UEN Security Office
Technical Services Support Center (TSSC)
Eccles Broadcast Center
101 Wasatch Drive
Salt Lake City, UT 84112
(801) 585-6105 (fax)
Main Curriculum Tie:
Background For Teachers:
Informational text is written to tell, show, describe, or explain. A good reader looks for structure in text and can easily make a distinction between important ideas and unimportant ideas in informational text. As teachers, we should help students identify text patterns that help them make these distinctions. Five text patterns that seem to dominate informational text include:
Informational writing is not written in neat, identifiable patterns. Most informational text is written with a descriptive text structure. Within text, the author may begin the passage with a problem, then go on to describe the events contributing to the problem. Or perhaps the author will compare or contrast the problem in relation to another problem. Throughout the text, the author may present the solution in a descriptive text pattern. These descriptions and explanations may be organized in a sequence pattern. Therefore it becomes difficult to analyze the text pattern.
However difficult it might be, students must learn how to recognize and use text patterns in informational text. When readers understand and interact with text organization, they are prepared to comprehend and remember the information.
Intended Learning Outcomes:
Invitation to Learn
Teachers need to use examples of content text to teach text structures. Text structures represent different types of connections among important and unimportant ideas in nonfiction text. Begin by defining each text structure. As students understand and can identify the text structures, they can begin to incorporate them into their own writing.
Once a text structure is thoroughly understood, students can use curriculum content and the Organizational Pattern Signals to write their understanding of each content concept. Informal assessment determines if they understand the text structure.
Write expository compositions (e.g., description, explanation, compare/contrast, and/or problem/solution) that:
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