Teaching Text Teaching Text StructureStructureOctober 2009Pearl River County School DistrictS. Baudoin

Sequential OrderSequential OrderTexts that follow this structure tell

the order in which steps in a process or series of events occur.

Questions to Consider◦What happened? ◦What is the sequence of events? ◦What are the sub-stages?

Graphic Organizers◦Flow Map◦Multi-flow Map◦Timeline

Sequential Order Signal Sequential Order Signal WordsWords

after afterward as soon as before

during finally first following

immediately initially later meanwhile

next not long after now on (date)

preceding second soon then

third today until when

Compare and ContrastCompare and ContrastTexts that follow this structure tell

about the differences and similarities of two or more objects, places, events or ideas by grouping their traits for comparison.

Questions to Consider◦ What are the similar and different qualities

of these things? ◦ What qualities of each thing correspond to

one another? In what way?

Graphic Organizers◦ Double Bubble Map◦ Venn Diagram

Compare and Contrast Signal Compare and Contrast Signal WordsWords

although as well asas opposed to

both

butcompared with

different from either...or

even though however instead of in common

on the other hand

otherwise similar to similarly

still yet

DescriptionDescriptionThis structure resembles an

outline. Each section opens with its main idea, then elaborates on it, sometimes dividing the elaboration into subsections.

Questions to Consider◦What are you describing? ◦What are its qualities?

Graphic Organizers◦Bubble Map

Description Signal WordsDescription Signal Words

above across alongappears to be

as in behind below beside

between down in back of in front of

looks like near on top of onto

outside over such asto the right/left

under

Problem-SolutionProblem-SolutionThe writer presents a problem then

expounds upon possible solutions for that problem.

Questions to Consider◦ What is the problem? ◦ What are the possible solutions? ◦ Which solution is best? ◦ How will you implement this solution?

Graphic Organizers◦ Circle Map◦ Flow Map◦ Multi-flow Map

Problem-Solution Signal Problem-Solution Signal WordsWords

the question is one answer is one reason for

recommendations include

because cause

since therefore consequently

as a result of this let to co

so that nevertheless accordingly

if . . . then thus

Cause and EffectCause and EffectIn texts that follow this structure, the

reader is told the result of an event or occurrence and the reasons it happened.

Questions to Consider◦What are the causes and effects of this

event? ◦What might happen next?

Graphic Organizers◦Multi-flow Map

Cause and Effect Signal Cause and Effect Signal WordsWords

accordingly as a result of because begins with

consequently effects of finally first

for this reason how to how if...then

in order to is caused by leads/led to may be due to

next so that steps involved therefore

thus when...then

Examples of Text Examples of Text StructureStructureDescription

Example: "The crocodile is the master of deception in the water. It stalks its prey and then swiftly closes in for the kill.“

Problem/SolutionExample: "One problem to resolve in crocodile watching is transportation. How can an observer get close enough to watch without scaring it away or being attacked?“

Sequential OrderExample: "Archaeologists have helped us to understand that the evolution of the crocodile began with ...”

More ExamplesMore ExamplesComparison/Contrast

Example: "The power of the crocodile is like that of a monstrous machine. With one lunge it can destroy its prey and protect the kill from other predators.“

Cause/Effect Example: "We observed the crocodile as it stalked a raccoon moving through the moonlight toward the edge of the water. As a result of a noise we made, the raccoon bolted...“

DirectionsExample: "When observing a crocodile, first you must...”

How to Teach Text How to Teach Text StructureStructureIntroduce the idea that texts have

a text structure. Explain to students that texts (even the text in their science and social studies textbooks) have different organizational patterns. These organizational patterns are called text structures.

Introduce common text structures. Explain that text structures can often be identified by certain signal words.

How to Teach Text How to Teach Text StructureStructureShow examples of paragraphs

that correspond to each text structure.

Make an outline of the text to find how the text is structured.

Examine topic sentences that clue the reader to a specific structure. Look for the signal words that are associated with each text structure.

Highlight all the signal words in the text.

How to Teach Text How to Teach Text StructureStructureModel the writing of a paragraph that uses a specific text structure.

Have students try writing paragraphs on their own that follow a specific text structure. Writing paragraphs that follow certain text structures will help students recognize these text structures when they are reading.

Strategies to Teach Text Strategies to Teach Text Structures during Writing Structures during Writing InstructionInstruction Provide explicit instruction. For example, the

teacher shows students specifically how and when to use strategies such as attending to signal words while reading different content areas or using signal words when writing expository text.

Scaffold instruction. For example, the teacher helps students by providing some clues and supports as they attempt to identify the text structures in various texts. One clue might be to provide students with examples of situations where these text structures are most commonly used.

Model the use of strategies. For example, while students watch, the teacher writes a paragraph using a particular text structure and describes her actions as she is writing.

More StrategiesMore Strategies Model a think-aloud strategy. This strategy is

best used by the teacher as part of a modeling process, as described above. In addition, the students are encouraged to talk aloud as they engage in the processes. For example, the teacher asks students to talk about the clues in a given text as they try to identify the text structure.

Ask focusing questions. Teachers can use focusing questions as a means of scaffolding the use of strategies or assisting students in the think-aloud process. For example, the teacher asks a student which signal word might be best to show a particular relationship among ideas in a text structure.

Use and create graphic organizers. For example, the teacher models charting the structure of specific paragraphs while reading and also provides practice in using the graphic organizer to write different text genres.

More StrategiesMore StrategiesUse guidelines for pattern guides and

teacher-made organizers. These tools help students focus on the key elements of the reading selection.

Introduce and work on patterns in this order: sequencing, cause/effect, and compare-contrast.

ResourcesResourceshttp://www.lz95.org/msn/faculty/snoisey/St

rategies/text_structures.htmhttp://www.literacymatters.org/lessons/text

structure.htmhttp://www.literacymatters.org/content/tex

t/intro.htmhttp://www.somers.k12.ny.us/intranet/readi

ng/questions.htmlhttp://www.smasd.org/pssa/html/Reading/ri

hand.htmhttp://www.everestquest.com/reading.htmhttp://go.hrw.com/social/strategies/STRAT0

2U.PDFhttp://score.rims.k12.ca.us/score_lessons/c

ontent_area_literacy/pages/understanding_text_struct.html

More ResourcesMore Resourceshttp://teacher.scholastic.com/reading/bestpr

actices/nonfiction/fiveTextStructures.pdfhttp://www.literacyleader.com/?q

=textstructurehttp://www.mde.k12.ms.us/acad1/

frameworks/Appendix_B.pdfhttp://www.nea.org/tools/18412.htmhttp://forpd.ucf.edu/strategies/

strattextstructure.htmlhttp://seedsofscience.org/PDFs/

StrategyGuides/SG_JellybeanScientist.pdfhttp://www.adlit.org/strategies/23336http://engla.jppss.k12.la.us/Teaching

%20reading%20in%20the%20Content%20Areas%20Files/Recognizing%20Text%20Structures.pdf