Session+4

=Session 4 - Online (9/15-9/22)=

**__Objectives for Session 4__**
 * Participants will study the use of organizational and structural features of text.
 * Participants will study the elements of text that determine complexity and difficulty.
 * Participants will consider the role/use of fix-up strategies.
 * Participants will become familiar with a variety of strategies to develop intrinsic motivation for reading in the content area.

__Due Dates for Session 4__

 * Become a Thief graphic organizer - emailed to Kelly by 10pm on Wednesday, September 22nd
 * Text Feature Scavenger Hunt - emailed to Kelly by 10pm on Wednesday, September 22nd
 * Dialectical Journal - emailed to Kelly by 10pm on Wednesday, September 22nd
 * Textbook Analysis - emailed to Kelly by 10pm on Wednesday, September 22nd

**__Part 1 - Become a Thief__**

 * Read about the THIEVES strategy in the handout below.
 * Using the **Become a Thief** graphic organizer, conduct a modified 'thieves' preview of the article //__Studying Texts__// (also attached below).
 * Submit your completed **Become a Thief** graphic organizer an as attachment in an email to me at Kelly.Kirby@fcps.org by September 22nd.

__Part 2 - Identifying Text Structure__

 * ** External Text Structures - (Overall design) ** Includes organizational aids such as a table of contents, appendixes, and text features such as title page, headings, illustrations, bold print, and charts.
 * **Web Activity**: Using a web site you might use with students (OR one from the list below), complete the **Text Feature Scavenger Hunt**.
 * []
 * []
 * []
 * []


 * ** Internal Text Structure - **The way the ideas and words are connected and related to tell, show, describe, and explain.
 * View the **Power Point** on text structure.
 * Take the quiz entitled - **Identifying Text Structure****.** (This does not need to be sumitted but is for your benefit.)


 * Submit your completed **Text Feature Scavenger Hunt** as an attachment in an email to me at Kelly.Kirby@fcps.org by September 22nd.



__Part 3 - Considerate or Inconsiderate?__
In addition to text structure, another useful way to characterize a written or oral text is to describe its degree of **considerateness**. According to Anderson and Armbruster (1986), a considerate text is coherent, logical, well-organized and the text explicitly helps the reader identify the main ideas. An inconsiderate text is ambiguous, contradictory, and can sometimes mislead the reader through poor titles and headings.


 * Read the article, //__You Can't Learn Much from Books You Can't Read__// by Richard Allington. Complete a**dialectical journal** entry as you read this article. (Both documents are posted below.)
 * Click on this link ([]) and read about readability forumlas you can use to determine the reading level of a text. Use as least one formula from the reading on your textbook. (You will need this for the activity in Part 5 of this session.)
 * Submit your completed **Dialectical Journal** as an attachment in an email to me at Kelly.Kirby@fcps.org by September 22nd.



__Part 4 - Analyze Your Textbook__
Based on everything you learned during this session, take some time to analyze your content textbook or supplementary text. Your textbook analysis should be a typed reflection of at least one page. You might discuss the following:
 * information garnered by a preview
 * organizational pattern in text (structure)
 * considerateness of text
 * readability level
 * graphic organizer that might be helpful
 * text features and how they might help students

Submit a one-page reflection of your **Textbook Analysis** as an attachment in an email to me at Kelly.Kirby@fcps.org by September 22nd.