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The Textmapping Project
A resource for teachers improving reading comprehension skills instruction
Classroom Teachers: We receive emails from teachers like you every day. They link to us from their classroom pages - like this from Share to Learn and this from Classroom 2.0. And they send us lots of comments as well. We love to hear from you! Here's how you can contact us.
London Metropolitan University: Centre for the Enhancement of Teaching and Learning.
Georgia Department of Education: Framework for English Language Arts, Fifth Grade.
Infinite Thinking Machine: first segment, first episode!
Association for Supervision and Curriculum Development: in Differentiation in Practice: A Resource Guide for Differentiating Curriculum, Grades 9-12, by Carol Ann Tomlinson and Cindy A. Strickland.
Creative Commons: Featured Content of the Week, 8/23/03
National Council of Teachers of English: Hot Topics Spotlight
University of North Carolina School of Education: lesson plan
State of Michigan: MiCLASS training program for middle school teachers
Syracuse University: Tutoring and Study Center
and many more...
This Standard Instruction Set contains important information needed to understand and use the Textbook Skills lesson guides [http://www.textmapping.org/lessonGuides.html#textbookSkills]. It includes the following:
This standard instruction set is copyrighted under the CCPL [http://creativecommons.org/licenses/by-nc-sa/2.0]. It is offered here for free and may be printed, copied, republished, redistributed, and improved upon provided you give proper attribution [http://www.textmapping.org/copyright.html#properAttribution] and do not charge a fee to others to whom you provide either copies or derivative works. For more about this, read the Guidelines for Using Our Content [http://www.textmapping.org/copyright.html#howToUseContent] on our copyright [http://www.textmapping.org/copyright.html] page.
You will need access to a photocopier or scanner, and the supplies listed below - many of which you may already have on hand:
Choose the textbook portion - such as a unit or chapter - to present to your class.
Photocopy all of the pages of the chosen portion.
The copies should be single-sided.
Be sure to include all relevant front and back matter - for example, in the case of a textbook chapter, include the chaper introduction and chapter review.
For information about photocopying copyrighted material for classroom use, see our discussion of copying and fair use [http://www.textmapping.org/fairUse.html].
Use glue stick or clear cellophane tape to attach the photocopied pages together in a left-to-right scroll.
For more on this, see Making a Scroll [http://www.textmapping.org/making.html].
Hang the scroll on your classroom blackboard, whiteboard, bulletin board or wall; or unroll it on a long row of tables, or on the floor.
Wherever you place it, make sure that all of your students will be able to see it - don't worry about them being able to read the text from a distance; it is more important that they get a clear, birds-eye view. They should be able to see the general layout as well as features such as headings and illustrations. If they want to read something, they'll need to get up from their seats and walk up to the scroll. To accomodate this, be sure that there is walking and working room along the entire length of the scroll.
Try to keep the scroll intact as a single, continuous strip. This is important, as it relates directly to a number of Textmapping's key instructional benefits [http://www.textmapping.org/benefits.html]. Depending upon the length of the textbook selection you have chosen, the scroll may be long enough to wrap partially around your classroom. This is a good thing. The visual effect of the scroll wrapping around the classroom makes a powerful point.
If you must break the scroll into smaller segments, be sure that the segments comprise logical chunks - for example, you can logically break the scroll of a chapter into sections and sub-section segments, as defined by headings and sub-headings. Having said that, the goal should be to keep the scroll intact as a single, continuous strip.
Give your students a walk-through of the scroll.
"Today we are starting on [unit or chapter number and title]. Here's what it looks like." Walk back and forth along the length of the scroll as you talk.
Ask your students what kinds of information they can see. You are looking for them to recognize features such as introductory text and review text, headings and sub-headings, illustrations, vocabulary words, inline questions, sidebars, and the like.
Ask your students what kinds of spatial information they can see. For example: Are certain sections longer than others? Is this textbook "text-heavy", or are there a lot of illustrations? Are the illustrations clustered, or evenly distributed?.
Use colored markers, highlighters, or crayons to mark the text.
Highlight, circle, or underline every feature that your students identify. For example, circle block-level features such as sections, sub-sections, illustrations, and pre-reading cue lists; highlight inline questions and key (bold print) words.
For more on this, see Mapping a Scroll [http://www.textmapping.org/mapping.html].
The lesson guides [http://www.textmapping.org/lessonGuides.html] you are using will tell you which features to mark, and how to mark them.
Have your students put away their books. You want them to pay attention to you and the scroll. You do not want them to follow along in their textbooks - the scroll serves as the common text and should be the focus for everyone in your classroom.
Textmapping gives you a new set of tools - visual, spatial, kinaesthetic, and tactile communication tools - that you can use to reach out to your students [see Working with learning-disabled students, below]. Use these tools to show your students what active engagement looks like:
Once you have modeled the process for them, let your students take over the mapping. Now it's time to play "devil's advocate". Ask them hard questions. Challenge their answers. Push them to cite the text. Always ask them to show you where...and explain to you how they know.... For example:
The best way to tap into the instructional benefits [http://www.textmapping.org/benefits.html] of Textmapping is to ask students to show you where...and explain to you how they know.... Have them walk right up to the scroll and mark the relevant information. For more on this, see benefit #2 [http://www.textmapping.org/benefits.html#wholeView], benefit #3 [http://www.textmapping.org/benefits.html#active], benefit #4 [http://www.textmapping.org/benefits.html#linksComprehension], and benefit #5 [http://www.textmapping.org/benefits.html#traceableRecord].
Working with learning-disabled students: Scrolls and Textmapping tap into "global" - i.e., visual, spatial, kinaesthetic, and tactile - learning abilities. Learning-disabled students are often gifted global learners; many demonstrate a strong affinity for the Textmapping approach because it is a good fit with their learning style. So when working with LD students, set aside more time for them to explore and stretch their global learning abilities in the service of reading. Consider increasing the opportunities for tactile and kinaesthetic interaction with text and exploring alternative visual-spatial arrangements of text. For example:
Unless otherwise noted, the content on this web page is © 2002-2007 R. David Middlebrook, and may be freely used for non-commercial purposes under the terms of the CCPL.Use of the information on this web page constitutes acceptance of the terms of the CCPL and agreement to adhere to the Guidelines for Using Our Content. For more information, see our copyright page.We hope that you share our concerns about plagiarism [http://www.ilstu.edu/%7Eddhesse/wpa/positions/WPAplagiarism.pdf]. Please provide proper attribution.. Please support this site.
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Copyright © 2002-2007 R. David Middlebrook