ORGANIZING STRUCTURES IN READING AND WRITING

ORGANIZING STRUCTURES IN READING AND WRITING
ORGANIZING STRUCTURES IN READING AND WRITING
ORGANIZING STRUCTURES IN READING AND WRITING
ORGANIZING STRUCTURES IN READING AND WRITING
ORGANIZING STRUCTURES IN READING AND WRITING
ORGANIZING STRUCTURES IN READING AND WRITING
ORGANIZING STRUCTURES IN READING AND WRITING
ORGANIZING STRUCTURES IN READING AND WRITING
Grade Levels
Common Core Standards
Product Rating
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233 KB|9 pages
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Product Description
Use the Organizing Structures Reference Table and Practice Activity pages to introduce students to vocabulary for composing and responding to text. Students are usually familiar with most of these structures, but the Reference Table pulls these organizing formats into one systematic overview. These organizing concepts apply to all content areas and all modes of English Language Arts: Writing, Reading, Speaking, and Listening.
MATERIALS
Organizing Structures Reference Table
Structure
Description and Application
Relevant Linking Words and Transition Vocabulary
Practice Activities for Writing
Writing Practice Activities formatted for each of the six structures.
Designed for generic application —will fit into your unit and lesson plans.
Practice Activity for Text Analysis
Reading Text Analysis Activities formatted two-per-page
Designed for generic application that will fit into your unit and lesson plans

TEACHING SUGGESTIONS

1. Identify texts from your classroom materials to use as models for teaching the Organizing Structures.

2. Provide each student with a reference copy of the ORGANIZING STRUCTURES table.

3. Generally introduce the ORGANIZING STRUCTURES table, discuss items and vocabulary that are familiar or new.

4. Explain that the structures on the table cover the most common ways of presenting and understanding ideas and concepts. Note to the students that they are often used in combination.

5. Provide students with short examples of each structure using text at the appropriate level.
a. Hand out samples to teams to underline, highlight, and share with class.
b. Put several samples on a page for students to mark-up and identify.
c. Read aloud samples—have students quick write, give evidence, identify, partner share

6. Provide Follow-Up Practice with Writing Practice activities and Text Analysis activities.
o Writing Practice
• Model for the class the first time
• Provide a topic (add additional transitions and linking vocabulary if needed)
• Students do a quick pre-write in planning box (or back of sheet)
• Students compose a paragraph on the topic using the structure and transitions
o Text Analysis Practice
• Model for the class the first time
• Provide a selection (add additional transitions and linking vocabulary if needed)
• Students read selection (first time tell the structure; have them give evidence)
• Students read, identify structure, and supply evidence for their claim

7. These activities can be used for practice, formative assessment, and summative assessment.
Total Pages
9 pages
Answer Key
N/A
Teaching Duration
45 minutes
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