What Is It? – The sequence text structure is when steps, directions, or ordered events are layed out. How to Read It– Students should be looking for important facts about the topic as they are reading descriptive text. Signal words/phrases like “such as,” “in fact,” “features,” “looks like,” and “characteristics” are all clues that a text is descriptive. Recognizing It – If students see characteristics, features, or examples of a topic in a text, it is probably descriptive. A text that tells what penguins look like, what they eat, and where they live would have a descriptive text structure. “All About” text falls under this structure. In the diagram shown, the main topic would go in the center with facts in the surrounding circles. What is it? – A descriptive text structure gives the who, what, where, when, and why about a topic. There are five main text structures that students are likely to encounter. (Focusing informative writing around the text structures makes a great reading/writing connection!) As I continue reading I’ll be looking for other similarities and differences between horses and zebras.” Suddenly the student has developed a purpose for reading and they are more actively engaged in the text. For example, if an author wrote a fact about one way that zebras and horses are different from each other, a student trained to notice text features might think “hey, this author might be using compare and contrast. Recognizing text structures helps student know what to expect next in the text. Nonfiction text structures refer to the way that a text is organized. (Noticing text structure fits perfectly in close reading lessons.) What are Nonfiction Text Structures? This is why teaching students to recognize genre, story elements, and text structure is so powerful. You’re also more ready to comprehend the material being presented if you have some clues about how it’s going to be presented. The point was that if you approach a text with some background knowledge, if you already know what to expect, then figuring out tricky (or in this case missing!) words isn’t nearly as difficult. The first line said, “Dear _,” Someone instinctively said, “Dear John!” The presenter filled in the word “John.” It went on: “I’m _ to say that…” We figured the missing word should be “sorry.” We continued through the whole letter filling in missing words with relative ease based completely on what we already knew about break up letters and what made sense in the context of each sentence. A quick glance at the format told us that it was a letter. I remember a professional development session where the presenter projected a piece of text with lots of blanks where words should have been.
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