The Three Phases of Textual Analysis
On this page you will find:
The three phases of Textual Analysis: Phase 1, Phase 2, Phase 3
Throughout the year, move your students through the three phases of Textual Analysis to build strong comprehension skills.
The three phases of Textual Analysis:
Phase 1: Introduction
Students become familiar with the steps of Textual Analysis, which support appropriate before, during, and after reading strategies. The goal of this phase is for students to be proficient at the pre-reading strategies of Textual Analysis (steps 1-4).
When to move on:
- Students are performing or are ready to perform all pre-reading strategies independently.
- Students are making strong predictions about the text.
The Steps |
What the Teacher is Doing |
What the Students are Doing
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Before Reading: Step 1: Read the title and introduction. Step 2: Look at the pictures and read the captions. Step 3: Read the first two sentences and subheadings. Step 4: Brainstorm what you already know and predict what the text may be abou |
Before Reading: Takes the role of the instructor. Introduces and familiarizes students with the Textual Analysis process. Emphasizes steps 1-4 as a collection of pre-reading strategies that support predictions. |
Before Reading: Becomes familiar with the Textual Analysis process. Gradually participates more during pre-reading activities. |
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During Reading: Step 5: Read and label the questions. Step 6: Read the passage. |
During Reading May read the passage to students and/or facilitate shared reading opportunities. |
During Reading: May follow along as the passage is read aloud and/or participate in shared reading opportunities. |
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After Reading: Step 7: Answer the questions. Step 8: Prove your answers. Step 9: Check your work. |
After Reading: Models answering questions and proving answers. |
After Reading: Answers questions and proves answers with teacher support. |
Phase 2: Practice
Students are working more independently by internalizing the steps. Students are using the steps to guide their thinking rather than as a checklist. Individual steps should be consolidated, eliminated, or emphasized based on each student.
When to move on:
- Students are completing all pre-reading activities independently.
- Students are reading and labeling questions accurately and with little to no teacher support.
- Students are reading or are ready to read the text independently.
The Steps: |
What the Teacher is Doing:
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What the Students are Doing: |
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Before Reading: Steps 1-4: Use the title, introduction, pictures, captions, first two sentences, and subheadings to make an informed prediction about the topic and/or main idea of the text. |
Before Reading: Begins to transition from instructor to facilitator. Encourages students to follow the Textual Analysis process using the question prompts (found on classroom display posters) rather than simply following the steps.
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Before Reading: Performs all pre-reading activities independently and/or with minimal teacher support. Makes predictions about the text.
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During Reading: Step 5: Read and label the questions. Step 6: Read the passage. |
During Reading: Emphasizes step 5 and 6 as a way to set a purpose or focus for reading and to monitor comprehension of the text. Strengthens students' reading stamina by guiding students through shared and/or independent reading opportunities. |
During Reading: Reads and labels questions with the appropriate Concept of Comprehension with minimal teacher support. Participates in shared and/or independent reading of the text.
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After Reading: Step 7: Answer the questions. Step 8: Prove your answers. Step 9: Check your work. |
After Reading: Models answering the questions and proving answer. |
After Reading: Answers questions and proves answers with or without teacher support. |
Phase 3: Application
Students are discussing their thinking about the text. Textual Analysis is a means for structuring and facilitating the conversation.
How to Keep Students Engaged:
- Vary content of passages based on student interest.
- Incorporate extension discussions, activities or projects to extend and enhance student learning.
- Vary the schedule for teaching textual analysis (for example, shortening from 5 days a week to 3).
The Steps |
What the Teacher is Doing
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What the Students are Doing |
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Before and During Reading Steps 1-4: Use the title, introduction, first two sentences, and subheadings to make an informed prediction about the topic and/or main idea of the text. Steps 5-6: Read and label the questions and read the passage. |
Before and During Reading Takes on the role of a facilitator. Encourages students to ask themselves questions in order to make predictions and monitor comprehension while reading. |
Before and During Reading: Moves through the Textual Analysis process by asking themselves necessary questions for comprehension versus simply following the steps. Reads text independently. |
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After Reading: Step 7: Answer the questions. Step 8: Prove your answers. Step 9: Check your work. |
After Reading: Facilitates student discussions in which students use text evidence to support and/or defend inferences made during reading. |
After Reading: Answers, proves, discusses and defends answers to questions about the text. |