Why teach it? Because understanding text structure really helps

  Understanding text structure.  So easy to explain...and sometimes so hard for students to master!

Some text structures are easier for students to understand, aren't they?  You give kids keywords to look for, and it can be pretty straightforward.  But once you get beyond picture books and into lengthier text, there aren't keywords as much as phrases.

Text structure is often taught as part of nonfiction or informational writing, but it extends into fiction as well.  Think about it.  When you ask students the theme of a book, aren't they capturing the problem and solution or the cause and effect?  Yes!

So, what can you do to help students understand this concept?

Understand and recognize text structures:

The more students can "play around" and understand the way text is written, the sooner they figure out what the author's intent is.  Once they figure that out, they know what to look for: what's important and what's not.

Recognizing the underlying structure of texts helps your students focus on key concepts and not get lost in the weeds.  Once they have a text structure in mind, they can anticipate what's coming next, and the best part?  It helps them understand what they read. 

Explore background knowledge:

Use short videos to start.  Help students see clearly with, say Cause and Effect.  I used this clip for "Jinxy Jenkings and Lucky Lou" on Youtube with my students.

It's important to level the playing field for your students.  Start by asking them what they observed and let them help each other.  When they hear what their classmates know, they learn!  

Don't be afraid to guide them to where they need to go if they don't have much background for the type of text structure, or if they get stuck.

This is key: Make sure they understand any keywords and vocabulary.

Here comes the "I Do, We Do" part:

Now, move to a text they're familiar with, or one that's relatively simple.  If you can picture walk or refer to familiar passages, do so.  Once you feel like they have a grasp of the concept with you, move them to read individually, with a partner, or in a small group.  

And now, the "You Do" part:

Give them room to try on their own.  At the early stages of teaching these skills, mistakes will and SHOULD be made without fear!  If you feel students would do better with a partner, let them work together.  Or have them work independently and then check their work with a partner.

I start with a few paragraphs taken from a book.  Once they feel more secure, we move to passages and then to their independent reading books, or to the class read-aloud. 

• Are you feeling overwhelmed?  I've got you!  Take a look at this resource that gives you lesson plans, videos, passages, and graphic organizers for Cause and Effect; Compare and Contrast; Description; Problem and Solution; and Sequence of Events/Chronological.