5 steps to move students beyond graphic organizers
But first…
If you read our last blog post about nonfiction text structures, you already know where to begin – teaching and practicing the identification of each structure separately.
As a reminder, we separate them into seven components:
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We group related structures together on this chart, discussing how those next to each other are “cousins” and often confused. We also include narrative nonfiction because our older readers frequently have difficulty placing true stories. If students have already studied fiction and plot diagrams, narrative nonfiction can be an easy place to begin.
Finally, we separate chronological order from sequence because we want our readers to know they will need to process the information differently. Following the steps in a procedure is different from organizing events by date, especially when an author moves back and forth through time.
If we want students to transfer this knowledge to authentic text, we cannot continue practicing individual structures and graphic organizers.
Terri @HuddleTeach
We group related structures together on this chart, discussing how those next to each other are “cousins” and often confused. We also include narrative nonfiction because our older readers often have difficulty placing true stories. If students have already studied fiction and plot diagrams, narrative nonfiction can be an easy place to begin.
Finally, we separate chronological order from sequence because we want our readers to know they will need to process the information differently. Following the steps in a procedure is different from organizing events by date, especially when an author moves back and forth through time.
If we want students to transfer this knowledge to authentic text, we cannot stop at practicing individual structures and completing provided graphic organizers.
Once students have an understanding of the basic text structures, it’s time to move them toward combined structures within authentic text, keeping support available as they need it.
Before you begin: Build background knowledge
Before students can explain how ideas connect, they need to understand the ideas themselves. A student who cannot explain a cause-and-effect relationship may need help with the topic, vocabulary, or a sentence in the passage.
As you prepare a text, consider what the author assumes readers already know. Then find out what your students know and fill in the essential gaps. A photograph, a brief explanation, or a short video can provide enough background to help students get started. Continue watching for missing knowledge as you read together.
The Building Nonfiction Comprehension Skills playbook, available in our Freebie Library, includes a background knowledge routine and additional ways to support understanding at the word, sentence, and article levels.
Steps to teach nonfiction structures in authentic texts
Step 1: Use verbs that match the structure
Move from the noun version of the structure (e.g., compare/contrast) to action. When students can see the actions the author is taking, they will better understand the connection between purpose and structure. Here ae some examples:
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Step 2: Use texts that incorporate more than one structure
Choose authentic texts that contain more than one structure. See the page at the bottom of this post with links to text sites.
Make a copy of the text and work through it yourself before you lead students through the process. You’ll be grateful you did!
Moving beyond graphic organizers does not mean students must stop using visual support. The goal is for students to recognize relationships and decide how to represent them, rather than depend on a worksheet to make those decisions.
Gradually reduce the support you provide as students become more capable. Students might sketch connections, make notes, or create their own organizers to show how ideas fit together. Ask them to explain their choices so you can hear their thinking.
The playbook includes a progression for moving from provided organizers toward student-created representations, with guidance for adjusting support along the way.
Step 3: Model thinking about what the author is doing within the text,
Show students how you notice the relationships amoung ideas, such as in this example:
Texas Middle School Fluency Assessment, ©2010 Texas Education Agency, University of Houston, and The University of Texas System
As you model, explain what the author is doing and how you know. Go beyond pointing out a signal word. Explain which ideas connect and what that connection helps you understand.
Step 4: Complete the instructional cycle
Gradually release responsibility to students to identify multiple structures within the text using I DO (modeling), WE DO (shared reading and annotating), Y’ALL DO (groups or pairs working through text together), and YOU DO (independent work).
This is not always a linear process and may take many experiences for students to master. Return to modeling or shared practice when students need more support.
Step 5: Incorporate writing activities that summarize and identify the structure
After reading, students can paraphrase in a way that explains the text structures, such as, “In the second paragraph, the author explained the similarities and differences…”
Also give students opportunities to make those organizational decisions in their own writing. Have them choose a familiar topic and write about it using different structures. For example, students could describe their school lunch program, then explain a problem with it and propose a solution.
Writing helps students practice connecting ideas in ways they will need to recognize while reading. Begin with support and gradually increase the challenge as students become more independent.
The playbook includes structure posters with thinking prompts and paragraph frames, along with a writing progression that moves toward combining structures.
Where to find texts for teaching nonfiction text structures
You can find texts that contain more than one structure in your content area textbooks or on one of these (mostly) free text sites:
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Put these ideas into practice
For help planning your next steps, visit the Freebie Library for the Building Nonfiction Comprehension Skills playbook. It includes guidance for building background knowledge, gradually reducing support from provided graphic organizers, and connecting reading with writing. You’ll also find structure posters with thinking prompts and writing frames to support instruction.
Subscribe to the free biweekly HuddleTeach newsletter to receive the current password and access the playbook.
How do you support understanding of nonfiction text structures?
