Reading

Reading Strategy
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 can’t 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 s
tudents understand global ideas, or ma
in theses (Seidenberg, 1989;Weaver &
Kintsch, 1991)
• Students are more likely to remember
and interpret the ideas they encounte
r 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 Description Signal Words
Structure
Comparison Two or more events, • but
concepts, objects or places • however
are compared, showing how
• nevertheless
they are alike and/or
different • in contrast
• different
from
• unlike
• similarly
• the same
• like
 Comparison – Cold & Flu
Cold Flu
Differences
Differences
Similarities • a more serious illness
• usually last about
• caused by • a high fever
viruses
• arunny
week nose • a dry cough
& sneezing
• much worse
• headache aching
• sore throat
• last for longer – at
• a cough least two weeks
• aching • can be a deadly
muscles
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 Description Signal
Structure Words
Sequence Items or events are listed in • first
numerical or chronological • second
order.
• later
• next
• then
• finally
• dates
• after
• when
 Expository Text Structures and
their Associated Signal Words
Text Description Signal Words
Structure
Comparison Two or more events, • but
concepts, objects or • however
places are compared,
• nevertheles
showing how they are
s
alike and/or different
• similarly
• in contrast
• different
from
• the same
• like
 Expository Text Structures and
their Associated Signal Words
Text Description Signal Words
Structure
Description A topic is described • for example
by listing • for instance
characteristics,
• such as
features, attributes,
and examples. • is like
• in addition
• also
• including
• in particular
 Expository Text Structures and
their Associated Signal Words
Text Description Signal Words
Structure
Cause and The causes of an even • if/then
Effect t and its resulting eff • as a result
ect(s) are presented.
• therefore
• consequently
• since
• because
• hence
• thus
• this led to
 Expository Text Structures and
their Associated Signal Words
Text Description Signal Words
Structure
Problem A problem and one or • problem is
and more solutions to the • solution is
Solution problem are
• if/then
presented.
• 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
 Description
Appendix 2
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 o
r 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 ide
ntify?
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?
 Comparison
Passage 1

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

Signal words: different from, but

Passage 2

Description

Signal words: for example, also, such as

 Comparison
Passage 2

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”.

Signal words: the same as, still, but

 Passage 3

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

1903: Asa Candl 1965: Coca-

er took out the c Cola was first
ocaine from the made in Hong
drink as it was a
drug
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