Knowledge and Skills Statement
Create an anchor chart that includes several types of text structures, the characteristics of each, and some signal words that help the reader understand the text structure. Read several texts, each written in a different text structure, and have students identify the text structure. Then, have students analyze the text structure and determine why the author may have chosen that particular structure.
Text Structure |
Key Words |
Concept and Definition The writer describes or explains a topic or phenomenon by listing unique characteristics, features, and examples. |
for example, involves, can be, defined, for instance, also, within, contain, make up |
Sequence The writer either tells the reader how to do something (step-by-step) or describes how something is done or happened. |
to begin with, first, second, in addition, next, then, last, finally, another, also, earlier, later, now before, after, following, while, meanwhile, during, not long, when, on (date) |
Compare and Contrast The writer explains the similarities and differences between at least two objects or ideas. The purpose is to develop the relationship between them and, in the process, explain both in detail. |
different from, same as, alike, like, similar to, unlike, as well as, yet, either . . . or, not only . . . but also, compared to, in contrast, while, resembles, although, most, however, on the other hand, opposite, opposed to, similarly |
Cause and Effect The writer presents a reason or motive for an event, situation, or trend and then explains its result or consequence. |
because, so that, thus, unless, therefore, as a result of, led to, then, reasons for, then . . . so, for this reason, consequently, an explanation for, this reason, nevertheless, thus, accordingly |
Further Explanation
For this SE, students are expected to determine how an author organizes ideas in a text to accomplish a specific purpose such as to entertain, convince a reader to believe an idea, share an experience, or provide information.
Research
Maine, F. (2013). How children talk together to make meaning from texts: A dialogic perspective on reading comprehension strategies. Literacy, 47(3), 150–156. doi:10.1111/lit.12010
Summary: The analysis of how text structure contributes to the author's purpose is examined from the reader's perspective instead of from the writer's. The findings of the study reveal that student talk allows students to question the reading and draw multiple interpretations of the author's intention. In the study, students used creative and hypothetical scenarios. The article includes a discussion on the benefits of creative dialogue and innovation.