Students often have difficulty comprehending informational text. Results from a meta-analysis by Hebert, Bohaty, Nelson and Brown (2016) indicated that text structure instruction is effective for improving reading comprehension of expository text. This article presents evidence-based practices for teaching informational text structures to improve students' reading comprehension. The strategies presented are based on those identified through the meta-analysis conducted by Hebert and colleagues. [This paper was published in "The Reading Teacher" v71 p71-82 2017 (EJ1146103).]