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Text Structure Signal Words would be helpful to have posted somewhere in our 1st grade classroom for students to have to refer to while reading text. Graphic organizers are also a key component for students to use while taking notes from a text. I need to incorporate more types of graphic organizers in my classroom and teach students how to use them.

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Graphic organizers and signal words are really important for EL, diverse, and really, all learners. Building academic vocabulary, through teaching signal words, supports students understanding of challenging texts. Using graphic organizers and teaching signal words can also help with student writing.

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After looking at the K-12 Progression and reading the articles I realize how strategic I must be in teaching text structures in Kindergarten.  It is important to teach all the text structures in order and then focus on one text structure in each lesson.  I must make sure they have plenty of opportunities to learn key words and phrases and what they mean.  It is very important they have a solid foundation in each text structure before moving on.
- Daniel Bowen

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After reviewing RI.5 and reading articles about teaching and scaffolding expository text, I attempted to provide my students with direct instruction on particular text structure in isolation. I used part of an article from ReadWorks.org titled "The Truth About Weather".

From ReadWorks.org

https://www.readworks.org/article/Wild-Weather/f90fa2ff-bea7-4865-9b54-7849a7c0933a#!articleTab:content/

The Truth About Weather
What is a blizzard?
A blizzard is a winter storm with strong winds. The wind blows the snow so that it is hard to see. Most blizzards last at least three hours.
Which comes first, thunder or lightning?
Thunder and lightning happen at the same time. As lightning strikes, it heats the air around it. That causes the air to expand. When the air expands, we hear a loud crash called thunder. The sound reaches us after we have seen the lightning.

Teacher led student responses:
Cause: lightning makes things hot     Effect: The air expands
Cause: the air expands                            Effect: We hear thunder

Student independent responses:
Cause: The wind blows snow                   Effect: It’s hard to see.

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Sorry i had to get a lesson on padlet!
throughout these articles I just kept thinking that I need to make anchor charts and do a better job of the basic identification of the different strategies. These are going on my focus wall next year for sure.

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While reading "How to Teach Expository Text Structure to Facilitate Reading Comprehension," I thought about the assumptions I've heard in the past regarding text features not being appropriate for early learners. Truth is, it starts at Kindergarten with basic identification and grows throughout. Second graders do far more text feature identification and analysis than I remember doing in my own second grade career.

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Connections Between Grade Level Standards

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Connections Between Grade Level Standards

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Looking at the K-12 Progression of the standards really puts into perspective how interconnected the standards are. I always refer to the year above to assure students have the background knowledge they need to advance in standards expectations. I also refer back to previous year's standards to make sure at the beginning of the year to review what standards were addressed.