Analyzing text structure

Variant 1: Students receive one or more texts (with a clearly structured chronological order) , as well as a sheet of paper on which they draw a timeline (see #9). They then write key words from the text in chronological order at different points along the timeline.

Variant 2: The students receive more challenging texts of different kinds. They must divide the texts into at least three parts and mark with different colors the introduction, main body and the ending.

Parallel texts, generative writing

Finding a beginning to an end and vice versa; “sandwich-stories“

Goal: In addition to the strategies described in “timeline” and “scheme /introduction/main body/ conclusion” in Nr. 9, the following procedures focus on the planning and practice of text building and structuring. They aim to provide students with opportunities to practice the strategies with attractive contexts.

Topic Information

30 minutes

4th – 6th grade 7th – 9th grade

Materials: texts

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Explanations, abbreviations
First language	Also mother tongue or family language: the first language a child has learned and speaks at home. Some children have two first languages.
School language	The language that is spoken in the schools of the host country. In addition, the local dialect may count as an environment language.
Abbreviations	S: Student T: Teacher (instructor)

Legend for indications referencing organizational form, class, time requirements concerning teaching proposals:
	IW = Individual Work
	WP = Working with a partner
	SG = Small Groups
	WC = Whole Class
2nd – 4th grade	Suitable for... to... (e.g. 2nd – 4th grade). Keeping in mind that this designation may vary according to the requirements of the individual students.
20 minutes	Approximate time requirement, e.g. 20 minutes. (Estimated time varies, must be determined by the instructor according to the level and the requirements of the class).

4. Analyzing text structure

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