Blog # 9 Text Analysis

Blog # 9 Text Analysis I selected four types of texts that students read routinely at my school.
Title and Type of Text	Supportive Features of Text	Challenging Features
Non-Fiction   Build Our Nation- Fifth Grade Social Studies Textbook	·         Text explicitly states and highlights the main idea for each section. ·         Text is divided into two to three page sections. ·         Text makes use of illustrations, captions, photographs, maps, and tables to add interest and support the main ideas of the text.	·         Text assumes students have background knowledge from previous social studies books in the same series. ·         Text is written at a seventh to eighth grade reading level, according to an analysis using the Dale-Chall formula. ·         Text is laden with content vocabulary
Non-Fiction   Foss Science Stories: Structures of Life 3RD Grade	·         Key vocabulary is used frequently and in different stories that all support science investigations taking place in the classroom.  ·         Text has engaging photographs and interesting information in the sidebars.  ·         Text is short enough to not overwhelm the third-grade reader. ·         Information is logically organized. ·         Text frequently links students' experiences (eating peanuts, for example) to science content (peanuts are  seeds).  ·         Text supports experiments taking place in the classroom.	·         Text assumes students have some background knowledge.
Fiction   First Grade Decodable Texts –I Love Reading Booklets	·         Text matches phonics instruction. ·         Text contains only phonics features with which students are familiar.	·         Texts are difficult to make meaning from because of lack of content. ·         Texts are not engaging. ·         Texts are not written in a natural style.
Fiction   Houghton Mifflin Vocabulary Readers Grade 3 - No More Lost and Found	·         Book supports the key vocabulary studied in the Houghton Mifflin Anthology and gives students additional exposure to key vocabulary. ·         Purpose for reading is stated at the beginning of the text.  ·         Text introduces key vocabulary, with definitions, before the story. ·         Vocabulary is highlighted in the story. ·         Pictures support understanding.	·         Text is not highly engaging. ·         No text features present.