Guiding Students Through Expository Text with Text Feature Walks (2024)

FAQs

What is the text feature walk strategy? ›

In a text feature walk, students work in a small group, reading each feature in the order that it appears and discussing what they think they will be learning. As each feature is read, students must think about and discuss how the information relates to the main idea. of the text.

Text features and purpose

Text Feature. Examples of text features include title, headings and subheadings, graphics (such as charts, pictures, and map), captions table of contents, timeline, index, and glossary.

Give students opportunities to work on the text: The teacher provides the students with chances to analyze the text structures in informational books, not stories. At this stage, students learn the signal words and phrases in the text that identify each text pattern.

Text features help you locate important information in a text. Knowing the purpose of the text feature helps you decide at which text feature to look when you want to understand your text better.

Order / Sequence

This text structure gives readers a chronological of events or a list of steps in a procedure.

Read read read. Simply reading a lot of fiction and non-fiction books that have various text features and pointing them out will teach students to pin point them as well while reading on their own. As they continue to read different texts, their understanding and awareness of text features increases.

Expository texts are texts meant to inform or to educate the reader on a specific topic. They differ from narrative texts in that narrative texts can also be used simply to entertain the reader. Expository texts present factual information in an organized manner.

Common text features include the following: (1) a table of contents, (2) a preface, (3) chapter introductions, (4) chapter headings and subheadings, (5) marginal notes or gloss, (6) chapter summaries, (7) maps, charts, graphs, and illustrations, (8) an index, and (9) a glossary.

Teachers need to teach each type of expository text structure (e.g., cause–effect, description, problem–solution), so students can in- ternalize all of the structures. Knowledge of a single expository text structure, such as sequence, does not transfer to another type of structure, such as description (Williams, 2005).

Expository teaching is one of group teaching strategy that should be applied in teaching learning process. It is basically direct instruction. A teacher is in the front of the room lecturing and students are taking notes. Students are being told (expository learning), what they need to know.

What is the expository teaching strategy? ›

Teachers who use expository instruction present information to their students in a purposeful way that allows students to easily make connections from one concept to the next. Students receive the information from an expert, which could be the teacher or another expert, such as a textbook author or educational video.

Expository instruction is when students receive information from an expert or authority on the subject. Examples of expository instruction include lectures, presentations, textbooks and videos.

The table of contents, a photo caption, and a glossary can all be helpful for readers as they make meaning, especially in nonfiction text. Text features should make reading easier, but students do need instruction in how to use text features and practice using them.

Originally Answered: How do text features help me understand what I read? Chapters, headings, paragraphs, sentences with sentence punctuation, and spaces between words all help make the text manageable. There can also be footnotes explaining aspects of the text.

They are perks that authors and publishers choose to include to help the reader find information quickly, navigate within the text easily, and comprehend the information completely.

One particular strategy is the text-based instructional strategy, which involves teaching reading through exposure to many different types of texts. There are two levels of learning that happen through text-based instructional strategies: first, mastering many types of texts, and second, learning content through texts.