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The Textmapping Project
A resource for teachers improving reading comprehension skills instruction
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London Metropolitan University: Centre for the Enhancement of Teaching and Learning.
Georgia Department of Education: Framework for English Language Arts, Fifth Grade.
Teachers.net Gazette: Cheryl Sigmon's June 2008 column, and her May 2008 column on Differentiated Instruction.
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.
Rossella Grenci: in Le aquile sono nate per volare, published by Edizioni La Meridiana.
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...
Textmapping is a graphic organizer technique that can be used to teach reading comprehension and writing skills, study skills, and course content. It is practiced on scrolls [http://www.textmapping.org/scrolls.html], which are an alternative environment to books. Textmapping and scrolls can be used strategically, but they are not strategies. They are enabling technologies - simple, basic tools which can be used for reading and classroom instruction. The same strategies that can be taught in books can be taught more clearly and explicitly by using scrolls [http://www.textmapping.org/scrolls.html] and mapping [http://www.textmapping.org/mapping.html].
Textmapping enables teachers to clearly and explicitly model reading comprehension, writing and study skills in the course of regular classroom instruction.
Textmapping shines a light on the pre-reading process. It focuses more attention on, and spends more time with, the text itself - lingering on the page, delaying abstraction, forcing readers to engage in a more careful in-context comprehension of both the big picture and the details, and enabling teachers to explicitly and systematically model comprehension processes.
It is low-tech, easy to learn, easy to teach, requires no special equipment, and can be adapted easily and inexpensively for use in the classroom. All you need is access to a copier, tape or glue-stick, and colored pencils, markers, or crayons.
People commonly confuse Textmapping with Semantic Mapping, Concept Mapping, Story Mapping, and other so-called mapping techniques - all of which are actually diagramming techniques. For more on this, see a comparison of Textmapping to other graphic organizers [http://www.textmapping.org/researchCall.html#diagrammingCompare].
Perhaps the best way to understand Textmapping is to make a scroll [http://www.textmapping.org/making.html] and map it [http://www.textmapping.org/mapping.html] yourself. To get started, click Next >> [http://www.textmapping.org/scrolls.html]|
The Textmapping Project seeks to contribute to the improvement of reading comprehension skills instruction.
Read more about The Project >>
<< Prev [http://www.textmapping.org/textmapping.html] | Next >> [http://www.textmapping.org/scrolls.html]
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