look for reading guides
Headings, sections, summaries
Visual and design elements
Comprehension Strategy: Reading Images
Elements of Visual Design
Intent of Artist
Medium Used
Multi-Media
Content
Perspective
Comprehension Strategy: Reading Images
What is the subject of the image?
Why is this image included in this section?
How is the information presented?
Are there any challenges or confusions in your mind about
this image?
What have you learned about the subject?
Comprehension Strategy: Determining Importance
Begin with a selection from a text
Discuss purpose for reading
Look for textual clues (bold, italicized)
How does information presented relate to purpose for reading
Comprehension Strategy: Determining Importance
What do you know about the subject?
What questions do you have about the subject?
What things have interested you as you studied the subject?
Comprehension Strategy: Evaluating Sources
Publication Date
Credentials of Authors
Demonstrated Rigor in Research
Citations / References Provided
Primary or Secondary Sources
Multiplicity of Sources
Concerns about Comprehension Instruction
Comprehension strategies become an end in themselves
Making meaning MUST remain primary goal
Beware of teaching too many strategies at once
Strategies are assumed to work for all texts and all
purposes
Scripted instructional approaches take responsibility away
from teacher
Vocabulary: Caught Or Taught ?
Acquisition vs. Instruction
Vocabulary Development
Environmental Print
Writing Experiences & Demonstrations
Language Experience Approaches
Classroom Talk
Extensive Reading Opportunities
High Frequency Word Lists
Shared Reading Lessons
Focused Vocabulary Instruction
Vocabulary Instruction
Calling Attention to Language
Purposeful
In Contexts
Develop Relationships To and Among Words through use and
experience
Noticing and Significance
Specific Vocabulary
3 Principles of Vocabulary Instruction
Include BOTH definitional and contextual information
Involve children in actively processing new word meanings
Use discussion to introduce new words and meanings, clarify
misunderstandings
Cautions for Vocabulary Instruction
May distract reader from making meaning of texts to learning
individual words
Difference between dictionary definitions and contextual use
Must be linked to context and purpose
General vocabulary development is difficult to teach
directly
Vocabulary instruction cannot substitute for time to read
and talk
TodayÕs Themes
Reading IS Comprehension
We need to be readers of expository texts, first, and
teachers, second
Promote a sense of curiosity and wonder
Information is constructed by readers based on their purposes
for reading and the texts they encounter
Literacy Education Web-Site:
http://serafini.nevada.edu
E-Mail: serafini@unlv.nevada.edu
Resources for
Expository Texts
Dr. Frank Serafini
Orbis Pictus – NCTE: www.ncte.org
Sibert Medal– American Library Assoc: www.ala.org
Beverly Kobrin – Eyeopener Series
Thomas Gunning – Books for Beginning Readers
Hornbook
Booklinks
Reading Teacher – Book Column & Teacher Choices
Language Arts – Book Column
School Library Journal
Bamford, R. & Kristo, J (2000) Checking out non-fiction K-8
Hoyt, L. (1999) Revisit, Reflect, Retell. Portsmouth, NH: Heinemann
Hoyt, L. (2002) Make it Real: Strategies for Success with Informational texts. Portsmouth, NH: Heinemann
Hoyt, L., Mooney, M. & Parkes, B. (2003) Exploring informational texts: From theory to practice. Portsmouth, NH: Heinemann
Hoyt, L. Snapshots: Literacy Mini-lessons up Close. Portsmouth, NH: Heinemann
Moss, B. Teaching the Literature of Fact
Harvey, S. Non-Fiction Matters. York, ME: Stenhouse
Serafini, F. (2004) Lessons in Comprehension: Explicit instruction in the reading workshop. Portsmouth, NH: Heinemann.
Aliki - George Ancona - Seymour Simon - Gail Gibbons - Lois Ehlert - B. Barton
David Adler - Jerry Palotta - Jean Craighead George - Ruth Heller - David Macauley - Patricia Lauber - Jim Arnosky - Jean Fritz - B. Maestro - Peter Sis
Leonard Everett Fisher - B. McMillan - P. Patent - Diane Stanley - S. Tanaka
James Cross Giblin - Joanna Cole - Joseph Bruchac - Russell Freedman
Content:
up to date information
accurate
relevant to the reader
authentic sources
details
what research was used
authorÕs qualifications for writing ÒfactsÓ
Writing / Style:
language used
ÒreadabilityÓ
avoidance of stereotypes
multiple points of view / perspectives
Organization:
table of contents
headings
index / glossary
sidebars
structural layout
Quality of Graphic Elements:
photos / illustrations
diagrams
maps
figures / graphs
captions
reading or visual guides
Analysis:
read other books on the subject
research the qualifications of the author / illustrator
do own research on the subject (interviews, field notes)
read other sources (magazines etc.)