Based on your knowledge of expository text structures, how will you differentiate instruction for development of comprehension? Describe at least one specific strategy and explain how it will help your students whose reading level is below current grade placement. How can asking questions and your responses to students' responses contribute to your students' success in comprehension?
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With expository text structures authors uses different 'tools' as they construct stories and inform the text. Using the knowledge of the student's cognitive ability to comprehend, the student's ability to master the content of materials largely depend on his/her ability to successfully process information.
Strategy for differentiating instruction
(1) Recognize problems (e.g., failure to follow directions).
(2) Observe the student for early warning signs of overload and monitor behavior by asking, ' What is next?' or 'tell me what you are going to read'
(3) Evaluate the amount of information to remember
(4) Reduce the overload by modifying the activities
(5) Be prepared to modify activities
(6) Implement story maps and technology mapping
(7) Develop the student use of strategies to remember such as chunking
Strategy: Use visual cues and modeling to reinforce oral directions or ...
Here the author explains the concept and ideas surrounding expository text. Anyone who has not read expository text could still understand how to identify its structures. In addition, the author provides demonstrations and strategies to differentiate instructions for students that have not demonstrated comprehension of the skill.