1. Reading Strategy Understanding Text Organization

2. 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?

3. 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. Why

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

5. to teach ? What

6. to teach this strategy? How Teaching Demonstration – Comparison text structure Text Structure DescriptionSignal Words ComparisonTwo 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 Differences Similarities Cold Flu runny nose & sneezing headache sore throat a cough aching muscles usually last about a week a high fever a dry cough much worse aching last for longer – at least two weeks can be a deadly disease caused by viruses a more serious illness

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 Text Structure DescriptionSignal Words SequenceItems 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 Text Structure DescriptionSignal Words ComparisonTwo 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 Text Structure DescriptionSignal Words DescriptionA 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 Text Structure DescriptionSignal 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 Text Structure DescriptionSignal 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. 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 textsgraphic organizers 6. Make use of the overhead projector or the computer to involve the class in completing a graphic organizer illustrating the text structure. Inside the classroom - Teaching procedures

15. Comparison Differences Similarities Appendix 1

16. Description Appendix 2

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

18. Problem and Solution Appendix 4

19. Cause and Effect Appendix 5

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 Differences Similarities Fish Sharks live in water 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 Passage 1 Signal words: different from, but

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

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

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

26. Cause and Effect Passage 4 No obvious signal word! But the question gives the hint that the resulting effects of the problem will be followed by the question.

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

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: http://www.educationoasis.com http://www.itrc.ucf.edu/forpd/about/

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: http://www.educationoasis.com http://www.itrc.ucf.edu/forpd/about/

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