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TEXT STRUCTURES
&THINKING
MAPS
PRESENTED BY: DACIA GILLIES,
Ph.D (Candidate), Ed. S.
DISC LAB STUDENT DEMOGRAPHICS
0
10
20
30
40
50
60
70
Asian Blacks Hispanic Whites
Intense English and LAB
TYPES OF TEXT STRUCTURES
CAUSE AND EFFECT
Signal WordsFor Instance, Such As…, To
begin with, An Example, To
illustrate, Characteristics,
Signal QuestionsWhat happened? Why did it
happen? What caused it to
happen?
COMPARE & CONTRAST
Signal WordsSame as, Similar, Alike, As well as, Not only…but also, both, Instead of, Either…or, On the other hand, Different from, As opposed to
Signal QuestionsWhat happened? Why did it happen? What caused it to happen?
SEQUENCE
Signal WordsFirst, Second, Next, Then,
Before, After, Finally,
Following, Not long after, Now,
Soon
Signal QuestionsWhat happened? Why did it
happen? What caused it to
happen?
PROBLEM AND SOLUTION
Signal WordsQuestion is…, Dilemma is…,
The puzzle is…, To solve this…, One answer is…, One reason for the problem is…,
Signal QuestionsWhat happened? Why did it
happen? What caused it to
happen?
DESCRIPTION
Signal WordsFor Instance, Such As…, To begin with, An Example, To illustrate, Characteristics,
*Look for the topic word (or synonym or pronoun) to be repeated
Signal QuestionsWhat happened? Why did it
happen? What caused it to
happen?
IMPORTANCE OF TEXT
STRUCTURES
Important forTEXT COMPREHENSION
AwarenessMAKES SUCCESSFUL READERS
Characterizes readers’COGNITIVE COHERENCE
REPRESENTATIONS
Adaptable and FlexibleLEARNING STRATEGIES
Structure strategyThat allows reader to use author’s
organization to understand & organize
their own writing
Using Text Structure to Aid Reading Comprehension Development
To learn
Use Different Kinds of Text
Understanding author’s
organized and
emphasized ideas
Allows
Exposure to Non-fiction Text
Increased learning and
thinking
Such as summaries, recalls, essays
Organization of own writing
Text structures aid
TEACHING TEXT STRUCTURES
Invite students to
write paragraphs
using each text
structure pattern
4Use the graphic
organizers to
illustrate these
patterns
3
Help students
identify the signal
words & phrases
2Introduce an
organizational
pattern
1
What Are Thinking Maps
Flexible Universal Visual
Learning Language
Provides Matching of
each Thinking PatternTools for Reading
Comprehension, Writing
process, Problem Solving
& Thinking Skills
Thinking Processes
Representation
Cognitive Skills
Representation
Developed 1998 by Dr.
David Hyerle
What Are Thinking Maps
Applicable to all subjects
within & at all grade levels
Provides Matching of
each Thinking Pattern
Tools to improve the basics
of reading, writing and
mathematics
Tools used Worldwide
Well documented by
published articles and
brain research
Tools for use with other
visual aids
BENEFITS FOR ENGLISH LEARNERS
CONSISTENT LEARNING PATTERN
MORE EFFECTIVE & EFFICIENT LEARNING
LESS TIME FOR COVERING OBJECTIVES
WITH GREATHER RETENTION
SIMILAR REPRESTENTATION OF THOUGHT
PROCESS THROUGH CURRICULA
PROMOTES INTEGRATED THINKING & INTERDISCIPLINARY LEARNING
STUDENT PERFORMANCE TRACKING
TOOLS FOR ACADEMIC & WORKING CAREERS
LIFELONG THINKING TOOLS
TYPES OF THINKING MAPS
Attributes
Main Concept
Describe
characteristics
Describe
Features
Adjective
BUBBLE MAP
Idea 2
Contrast
Diff-erences
Unlike
Idea 1Diff-
erences
Contrast
unlike
Simil-arities
Comp-are
Like
DOUBLE BUBBLE MAP
Step 1 Step 3Step 2
Step 1a Step 1b Step 2a Step 2b Step 3a Step 3b
FLOW MAP
Problem
Cause 2 Effect 2
Effect 1Cause 1
MULTI-FLOW MAP
Problem
Disadv.
Solution 3Solution 2Solution 1
Adv. Disadv.Adv. Disadv.Adv.
TREE MAP
BRACE MAP
World
[ whole ]
Continent
[ part ]
Ocean
[ part ]
Asia
Africa
North America
South America
Antarctica
Australia
Europe
[ part ]
Pacific
Atlantic
Indian
Southern or
Antarctic
Arctic
[ part ]
United States
Canada
Mexico
[ part ]
Main Concept
BRACE MAP
BRIDGE MAP
as as
GROUP ACTIVITY
Complete thinking
mapLet’s share
Read your passage1 Highlight all signal
words and phrases2
Identify the text
structure3 Choose the correct
thinking map
4
65
Slidedeck by: Michael Reginaldjm.linkedin.com/in/michaelreginaldjm
REFERENCES
Akhondi, M., Malayeri, F. A. and Samad, A. A. (2011), How to Teach
Expository Text Structure to Facilitate Reading Comprehension: The
Reading Teacher, 64:368-372. doi:10.1598/RT.64.5.9
Dole, J.A., Duffy, G.G., Roehler, L.E., & Pearson, P.D., (1991). Moving
from the Old to the New: Research on Reading Comprehension
Instruction. Review of Educational Research, 61, 239-264.
Grabe, W., & Jiang, X. (March 2011). Promoting Reading
Comprehension by Raising Students’ Text Structure Awareness. Paper
presented at TESOL, Boston, MA, March 24-27, 2010
Kendeou, P. & Van Den Broek, P. (2007). The Effects of Prior Knowledge
and Text Structure on Comprehension Processes During Reading of
Scientific Texts. Memory & Cognition, 35 (7), 1567-1577
REFERENCES
Meyer, B. J. F. (2003). Text Coherence and Readability. Topics in
Language Disorders, 23, 204-224.
Meyer, B. J. F., & Poon, L. W. (2001). Effects of Structure Strategy
Training and Signaling on Recall of Text. Journal of Educational
Psychology, 93, 141-159.
Meyer, B. J. F., Ray, M. N. (2011). Structure Strategy Interventions:
Increasing Reading Comprehension of Expository Text. International
Electronic Journal of Elementary Education, 2011, 4(1), 127-152.
Meyer, B. J. F., Wijekumar, K. K., Lin, Y. (2011). Individualizing a Web-
based Structure Strategy Intervention for Fifth Graders’ Comprehension
of Nonfiction. Journal of Educational Psychology, 103.
REFERENCES
Robertson, K. (2008). Increasing ELL Student Reading Comprehension
with Non-fiction Text. Retrieved January 21, 2012 from
Sanders, T. J. M., & Noordman, L. G. M. (2000). The Role of Coherence
Relations and their Linguistic Markers in Text Processing. Discourse
Processes, 29, 37-60.
Snyder L., Caccamise D. (2010). Comprehension Processes for
Expository Text: Building Meaning and Making Sense in Nippold M., Scott
C. (Eds.). Expository Discourse in Children, Adolescents, and Adults.
Development and Disorders (pp. 13-39). New York, NY: Psychology
Press.
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