Targeting Text Structures to Improve Reading

Kristi Orcutt, [email protected]

TargetingTextStructuresto ImproveReading

GCHS Language ArtsWeek 1 of 2

©Kristi Orcutt, [email protected]

What are Text Structures?

Organizational patterns in writing-Description-Sequence-Problem and Solution-Cause and Effect-Comparison and Contrast


Why is it importantthat readers canrecognize andunderstand textstructures?

(Besides that it’s on the state assessment!)

Text Structures Pencils Down!Get ready to analyze theimage on the next slide.

You will be given oneminute to study thepicture on the nextslide. Then you willhave one minuteasked to reproduce it.

You have one minute to draw!

Pencils Down!Let’s try another one!

You will be given oneminute to study thepicture on the nextslide. Then you willhave one minuteasked to reproduce it.


You have one minute to draw!

What does thishave to do with

READING?

TextStructures?

Pencils Down!Let’s try something else

--this time using numbers!

You will be given oneminute to memorizethe number on thenext slide. Then youwill have one minuteasked to reproduce it.

17766024365911


Write the number from memory! 17766024365911

American Revolution / Declaration ofIndependence

Let’s try again but think . . .

Minutes / hours / days

Emergency

177660-24-365911

What does thishave to do with

READING?

TextStructures?

The better areaderunderstandstext structures,the higher thecomprehension.


Understandingtext structures is

the KEY tounlocking

expository text!!

Expository Text has NO PLOT LINEto Support Comprehension

Resolution

Middle

End

Climax

Falling Action

ExpositionBeginning

Rising Acti

on

Text Structure Research

“Many students experienceproblems comprehendingexpository text….One reason isthat they can’t see the basicstructure of the text. Somestudents get lost in the words andcan’t see the big picture.”

Dymock, 1998; Dymock & Nicholson, 1999

Text Structure Foldable Text Structure Foldable

Label outside tabs:•Description•Sequence•Compare & Contrast•Cause & Effect•Problem & Solution

Description

Sequence

Compare-Contrast

Cause-Effect

Problem-Solution


Text Structure Foldable

Description

Sequence

Compare-Contrast

Cause-Effect

Problem-Solution

Next we will review eachtext structure.

Make notes inside yourfoldable as we go.

Inside tabs: Left Side-

•Visuals only Right Side-

•Text Only

Description

The music was blasting so loud,Marco thought his ears wouldburst. The stage was filled withbright blue laser beams and ashower of yellow and green paperstreamers. All around him, thecrowd was singing and dancingwildly.


Description

Sequence

Compare-Contrast

Cause-Effect

Problem-Solution

Add notes to theDESCRIPTION sectionof your foldable.



•Text Only


Sequence

Derek finished his math homework,then worked on his scienceproject, and saved his readingassignment for last. When he wasfinished reading, he closed thebook, turned off the lamp on hisdesk, and went to bed.


Description

Sequence

Compare-Contrast

Cause-Effect

Problem-Solution

Add notes to theSEQUENCE section ofyour foldable.



•Text Only

Comparison and Contrast

Although both cities have experiencedgreat tragedies, Greensburg is verydifferent from New York City. There areno tall skyscrapers in Greensburg. Allyou can see are fields and sky. Insteadof taxicab horns and fire truck sirens, it isso quiet at night that you can hear thecrickets chirping.


Description

Sequence

Compare-Contrast

Cause-Effect

Problem-Solution

Add notes to theCOMPARE -CONTRAST sectionof your foldable.



•Text Only


Cause and Effect

Every spring, shortly after the tulipsbloom, farmers in Holland go throughthe tulip fields and cut the blooms offthe tulips. This seems strange,because it leaves a field full of greenstems. However, it makes the colorfultulip blooms grow back even biggerand stronger later that spring.


Description

Sequence

Compare-Contrast

Cause-Effect

Problem-Solution

Add notes to theCAUSE - EFFECTsection of yourfoldable.



•Text Only

Problem - Solution

For many years, Mrs. Jacobs wanted to grow avegetable garden, but she did not have enoughroom for a garden. Her house sat on a small pieceof land, just barely big enough for the house andporch. She collected empty plastic jugs, such asfrom milk and large containers of snack food. Sheput small holes in the bottom, filled them with dirt,and planted seeds. After weeks of watering, theplants started to grow. Now she has tomatoes,peppers, lettuce, and broccoli growing on herporch.


Description

Sequence

Compare-Contrast

Cause-Effect

Problem-Solution

Add notes to thePROBLEM-SOLUTIONsection of yourfoldable.



•Text Only


Let’sPractice!

With a partner:

Identify the textstructure of eachparagraph.

Underline signalwords and cluesthat helped youdetermine eachtext structure.

Example:

Wild chimpanzees are rapidlydisappearing. Some people are tryingto solve this problem. Otherwise,chimpanzees may one day exist only inzoos. People are trying to save the rainforests and woodlands where thechimps live from being cut down. It willtake many people working together tosolve this problem.

Signal Words: Wild chimpanzees are rapidly

disappearing. Some people are trying tosolve this problem. Otherwise,chimpanzees may one day exist only inzoos. People are trying to save the rainforests and woodlands where the chimpslive from being cut down. It will takemany people working together to solvethis problem.

Your Turn!

With a partner:



How didyou do?

Example for #1Text Structure: Problem and Solution

Problem:

Chimps arerapidlydisappearing

Solution:

Save the rainforests andwoodlands

Solution:

Many peopleworkingtogether

Next Task - Create Graphic Organizers


Your Turn!

With a partner:



Identifying the MAIN Text Structure

• Expository text generally containsone or more of the five types oftext structures. Being able toidentify the MAIN text structureprovides readers the most help inunderstanding the text.


• Text structure can be identified at theword level:

“first”

This one signal words provides a cluethat the structure might beSEQUENCE.


• Text structure can be identified at thesentence level:

“Neil Armstrong was the first manto walk on the moon.”

This sentence might be SEQUENCE…or…


• Text structure can be identified in multiplesentences taken as a whole unit of meaning:

“Neil Armstrong was the first man to walkon the moon. He had a degree inaeronautical engineering from PurdueUniversity.”

Taken together, these sentence areDESCRIPTION.

Identifying the MAIN Text Structure• Text structure can be identified in “chunks” - usually

paragraphs or multiple paragraphs underneath aheading:

“Neil Armstrong was the first man to walk on the moon.He had a degree in aeronautical engineering fromPurdue University. Buzz Aldren was the second manon the moon. Following in their famous footsteps,Gene Cernan became the last man to walk on themoon in 1972.”

Taken together as a chunk, this MAIN structure ofthis paragraph is SEQUENCE.


Let’sPractice!

On your own:

Identify the MAINtext structure ofeach paragraph.


Let’s Try it with a Longer Text!

Author’s Purpose & Text Structures

There is often a connection between the author’spurpose for writing and the main text structure.

Pre and Post Reading Strategies:• Make PREDICTIONS about author’s purpose

and main text structure before reading• Make CONNECTIONS between text structure

and author’s purpose after reading


More Practice!

1. Read the next passage provided by yourteacher.

2. Skim and scan the article. Makepredictions about author’s purpose andmain text structure.

3. Highlight and mark the text to identify thevarious text structures present in thepassage.

4. Determine the MAIN text structure.5. Decide why the author chose to use that

particular MAIN text structure. How did ithelp support the author’s purpose?

Documents

Targeting Text Structures to Improve Reading