A Guide to Teaching Text Structure

Understanding text structure is crucial for effective reading comprehension and strong writing. It refers to how authors organize information in their writing, guiding readers to better understand and remember what they read.

For educators, teaching text structure helps students recognize these organizational patterns, improving their ability to process information efficiently. By learning to identify different text structures, students can anticipate how information will be presented, making them more skilled readers and writers.

What are the Main Types of Text Structure?

Authors employ various text structures to convey information effectively. The most common organizational patterns include:

• Description: Provides details about a person, place, thing, or idea.
• Cause and Effect: Explains why something happened and what the results were.
• Compare and Contrast: Highlights similarities and differences between two or more subjects.
• Problem and Solution (Conflict and Resolution): Presents a problem and then offers one or more solutions.
• Question and Answer: Poses a question and then provides the answer within the text.
• Sequence (Chronological Order): Organizes events or steps in the order they occur.
• Enumeration (Listing): Presents a list of items, ideas, or characteristics.

These seven structures are foundational and are often taught throughout language arts curricula from elementary to high school.

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Teaching Text Structure Effectively

Teaching text structure is a complex but vital literacy standard, typically introduced around third or fourth grade. It’s best taught by integrating it directly into reading and writing activities rather than in isolation.

Key Instructional Strategies

• Pattern Guides and Notes: Begin by introducing the vocabulary and components of each text structure using guides and notes. This helps students grasp the meaning of each pattern.
• Example Texts: Provide short examples (one to two paragraphs) for each text structure. This allows students to see how the pattern is applied in actual text.
• Graphic Organizers: Introduce specific graphic organizers for each text structure. These visual tools help students map out the information as they read and plan their own writing. For example:
  • Description: Idea web or concept map.
  • Cause and Effect: Two-column chart or an “If-Then” chart. For more advanced learners, explore multiple causes leading to one effect or one cause leading to multiple effects.
  • Compare and Contrast: Venn diagram or a three-column chart.
  • Problem and Solution: Problem/solution chart.
  • Sequence: Flow chart or timeline.
  • Question and Answer: A simple two-column chart for questions and answers.
  • Enumeration: A bulleted or numbered list.
• Text Selection: Choose a variety of texts, both fiction and nonfiction, that clearly demonstrate each structure. Some teachers prefer teaching fiction first, then nonfiction, while others use paired texts to teach patterns simultaneously.
• Explicit Instruction and Think-Alouds: Model how to identify text structures by thinking aloud as you read. This demonstrates the thought process involved in recognizing organizational patterns.
• “Text Structure Treasure Hunt”: Engage students in an activity where they search for different text structures within multiple texts. This reinforces their understanding and ability to distinguish among them.

The Role of Signal Words

Signal words are critical clues that help readers identify the text structure an author is using. Teaching students to look for and highlight these words significantly aids comprehension.

Signal Words and Instructional Strategies for Each Structure

• Description:
  • Signal words: adjectives, for example, for instance, specifically, in addition, also, typically, to illustrate.
  • Instructional strategy: Have students identify and list descriptive words and phrases that paint a picture for the reader.
• Question and Answer:
  • Signal words: who, what, when, where, why, how, the question is, one may ask, the answer is.
  • Instructional strategy: Teach students to recognize questions posed and how the subsequent text directly answers them.
• Cause and Effect:
  • Signal words: because, since, as a result, consequently, therefore, due to, if…then, lead to, effect, outcome, impact.
  • Instructional strategy: Use two-column charts or “If-Then” charts. For higher grades, discuss one cause with multiple effects or multiple causes leading to one effect.
• Compare and Contrast:
  • Signal words: similarities, differences, both, unlike, in contrast, on the other hand, however, while, common, same, different, alike.
  • Instructional strategy: Utilize Venn diagrams or T-charts to visually represent similarities and differences.
• Problem and Solution (Conflict and Resolution):
  • Signal words: problem, issue, solution, resolution, dilemma, solve, answer, challenge, overcome, fix, lead to, therefore.
  • Instructional strategy: Guide students to identify the conflict presented and the steps or ideas taken to resolve it.
• Sequence (Chronological Order):
  • Signal words: first, next, then, last, before, after, during, finally, in (year), dates, numbers, steps, series.
  • Instructional strategy: Use flow charts or timelines to illustrate the order of events. Even simple examples like “first, next, then, last” are helpful, especially for younger learners.
• Enumeration (Listing):
  • Signal words: first, second, third, another, also, in addition, furthermore, for example, specifically, various, types of.
  • Instructional strategy: Teach students to look for bullet points, numbered lists, or phrases that introduce a series of items. This structure is sometimes introduced later, around sixth or seventh grade.

Integrating Text Structure into Reading and Writing

Reading and writing are intrinsically linked, and integrating text structure into both domains strengthens comprehension and composition skills.

• Reading and Identification: Students first read a text and identify its predominant structure.
• Analysis and Response: Next, they can use sentence frames to write about the identified text structure and the information they gleaned from it. For example, “The author used a [cause and effect] structure to explain [cause] which led to [effect].”
• Authentic Writing: Finally, students should be encouraged to create their own original writing pieces using a specific text structure. For instance, after learning about cause and effect, students could write a narrative or expository piece demonstrating a cause-and-effect relationship. Using graphic organizers in writing helps students organize their thoughts effectively before drafting.

By strategically planning the instruction of each text structure across various texts and integrating it into both reading and writing units, educators can significantly enhance students’ literacy skills.