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Expository Text in The Classroom: Sierra Smith
Expository Text in The Classroom: Sierra Smith
Expository Text
in the Classroom
Evidence-based strategies to facilitate students’
understanding of informational texts
1
Table of Contents
Table of Contents
Introduction …………………………………………………………. 3
References ……………………………………………………….… 26
2
Introduction
Introduction
What is an expository text?
Expository texts, or informational texts, are non-fiction texts that give
facts and information about a topic. These academic texts are
common in subjects such as science, history and social sciences.
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Teaching
Expository Text
Structure
4
Evidence for Teaching Strategies
5
Teaching Strategies
Teaching Text
Structure: Tips
Informational texts often contain
There are five types of more than one type of text
expository text structures: structure.
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Types of Expository Text Structures
1. Description
The author describes a topic, person, place or thing by listing a
collection of its features or examples — gives additional information
about what a person, place or thing is like
Structure
1) Identification— of phenomenon to be described
2) Description— of parts, qualities, features or examples
Graphic Organizer
Clue Words
for example
characteristics
for instance
such as
is like
including
to illustrate
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Types of Expository Text Structures
2. Sequence
The author uses numerical or chronological order to list items or
events, or explains the steps one must follow to do/make something—
typically the easiest structure for students to comprehend
Structure
1) Listing—the order of steps/actions in a process or event from
first to last (in a sequential order)
Graphic Organizer
Clue Words
first, second, third
then
before, previously
finally, last
next
after
to start
now
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Types of Expository Text Structures
3. Compare-Contrast
The author shows how two or more events, topics or objects are the
same and how they are different
Structure
1) Introduction— of topics to be compared/contrasted
2) Comparison— list similarities the topics share
3) Contrast— list differences that distinguish the topics
Graphic Organizer
Clue Words
however
alike, same
similarly, just as
in contrast
different
and, also
both
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Types of Expository Text Structures
4. Problem-Solution
The author describes a problem and then gives one or more valid
solutions
Structure
1) Outline— of problem to be addressed in the text
2) Identification— of potential solution(s)
3) Explanation—of why potential solution is valid
Graphic Organizer
Clue Words
because
problem is
so that
as a result
therefore
solved, answer
question
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Types of Expository Text Structures
5. Cause-Effect
The author describes the relationship between one or more causes
(event) the ensuing effects (what happened because of the event) -
explanation of how one event leads to another
Structure
1) Introduction— of initial event that triggers subsequent events
2) Description— of what/how consequences occurred as a result
*Note: effects may appear before the cause in texts
Graphic Organizer
Clue Words
if — then
reasons why
as a result
because of
due to, led to
consequently
since
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Teaching
Expository Text
Grammar
12
Evidence for Teaching Strategies
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Teaching Strategies
Teaching Grammar:
Tips
Expository texts contain many
Common complex complex grammatical structures
grammatical structures in that can impede students’
expository texts: understanding of the material
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Types of Expository Text Grammatical Structures
1. Complex Noun
Phrases
The subjects of expository texts are often events, processes,
phenomena or historical periods. These subjects are then
expanded on to give students additional information, resulting
in long, complex noun phrases.
Challenges to Understanding
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Types of Expository Text Grammatical Structures
2. Clausal
Subordination
Expository texts draw on a larger set of conjunctions, and
sentences typically contain several clauses, which relate to
each other in an intricate hierarchical manner.
Subordinate Clause
The blood [returning from the body through the right
side of the heart and the lungs] contains cellular waste.
Challenges to Understanding
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Types of Expository Text Grammatical Structures
3. Adverbial Clauses
Expository texts use a technique called “end-focus”, where new,
more important information is placed at the end of the
sentence. To accomplish this, adverbial clauses often precede
the main clause/idea in the sentence.
Challenges to Understanding
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Working Memory Considerations
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Working Memory Considerations
Working Memory
Strategies
Introduce new vocabulary before reading a text
using short, simple sentences
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Sentence Combining Approach
Sentence Combining
What is sentence combining?
Sentence combining encourages stu-
dents to take two or more short, chop-
py sentences and combine them into
one effective sentence
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Sample Lesson
Plan
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Sample Lesson Plan
Lesson Plan
This lesson plan was adapted from the Williams et al. (2005) study.
The researcher also replicated this format successfully with cause
and effect text structures—students showed improved reading
comprehension and sentence combining (Williams et al., 2014).
1. Clue Words
Review the purpose of the lesson
Introduce compare-contrast clue words (see page 9) and
have them displayed on the board
Elicit sentences from the students using the clue words
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Sample Lesson Plan
Lesson Plan
2. Encyclopedia Reading and Discussion
Read the encyclopedia entries about the two target animals
Discuss the animals as a class—ask students about their
existing knowledge/personal experiences to increase
motivation
3. Vocabulary Development
Introduce vocabulary concepts related to the critical features
of animal classification (e.g. warm-blooded, cold-blooded,
oxygen, hair, scales, feathers)
Discuss examples of animals with these features
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Sample Lesson Plan
Lesson Plan
5. Graphic Organizer
Students organize the paragraph’s content using the
compare-contrast graphic organizer (see page 9)
Graphic matrices using features to classify animals of the
vertebrate class—students indicate with checkmarks the
specific features each animal has (see example below)
6. Compare-Contrast Questions
Introduce compare-contrast questions to help students
organize statements generated from the graphic organizers
What two things is this paragraph about?
How are they the same?
How are they different?
Students generate written sentences about the differences
and similarities they generated using the graphic organizers
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Sample Lesson Plan
Lesson Plan
7. Summary
Students use the sentences they generated earlier and
organized information from the text to write a short summary
Provide a frame to help students structure their thoughts
This paragraph is about ___________ and ___________. In
some ways they are the same. _______________________.
In other ways they are different. ______________________.
8. Lesson Review
Review clue words, vocabulary and strategies
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References
References
Akhondi, M., Malayeri, F. A., & Samad, A. A. (2011). How to teach expository text
structure to facilitate reading comprehension. The Reading Teacher, 64(5),
368-372.
Balthazar, C., & Scott, C. (2007). Syntax and morphology. Clinical decision making
in developmental language disorders, 143-165.
Dymock, S. (2005). Teaching expository text structure awareness. The reading
teacher, 59(2), 177-181.
Hall, K. M., Sabey, B. L., & McClellan, M. (2005). Expository text comprehension:
Helping primary-grade teachers use expository texts to full
advantage. Reading Psychology, 26(3), 211-234.
Scott, C. M., & Balthazar, C. H. (2010). The grammar of information: Challenges
for older students with language impairments. Topics in Language
Disorders, 30(4), 288.
Vos, S. H., Gunter, T. C., Kolk, H. H., & Mulder, G. (2001). Working memory
constraints on syntactic processing: An electrophysiological
investigation. Psychophysiology, 38(01), 41-63.
Wilkinson, P. A., & Patty, D. (1993). The effects of sentence combining on the
reading comprehension of fourth grade students. Research in the Teaching
of English, 104-125.
Williams, J. P., Hall, K. M., Lauer, K. D., Stafford, K. B., DeSisto, L. A., & deCani, J.
S. (2005). Expository text comprehension in the primary grade
classroom. Journal of Educational Psychology, 97(4), 538
Williams, J. P., Pollini, S., Nubla-Kung, A. M., Snyder, A. E., Garcia, A., Ordynans, J.
G., & Atkins, J. G. (2014). An intervention to improve comprehension of
cause/effect through expository text structure instruction. Journal of
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