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    9 views56 pages

    Text Structures

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    Roanne Francisco

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    © All Rights Reserved
    Download as PDF or read online from Scribd
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    Text Structure Scramble N’ Sort Sequence & Order | Styl pent (equence of Events) | seatenaneives Sequence & Order | SMematend i SaSSr cause Re | eae Problem & Solution | Pteudpetes et comm acne SSE it Sezer ety i Description | cargrunmertor, : “Torouhendsupeaie Directions: Have students cut-out the six text structure and six definition cards. Scramble them on a table in front of them on a table and have them sort them by matching the text structure with its corresponding definition. Challenge: Add an extra challenge and have students time themselves! Can they beat their time each time?! 1 Literacy Product by MsllordauReads Jordan © 2612 Sequence & Order (Sequence of Events) Sequence & Order (How-To) Cause & Effect Problem & Solution Compare & Contrast Description Chronological texts present events in a sequence from beginning to end. r t 1 1 I i t t t I I ' How-To texts organize the information in a series of directions. Informational texts often describe cause and effect relationships. The text describes events and identifies reasons (causes) for why the event happened. The text introduces and describes a problem and presents one or more solutions. t t t t I t i t ' ' t Authors use comparisons to describe ideas to readers, Similarities and differences are shared. I t I 1 1 1 1 { 1 ' I Sensory and descriptive details help readers visualize information. It shares the who, what, where, when, why, and how of a topic/subject. ponsnenen enn Jordan: © 2012 Name Date Building Schema with Non-Fiction Text Structures! Directions: Using the books provided for each text structure, record your observations about the text organization and features! Book Title/Author Text Structure’ My Observations Book: Description Author: Book: Sequence & Order Author: Book: Compare & Author: Contrast Book: Cause & Author: Eflect Book: Problem & Solution Author: Jordan © 2012 inet TI DESCRIPTION A topic, idea, person, place, or thing is described by listing its features, characteristics, or examples. Example Description Describes events in order or explains the steps one must follow to do something or make something Text Stru “" COMPARE & CONTRAST Shows how two or more things are alike and/or how they are different Shows a relationship between cause (event) and effect (what happened because of the event) Example Text. Structure _PROBLEM & SOLUTION _ Tells about a problem and then gives one or more solutions such as, for example, for instance, | Astor set of characteristics will? ‘most important, infront, beside, ear fist, second, third, before, on A sequence of events or steps in (Gate), not long after after that, | @ process is being described. ‘next, atthe same tine, finaly, then Evidence of causes) and effects) ‘willbe given or problems and solutions wil be described, From Teaching Students to Read Nonfction http://Aww.scholastic.com Text Structures ‘What spacif person, plac, thing, event. or concepts boing deceived? How i the topic doscrbed? (Now dows work? What does it do? What does ito tke? Ete} What ar tne most important atibules or ‘harectoises? How can the topic be classes? (For ‘exarle, robin can be classified as a type mat sequence of events i being scribed? \Whot are tha major ovents or incidents that occur? Whatis the boginning event? \wmat other ovents or elope are mctuded? Whats theft outcome, event, or sap? compared? \Winat characteristics of fame form tho basis the comparison? ‘What characteristics do they have in ‘common; Row are these toms elke? In wnat way are these items trent? “Allfive text structures are tested on Kansas Reading Assessment €.Simoneau, K.Orcutt, T-Konrade © ESSDACK Side 1 “All five text structures are tested on Kansas Reading Assessment Paragraph Frames wnat happened? fon? happened 9s ares of..? What were the reals or outcomes caused by he event? Inwat ways da prior event(s) cause or invenes te main event? causes? C.Simoneau, K.Orcutt, T.Konrade © ESSDACK eee Text Structure Signal Questions & Signal Words Compare Problem Sequence and Description Solution Describes items or | TON one . more things ore” | ‘verte inorder or | broom (0he | place, or thing i . ‘like and/or how tells ne sere to why sa described by listing etary | ge” | ieee | mutase | Teen” effect is listed different. gives one or more fest.) something. | possible solutions. Signal Questions ‘What specific top person, idea, or thing is being described? How is it being described (what does it look like, how does it work, what does it do, etc.)? What is important to remember about it? What is the problem? Why is this a problem? Is ‘onything being done to try to solve the problem? What can be done to solve ‘the problem? What items, events, or steps are listed? Do they have to happen in this order? Do they ‘always happen in this order? What things are What happened? | being compared? Why did it hoppen? | In what ways ore What caused it to | they alike? In what happen? ways are they different? So Because Same as For instance Similar Such as. Since Alike To begin with Tf fore As well as ‘An example. f Not only..but also Toillustrate This led to ane Both Characteristics Reason why Instead of One answer is. ouur Either..or One reason for the | *Look for the topic On the other hand | Net long after problem is... | word (or a synonym or Effect of , consequently Different from Now pronoun) to be Forth reas ‘As opposed to Soon repeated Shared by: Laurie Thisius, USD 268 Text Structure Frames Problen/Solution Text » Sentence 1—tells who had the problem and what the problem is Sentence 2—tells what action was taken to try to solve the problem * Sentence 3—tells what happened as a result of the action taken had a problem because Therefore, As a result, Comparison/Contrast Text and are similar in several ways. Both and have similar . Finally, both and . and____ are different in several ways. First, > while . Secondly, In addition while . . Finally, ‘Sequence Text Here is how a is made. First, Next, . Then, . Finally, Because of * . caused . Therefore . Finally, due to - This explains why Descriptive Text ‘There are kinds of . The first kind of is tt The second one is. att The third kind is - tt Now you can recognize the kinds of Text Structure Frames (eka Summary Frames, Paragraph Frames, Writing Frames) [Descriptive Text — Example 1 Thereare kinds of . The first kind of It The second one is It The third kind is It Now you can recognize the kinds of Descriptive Text - Example 2 has several specific characteristics. One characteristic is Another key characteristic is the , which influences how Another important trait is. - This is important because *Frames should not be used as “worksheets” for students to fil-in. They should be used to support students’ thinking as they retell, summarize, and/or write. Teachers should create their own frames based on specific passages that their students will read. Remember the key is to use signal words and phrases that clearly indicate the structure of the text students are reading and/or writing about. Shared by: Kristi Orcutt, Literacy Specialist, kristio@essdack.org, www.ossdack.org Text Structure Frames (eka Summary Frames, Paragraph Frames, Writing Frames) Sequence Text - Example 1 Here is how a First, is made. Second, Next,, Then, Finally, Sequence Text - Example 2 Here are the steps to follow to First, Second, Next,, It’s important to remember to. The last step is to By following these steps, you'll be able to *Frames should not be used as “worksheets” for students to fill-in. They should be used to support students’ thinking as they retell, summarize, and/or write. Teachers should create their own frames based on specific passages that their students will read. Remember the key is to use signal words and phrases that clearly indicate the structure of the text students are reading and/or writing about. Shared by: Kristi Orcutt, Literacy Specialist, kristio@essdack.org, www.essdack.org Text Structure Frames (aka Summary Frames, Paragraph Frames, Writing Frames) Comparison and Contrast Text — Example 1 and are similar in several ways. They both They also Finally, both Because of these similarities, we can Comparison and Contrast Text - Example 2 and are different in several ways. One difference is that while on the otherhand_ CC, Another way they differ is In addition, , however, In contrast, These differences help us to see *Frames should not be used as “worksheets" for students to fillin. They should be used to support ‘students’ thinking as they retell, summarize, and/or write, Teachers should create their own frames based on specific passages that their students will read. Remember the key is to use signal words and phrases that clearly indicate the structure of the text students are reading and/or writing about. Shared by: Kristi Orcutt, Literacy Specialist, kristio@essdack.org, www.essdack.org Text Structure Frames (aka Summary Frames, Paragraph Frames, Writing Frames) Problem and Solution Text — Example 1 * Sentence 1—tells who had the problem and what the problem is * Sentence 2—tells what action was taken to try to solve the problem * Sentence 3—tells what happened as a result of the action taken had/was/is a problem because Therefore, As a result, — Problem and Sol The problem of = really boils down to the issue of In the past, the common solution was to . However, this was only effective in terms of __ _—____________. There are now other solutions that might work. One option would be to This would . Another option would be to. This is ideal because . These possible solutions are worth considering if we are to solve this issue in the near future. “Frames should not be used as “worksheets” for students to fill-in. They should be used to support students’ thinking as they retell, summarize, and/or write. Teachers should create their own frames based on specific passages that their students will read. Remember the key is to use signal words and phrases that clearly indicate the structure of the text students are reading and/or writing about. Shared by: Kristi Orcutt, Literacy Specialist, kristio@essdack.org, www.essdack.org Text Structure Frames (aka Summary Frames, Paragraph Frames, Writing Frames) Cause and Effect Text - Example 1 Because of. . caused Therefore Finally, due to . This explains why Cause and Effect Text - Example 2 The cause of is not easy to define. Some people think the cause is Others believe the main cause is Understanding the cause of === =i important because Cause and Effect Text - Example 3 The effects of are significant because One effect of is Another result is Because of these outcomes, it important that "Frames should not be used as “worksheets” for students to fill-in. They should be used to support ‘students’ thinking as they retell, summarize, and/or write. Teachers should create their own frames based on specific passages that their students will read. Remember the key is to use signal words and phrases that clearly indicate the structure of the text students are reading and/or writing about. Shared by: Kristi Orcutt, Literacy Specialist, kristio@essdack.org, www.essdack.org by Description 4p, Describes something so Signal Words for example characteristics are for instance to begin with also in fact in addition such as to illustrate most important another furthermore in front beside near about is are has have does ‘(Adapted from Tompkins, 2006) Shared by Becky Cox. Vallev Center Comparison and Contrast Compares and contrasts the similarities and differences between two things -| Contrast | oe * same as | ¢ different ° alike | * on the other from * notonly...but | hand * in contrast also j * on the * although * either...or contrary * more than * likewise * as opposed to * less than * similarly * but not * instead of * similar to * while * however * compared with * unless * as well as * resemble (Adapted from Tompkins, 2006) Cause and Effect Presents cause and effect relationships Signal Words because if...then as a result therefore since consequently this leads to so that nevertheless accordingly because of in order to may be due to effects of thus for this reason (Adapted from Tompkins, 2006) Shared bv Becky Cox. Vallev Center Problem and Solution Identifies a problem and a solution to the problem Signal Words the problem is the dilemma is the puzzle is the question is solve a solution question...answer one answer is one reason for the problem ‘Adapted from Tompkins (2006) Shared y Becky Cox. Vallev Center es. Problem and Solution he. Identifies a problem and a solution to the problem Possible Solutions because since the problem is the puzzle is the dilemma is the question is as a consequence this led to so that nevertheless accordingly one reason for the problem if so perhaps possibly a solution is solutions are this resulted in one answer is therefore ‘Adapted with permission from Hailey & Winkler (2005) ‘Shared by Becky Cox, Valley Center Sequence Provides a series or steps a Signal Words first second before on (date) not long after after that next at the same time finally then (Adapted from Tompkins, 2006) Shared by Becky Cox, Valley Center Sequence Provides a series or steps Signal Words first second before on (date) not long after after that next at the same time finally then (Adapted from Tompkins, 2006) ‘Shared by Becky Cox, Valley Center “Understanding the expository text structures gives readers a better shot at determining important information when reading nonfiction...The text in standardized tests and traditional textbooks frequently falls into one or another of these text structures. If students know what to look for in terms of text structure, they grasp the meaning more easily.” from Nonfiction Matters, by Stephanie Harvey Text Structure Examples: Sequence: Goose bumps make me shiver. First get cold. ThenI shake all over. Description: Goose bumps make me shiver. I get little bumps on my skin. They look like sesame seeds. Compare and Contrast: Some people get goose bumps from fear. Others get goose bumps when they are touched emotionally. Cause and Effect: Goose bumps make me shiver. When the temperature drops below 45 degrees, my skin crinkles into goose bumps. Problem and Solution: Goose bumps make me shiver. But they disappear as soon as T cover up with a jacket or sweater. iwilbert, 6/05 Now, you try it! Text Structure Examples: Sequence: The first day of school is always an interesting day. Description: The first day of school is always an interesting day. Compare and Contrast: The first day of school is always an interesting day. Cause and Effect: The first day of school is always an interesting day. Problem and Solution: The first day of school is always an interesting day. Jwiloert, 8/05 TEXT STRUCTURE (Organization) Please note: Text features and text organization are sometimes confused by teachers and students alike. Text features, like headings, captions, and bold print, help the reader more easily navigate the text and often provide additional information to help the reader comprehend the content. The text features often support, and may give clues to, the ways in which the body of text is organized. This is referred ‘to as text structure or text organization. For more detailed information about text features, please see the Text Features ORS Module. ‘Text Structure in the TEKS Reading/Comprehension of Literary Text/NonFietion. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and respond by providing evidence from text to support their understanding. Students are expected to: 3% grade 4° grade 5 grade DELI) distinguish between fiction | 7(LI) distinguish between fiction | 7(L1) distinguish between fiction and nonfiction; and nonfiction; and nonfiction Figure 19 Reading Comprehension/Skills. Students use a flexible range of meta-cognitive reading skills in both assigned: fan author's message, Students will continue to apply earlier standards with greater depth in increasingly more complex texts, as they become self-dire ‘and independent reading to understand ected, critical readers. The student is expected to: 3 4* grade 5 grade Fig. 19 (C3) represent text Fig. 19 (L3) represent text Fig. 19 (L3) represent text information in different ways, information in different ways such | information in different ways such including story maps, graphs, and charts; 4s in outline, timeline, or graphic organizer; ‘as in outline, imeline, or graphic organizer; Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text ‘to support their understanding. Students are expected to: 3% grade 4" grade and provide evidence from the text 5 grade TH(E2) recognize that authors organize information in specific ways: IH(L2) recognize that authors organize information in specific sways; 13(C) identify explicit cause and ‘effect relationships among ideas in texts; and 11(C) describe explicit and implicit relationships among ideas in texts organized by cause-and-effect, sequence, comparison, problem/solution, or description, and 11(C) analyze bow the ‘organizational pattern of a text (e.g., ‘cause-and-effect, compare-and- contrast, sequential order, logical ‘order, classification schemes) influences the relationships among ‘the ideas; T3(D) use text features (&g,, bold print, captions, Key words, italics) to locate information and make and verify predictions about contents of text. TI(D) use multiple text features (eg, guide words, topic end concluding sentences) to gain an overview of the contents of text and TID) ase multiple text features and ‘graphics to gain an overview of the contents of text and to locate information; and to locate information. Learning Intentions Related to the TEKS What do we want students to know and be able to do? + Look at features and ask, “What do the features tell me about the type of text | am about to read?” “Is the text fiction or non-fiction?” ‘© Process text features and ask, “What do | know now?” “What new information do | have about the text that will support my understanding/comprehension?” Use the gathered information to prepare for effectively processing the specific type of text. = Consider: If this is a fiction text - “What should | expect in terms of the organization?” (story elements). If this is a non-fiction text - “What organizational structure did the author use?” (See below) © Lastly, students should ask, “How does knowing how a text is organized help me as a reader?” The above suggestions lay out the ultimate goals around text features & organization. Our 3" grade students should: © Learn how to ish Fiction & Non-fiction based on Text Features © Identify text features specific to both Fiction & Non-fiction '* Understand that text features provide information that will support the building of meaning tectand suai tae of tnt ne moat affective a posable a ceeds {i.e., If | know that 'm about to read a newspaper article that explains the collapse of the banking infrastructure ~! will expect to be informed through cause and effect, so I'll be looking for that In order to build my own understanding.) © Take a close look at one way that Cause and Effect is organized (text dependent) Our 4" and 5" grade students should: ¢ Know how to distinguish Fiction & Non-fiction based on Text Features ‘© Identify text features specific to both Fiction & Non-fiction '* Understand that text features provide information that will support the jing of meaning understand specific types of text in the most If know that I'm about to read a newspaper article that explains the collapse of the banking infrastructure ~ | will expect to be informed through cause and effect, so Ill be looking for that in order to build my own. understanding.) Recognize that authors organize information in specific ways (Cause and Effect, Sequence, Problem/Solution, Description, Compare and Contrast) Academic Terms Related to the TEKS English Terms: © Cause and Effect ‘© Sequence © Problem/Solution © Description © Compare and Contrast © Photograph * Timeline © Captions © Headings ° Key Words © Legend Spanish Terms: © Causa y efecto * Secuencia © Problema/Solucién © Deseripeién * Comparacién y Contraste Fotografia * Cronologia © Subtitulos © Encabezados © Palabras claves © Levenda What is Text Structure? Text structure refers o the ways that authors organize information in text. Teaching students to recognize the underlying structure of content-area texts can help students focus attention on key concepts and relationships, anticipate what’s to come, and monitor their comprehension as they read. As readers interact with the text to construct meaning, their comprehension is facilitated when they organize their thinking in a manner similar to that used by the author. Readers who struggle with text comprehension often do so because they fail io recognize the organizational structure of what they are reading, and they are not aware of cues that alert them to particular text structures (Cochran & Hain). Obviously, all texts are different to a certain extent, but depending upon the author's purpose, the topic and the genre, reading selections tend to be organized to employ a few predominant structural patterns. The following should be explicitly taught to teach students to comprehend more effectively: Structure (Organization) Fiction _ Non-Fi __ Story Elements: + Cause and Effect | + Characters + Sequence + Setting + Problemy/Solution + Problem/Solution + Description + Plot + Compare and Contrast Fiction texts typically have literary elements such as characters, setting, problem/ solution, and plot. ‘Hearing stories told and read aloud helps children internalize the elements of fiction, When they begin to read, they expect that there will be characters and that some will be more important than others. They also expect a resolution, a satisfying ending. ‘Teacher Note: It should be pointed out that expository-informational texts often contain multiple structural pattems. When reading expository text, readers should come to expect differing structures. ‘When first introducing text organization, explicitly teach the structures one at atime, but as your students ‘ature in their understanding of each one, begin to use more advanced texts that combine structures, (Such as cause and effect and sequence, or description and compare and contrast.) ‘One effective way to help students identify nonfiction structures is to teach words and phrases that frequently signal organization. For example, if students know that words such as like, unlike, and in contrast are often used when one thing is being compared to another, they can readily spot the author's intention and they'll be better equipped to understand the text as a whole. The following are typical signal words: Text Structure Signal Questions & Signal Words Compare ] Problem | ee and Sequence Description Contrast Cause is why | Shows how two | Describes items | Tells about a | A topic, idea, something | or more things | or events in | problem (and | person, place, happened. | are alike and/or | order or tells | sometimes says | or thing is Effect is what | how they are | the steps to | why there isa | described by happened. different. follow todo | problem) then | listing its (Sometimes the something or | gives one or features, effect is listed make more possible | characteristics, first.) something. solutions. or examples. Signal Questions isthe | What specific topic, on, idea, or What are What items, problem? Why is | "‘hing'ts being What happened? | 5 inde, hings ‘in| events, or steps | this a problem? Zs | described? How is it Why did it a wpared are listed? Do they | anything being being described happen? What they ale? Tn have to happen in | done to try to | (what does it lock coused it to whet ways are ‘this order? Do | solve the problem? ae happen? 1 What can be done . pen they different? | *6¥ a to ahve the | oe. What Problem? remember about it? Signal Words ‘Same os First Question is... For instance ‘Similor Second Dilemma is.. Such as.. Alike Next ji As well as ‘Then Not only..but also Before Both After Instead of Finally Either..or Following On the other hand | Not long after Now As opposed to ‘Soon L ] Compare Problem Cause and oe Effect and Sequence and | Description Contrast Solution é Cause is why | Shows how two | Describes items | Tells about a something | or more things | or events in | problem (and happened. | are alike and/or | order or tells | sometimes says Effect is what | how they are | the steps to | why there is a happened. different. follow to do | problem) then (Sometimes the something or | gives one or effect is listed make more possible | characteristics, first.) something. solutions. or examples. Preguntas reveladoras

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