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© 2004 Kimberly Burke
reprinted by permission

Copyright ©2006 Diana Triplett

Terms of Use: [Link]
Derived from the original works of R. David Middlebrook.
For more information, visit [Link]
 Why
Textmapping?

"Good readers are active readers....Good

readers typically look over the text
before they read, noting such things as
the structure of the text and text
sections that might be most relevant to
their reading goals." Source: Duke, Nell
K., and Pearson, P. David

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 What teachers say about
textmapping
"Active, global modes of teaching
reading comprehension are rare....
This is a great way to address the
weaknesses in reading
comprehension, and to teach
active/metacognitive reading
skills." - u
 

 




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 What teachers say about
textmapping
"This has great value to help visually
organize text that some LD, etc.
children just don't see on their
own. This is a skill oftentimes
assumed by teachers, especially at
the upper levels!" - 
   


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 What teachers say about
textmapping
"This is a great strategy for visual
kinesthetic learners. You have
come up with the perfect platform
for teaching traditional techniques.
This is an in-context meaningful
way to help students know
themselves as learners." - u

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© 2004 David Middlebrook
reprinted by permission

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 Ômplementation
‡ Scrolls are the foundation
‡ Scrolls enable students to see and
comprehend the whole text at
once.
‡ The text organization is explicit.
‡ Students can see the heading
structure, illustrations, key words,
etc.

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 þaking a Scroll

‡ Copy the text

± Magazine article
± Textbook passage
± Story © 2004 David Middlebrook
reprinted by permission
± Poem
‡ Tape the Pages End-to-End

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 Îow to Begin
‡ Introduce technique by taping a
scroll to the blackboard.
‡ Scroll and blackboard together
form an extended marking area.

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 Îow to Begin
‡ Single sheet provides common
focus.
‡ Gather students near the board if
necessary.

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 Ôntroducing the Technique
‡ Scroll and blackboard become a
common text.
‡ Teacher ³thinks aloud´ and marks
text and board to record thinking.
‡ Markings form a cumulative record
of the lesson.

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 Oecide on an
Ônstructional Goal
‡ Introduce and preview new
content
‡ Model reading and study
strategies
‡ Review content previously
covered
‡ Test knowledge of what students
have read
‡ Something else?
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 þapping a Scroll
‡ Identify relevant features of the
text
‡ Mark the features
‡ Mark the areal extent
± These boxes lift the text from the
³text stream.´

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 Guided Practice
‡ Share the pen
‡ Student volunteers mark the group
copy with teacher direction
‡ Examples:
± "Mark all of the vocabulary words."
± "Mark all of the questions."
± "Draw a box around each sub-section."
± "Mark those points on the scroll where
there are scene-changes in the story".

© 2004 Barbara Gonzales

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 Guided Practice
Alternate Plan
‡ Put students in groups
‡ Model specific tasks while students
write on their copies
± "Mark all of the vocabulary words."
± "Mark all of the questions."
± "Draw a box around
± each sub-section."
± "Mark those points on
the scroll where there are
scene-changes in the story".
© 2004 Renee Goularte
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 Ôndependent Practice
‡ Assign groups to work independently
marking their scrolls.
± Assign specific roles
‡ Vocabulary locator
‡ Heading marker
‡ Summarizer
± Or use SQ3R
‡ Groups present their
finished product to
the class.
‡ Post final products.
© 2004 Lori Jackson
reprinted by permission
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 Benefits of Textmapping
‡ Explicit
‡ Teaches strategic reading
‡ Encourages active reading
‡ Links comprehension concretely to the
text
‡ Produces a visual record of thinking
‡ Accomodates a wide range of learning
styles
‡ Especially helpful for students with
learning disabilities/delays
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 rxplicit
‡ Adds a visual element to the
teacher¶s modeling
‡ Creates a concrete model for
abstract ideas

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 Strategic Reading
‡ The scroll provides a whole,
comprehensive model of the text
‡ Students are required to recognize
and use typographic and textual
cues
‡ Creates a model for writing

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 Active Reading
‡ Students move physically across
the length of the scroll.
‡ Marking the text requires physical
interaction with the text.
‡ Student can clearly see progress
on the task by looking at marked
pages.

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 2omprehension Link
‡ Text itself becomes the map
‡ Bridges the gap between text and
the graphic organizer.
‡ Clearly focuses students on pre-
reading strategies

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 Record of Thinking
‡ Students clearly see their
progress.
‡ Shows concretely what
comprehension is.
‡ Students learn from their peers.
‡ Teachers can easily monitor the
work.

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 Students with Oisabilities
‡ Visual tracking
‡ Cognitive deficits
‡ Auditory processing
‡ Memory
‡ Sequencing
‡ ADD

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 Learning Styles
‡ Particularly helpful in reaching
students who are
± Visual
± Spatial
± Tactile
± Kinesthetic
± Global

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 Äor more information
The Textmapping Project
[Link]

© 2004 Renee Goularte

reprinted by permission

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