1. Understanding Text Organization
Reading Strategy
Understanding Text Organization

2. do we teach 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)

3. do we teach text organization?
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.

4. What
to teach ?
How to identify the important structural elements of different types of expository text:
Physical presentation
Text Structure

5. What
to teach ?

6. How to teach this strategy?
Teaching Demonstration – Comparison text structure
Text Structure
Description
Signal Words
Comparison
Two or more events, concepts, objects or places are compared, showing how they are alike and/or different
but
however
nevertheless
in contrast
different
from
unlike
similarly
the same
like

7. Comparison – Cold & Flu Flu Cold caused by viruses
Differences
Differences
a more serious illness
Similarities
usually last about a week
caused by viruses
a high fever
a dry cough
much worse aching
last for longer – at least two weeks
can be a deadly disease
runny nose & sneezing
headache
sore throat
a cough
aching muscles

8. 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.

9. Expository Text Structures and their Associated Signal Words
Description
Signal Words
Sequence
Items or events are listed in numerical or chronological order.
first
second
later
next
then
finally
dates
after
when

10. Expository Text Structures and their Associated Signal Words
Description
Signal Words
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
unlike

11. Expository Text Structures and their Associated Signal Words
Description
Signal Words
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

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

13. Expository Text Structures and their Associated Signal Words
Description
Signal Words
Problem and Solution
A problem and one or more solutions to the problem are presented.
problem is
solution is
if/then
to solve the
problem…

14. 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.

15. Appendix 1
Comparison
Differences
Differences
Similarities

16. Appendix 2
Description

17. Appendix 3
Sequence
Event 1
Event 2
Event 3
Event 4
Event 5

18. Appendix 4
Problem and Solution

19. Appendix 5
Cause and Effect

20. 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

21. 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?

22. Comparison Sharks Fish Signal words: different from, but Similarities
Passage 1
Comparison
Sharks
Fish
Differences
Differences
Similarities
fish can float
Fish have skeletons made of hard bones
Shark can’t float
Sharks have skeletons made of hard cartilage
Shark have several rows of teeth
Some sharks attack humans
live in water
Signal words: different from, but

23. Passage 2
Description
Signal words: for example, also, such as

24. Comparison Halloween today Halloween in the past
Passage 2
Comparison
Halloween today
Halloween
in the past
People made lanterns out of turnips
People put out food for ghosts
People walked around the streets nosily
People played tricked on others
Similarities
People make lanterns out of pumpkins and sometimes watermelons
People give sweets to children
People play “Trick or Treating”.
playing “apple bobbing”
dressing up in scary costumes
Signal words: the same as, still, but

25. Sequence 1886: Coca-Cola was invented by Dr. John Pemberton
Passage 3
Sequence
1886: Coca-Cola was invented by Dr. John Pemberton
1888: Dr. John Pemberton told the business to Asa Griggs Candler
1898: Asa Griggs Candler licensed the bottling of Coca-Cola.
1903: Asa Candler took out the cocaine from the drink as it was a drug
1965: Coca-Cola was first made in Hong Kong

26. 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.

27. Passage 1
No obvious signal word! But the question gives the hint that solutions to the problem will be followed by the question
Problem and Solution

28. 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:

29. 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:

30. Making Connections Cue Card
make sense of the text by using their prior knowledge
better understand and digest what they read