Reading Strategy: Understanding Text Organization

Reading Strategy
Understanding Text Organization
Why do we teach text organization? Many teachers assume that a student who can read narrative texts well will be able to read expository texts well. Many students have problems comprehending expository text because they cant see the basic structure of text. (Dymock,2005)
Why do we teach text organization? Text comprehension is improved when students can recognize the underlying structure of text (Williams, 2005). Awareness" of text structure helps students understand global ideas, or main theses (Seidenberg, 1989;Weaver & Kintsch, 1991) Students are more likely to remember and interpret the ideas they encounter when they read.
What to teach ?
How to identify the important structural elements of different types of expository text: Physical presentation Text Structure
What to teach ?
How to teach this strategy?

Teaching Demonstration Comparison text structure Text Structure Comparison Description Two or more events, concepts, objects or places are compared, showing how they are alike and/or different Signal Words but however nevertheless in contrast different from unlike similarly the same like
Comparison Cold & Flu

Cold
Differences
Flu
Differences
usually last about a week

runny nose & sneezing headache sore throat a cough aching muscles
Similarities caused by viruses
a more serious illness a high fever a dry cough
much worse aching

last for longer at least two weeks can be a deadly disease
Inside the classroom - Teaching procedures 1. Introduce the idea that expository
texts have different organizational patterns. 2. Tell students it is powerful to understand how writers organize their ideas by applying their knowledge in text organization. 3. Introduce text patterns and explain that text structure can sometimes be identified by certain signal words.
Expository Text Structures and their Associated Signal Words

Text Structure Description Signal Words
Sequence Items or events are listed in numerical or chronological order.
first second later next then finally dates after when

Comparison
Two or more events, concepts, objects or places are compared, showing how they are alike and/or different
but however nevertheless similarly in contrast different from the same like

Description A topic is described by listing characteristics, features, attributes, and examples.
for example for instance such as is like in addition also including in particular

Text Structure Cause and Effect Description The causes of an event and its resulting effect(s) are presented. Signal Words if/then as a result therefore consequently since because hence thus this led to

Text Structure Problem and Solution Description A problem and one or more solutions to the problem are presented. Signal Words problem is solution is if/then to solve the problem
Inside the classroom - Teaching procedures

4. Model ways students can use clues to identify text structures and share an example. (Especially when signal words cannot be found) 5. Introduce graphic organizers for the patterns and help students make order out of the texts 6. Make use of the overhead projector or the computer to involve the class in completing a graphic organizer illustrating the text structure.
Appendix 1
Comparison
Differences Differences
Similarities
Appendix 2
Description
Appendix 3
Sequence
Event 1
Event 2
Event 3
Event 4
Event 5
Appendix 4
Problem and Solution
Appendix 5
Cause and Effect
Further Practice
Provide opportunities for students to have guided and independent practice.
Students can work in pairs or individually to identify examples of the structure in other texts. Let more able students model the writing of a paragraph that follows a specific text structure. This will reinforce students understanding of the text structure. Teach for transfer e.g. Integrated Science
Discussion (5 minutes)
Please refer to the given text (Passage 1, 2, 3 or 4) in your group selected from a textbook. Skim the parts that are framed. 1. What kind of text structure can we locate in the text? 2. What signal words can we ask students to identify? 3. Which graphic organizer(s) (Appendix 1-5) can we introduce to students? 4. What information can we ask students to put in the organizer(s) based on the text?
Passage 1
Comparison
Fish
Differences
Sharks
Differences
fish can float Fish have skeletons made of hard bones
Similarities live in water
Shark cant float Sharks have skeletons made of hard cartilage Shark have several rows of teeth Some sharks attack humans
Signal words: different from, but
Passage 2
Description
Signal words: for example, also, such as
Passage 2
Comparison
Halloween in the past
Halloween today
Similarities playing apple bobbing dressing up in scary costumes
People make lanterns out of pumpkins and sometimes watermelons People give sweets to children People play Trick or Treating.
People made lanterns out of turnips
People put out food for ghosts

People walked around the streets nosily People played tricked on others
Signal words: the same as, still, but
Passage 3
Sequence
1888: Dr. John
Pemberton told the business to Asa Griggs Candler
1886: Coca-Cola
was invented by Dr. John Pemberton
1898: Asa
Griggs Candler licensed the bottling of CocaCola.
1903: Asa
Candler took out the cocaine from the drink as it was a drug
1965: CocaCola was first made in Hong Kong
Passage 4
Cause and Effect
No obvious signal word! But the question gives the hint that the resulting effects of the problem will be followed by the question.
Passage 1
Problem and Solution
No obvious signal word! But the question gives the hint that solutions to the problem will be followed by the question
Is it worth spending time doing this? Students

will be more familiar with different text structures. will gain a better understanding of how ideas are organized in different text structures. will be able to apply their knowledge to predict what they may read in the text. will become more independent readers.
Resources consulted:
http://www.educationoasis.com http://www.itrc.ucf.edu/forpd/about/
An important point to note

Text connections should lead to text comprehension. Intervention is needed to prevent students from being distracted from the text
Resources consulted:
http://www.educationoasis.com http://www.itrc.ucf.edu/forpd/about/
Making Connections Cue Card

make sense of the text by using their prior knowledge
better understand and digest what they read

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Reading Strategy

Understanding Text Organization

How to teach this strategy?

Comparison Cold & Flu

usually last about a week

Similarities caused by viruses

a more serious illness a high fever a dry cough

much worse aching

Expository Text Structures and their Associated Signal Words

Sequence Items or events are listed in numerical or chronological order.

first second later next then finally dates after when

Expository Text Structures and their Associated Signal Words

Expository Text Structures and their Associated Signal Words

Description A topic is described by listing characteristics, features, attributes, and examples.

Expository Text Structures and their Associated Signal Words

Expository Text Structures and their Associated Signal Words

Inside the classroom - Teaching procedures

Problem and Solution

Cause and Effect

fish can float Fish have skeletons made of hard bones

Similarities live in water

Signal words: different from, but

Signal words: for example, also, such as

People made lanterns out of turnips

People put out food for ghosts

Signal words: the same as, still, but

Griggs Candler licensed the bottling of CocaCola.

1965: CocaCola was first made in Hong Kong

Cause and Effect

Problem and Solution

Is it worth spending time doing this? Students

An important point to note

Making Connections Cue Card

better understand and digest what they read

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