Understanding Text Organization
Understanding Text Organization
Reading Strategy
Strategy
Comparison
Differences
Differences
Similarities
Description
Appendix 2
Appendix 3
Sequence
Event 4 Event 5
Appendix 4
Fish Sharks
Differences Differences
Similarities
• fish can float • live in • Shark can’t float
• Fish have water • Sharks have
skeletons made of skeletons made of
hard bones hard cartilage
• Shark have
several rows of
teeth
• Some sharks
attack humans
Description
Halloween Halloween
in the past today
• People made
lanterns out of Similarities
• People make
turnips • playing lanterns out of
“apple pumpkins and
• People put out bobbing”
food for ghosts sometimes
• dressing watermelons
• People walked up in scary
around the • People give sweets
costumes to children
streets nosily
• People played • People play “Trick
tricked on others or Treating”.
Sequence
1886: Coca-Cola 1888: Dr. John 1898: Asa Grigg
was invented by Pemberton told t s Candler license
Dr. John he business to A d the bottling of
Pemberton sa Griggs Candle Coca-Cola.
r
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