Lesson Topic: Text Structures Lesson (Acquisition)



Lesson Topic: Text Structures Lesson (Acquisition)

(also called Text Organization)

Grade Level: Grade 4-5

|Essential Question |How can a reader use clues to tell how a text is organized? |

|Activating Strategy |Word splash and categorize (see attached). Give each child a word or two from the word splash. Ask students to find connections |

| |between words and to sort word into categories on chalkboard. Design a label for each word set. It is okay if students do not sort|

| |these words as intended before the lesson, but it would a good idea to revisit this at the end of the lesson. |

|first |best |because |feel |problem |

|next |more |then |see |solution |

|finally |less |since |hear |solve |

|after that |worse |as a result |smell |plan |

| | | |taste | |

|Vocabulary |text (printed words), compare (how they are alike), contrast (how they are different), sequence (events in order), cause (something |

| |that makes something else happen – the 1st event), effect (something that happens as a result of something else – the 2nd event) |

| |Create logographic cards by writing the word on one side of an index card and drawing a picture on the other side that represents |

| |the word or shows the relationships between two words. |

|Teaching Strategies |Direct Teaching: |

| |As a group, read through the description and example for each text structure provided in the attached Study Island lesson. |

| |Highlight clue words in the examples for sequence and compare/contrast. |

| |In the cause/effect example identify the cause (the 1st event) and the effect (the 2nd event). |

| |In the question/answer example identify the question and the answer. Highlight the question mark. |

| |Identify the problem and solution in the example for problem/solution. Differentiate between this text structure and cause/effect. |

| |Additionally, identify sensory details in description text structure. |

| |Optional: To review the text structures, complete an organized web or 6 column chart showing characteristics and clue words for |

| |each text structure. This will be posted in the classroom. |

| | |

| |Guided Practice: |

| |Each student should fold two pages of light colored construction paper in half ‘hamburger style’ to make a booklet. Ask students to|

| |write the title of Text Organization on the front cover. Ask students to cut apart the six cake sample passages and glue one in the|

| |middle of each page (any page). Read one or two passages as a class and guide students thinking as they find clue words and identify|

| |the type of text organization. Students should write the text structure above the passage and write the clue words under the |

| |passage. |

| | |

| |Students will work with in collaborative pairs to read each remaining sample cake passage. They should highlight any clue words and|

| |discuss the passages to decide which label to place on each passage and add clue words. The teacher circulates to guide students. |

| |Students should refer to the Study Island lesson and graphic organizer for additional support. Additional opportunities for |

| |learning are available as some sample passages contain figurative language. Discuss passages and structures as a group. |

|Summarizing Strategy |Revisit Word Storm categories to confirm or change categories. |

| |Choose one summarizing strategy: |

| |Note to the Absent Student: Students will write a letter to an absent student telling what the text structures are and how clues in |

| |the text help to identify the text structure. |

| |Compare and Contrast: Ask students to compare and contrast two text structures to tell how they are the same and different. |

|Follow up |Students work in a small group. Each student chooses and reads one passage from the booklet. Others choose the text structure and |

| |explain their answer. |

| | |

| |Ask students to work with a partner to identify the text structure in different selections that are read in class such as a textbook|

| |section, Time for Kids story, newspaper story, read aloud book, basal story, etc. |

| | |

| |Short passages from Gr. 2 Study Island are included for additional practice. |

|Materials |Each student will need two sheets of construction paper and a copy of the Study Island lesson. |

| |Word Splash words will be needed – one set if this is used as a whole class activity or one set per group if this is used as a small|

| |group activity. |

| |Highlighters |

Text Organization

|When you understand how the writer has organized information, you will understand and remember the text better. Writers organize text in several different |

|ways. |

|Sequence - |The writer places events in the order in which they happen. Look for words like "first," "then," "finally," "a few minutes later," |

| |"next," "after lunch," "last year." |

| | |

| |Example: First, Rhett was late getting to school. Then, he lost his homework. A few minutes later, the teacher asked him to clean out |

| |his desk. Now Rhett thinks it will be a bad day. |

|Compare |The text shows how ideas or things are alike or different. Look for words like "best," "more," "better," "less," "worse," "easier," |

|Contrast - |"than." |

| | |

| |Example: The best time to visit the Rocky Mountains is early fall. The weather is cooler in the fall than in the summer. You will see |

| |fewer people and more animals. The fall colors are more beautiful. |

|Cause and Effect |The text shows that one event causes another thing to happen. Look for words like "because," "then," "since," and "as a result." |

| | |

| |Example: It rained for the first few days of the camping trip. As a result, most of the campers were restless and wanted to go home. |

|Question/ |The writer presents a question and then tries to answer it. |

|Answer | |

| |Example: Many schools are thinking about this question: Should students be made to wear uniforms? I believe they should not. First, |

| |clothing is a very important way that kids express themselves. . . |

|Problem/ |The text is split into two parts: One part presents a problem, and the other part gives the solution to the problem. Look for words |

|Solution |like "problem," "solution," "solve," and "plan." |

| | |

| |Example: The city of Taylor has fifteen public swimming pools. In the past, plenty of lifeguards have been available for staffing the |

| |pools throughout the summer. Most of the lifeguards were teenagers out of school for the summer. This year, however, not enough |

| |lifeguards have signed up to work. The city has started asking healthy retired people to be lifeguards. They will be trained by the |

| |city for free if they will agree to work 10 hours per week at a city pool. They will be paid $8 an hour for their work. |

| | |

| |The problem: Taylor doesn't have enough lifeguards to staff its city swimming pools. |

| | |

| |The solution: Encourage retired people to become certified lifeguards and work at the pools. |

|Description |The author describes an object, a setting, a character, or an event using rich details. The description uses the senses to give a full|

| |picture. |

| | |

| |Example: In my neighborhood, there is a house everyone thinks is haunted. Dark overgrown bushes surround the yard. The porch creaks |

| |whenever you step on it. At night, only a few lights shine. Sometimes, they seem to flicker on and off mysteriously. |

| | |

| |Imagine a place where it rains every day. Tall trees loom above you. Branches form a green ceiling high in the sky. Plants, vines, and |

| |brightly-colored flowers fill every inch of space. |

[pic]

|Copyright © 2003 - All rights reserved. |

adapted by Mary Klinger 2007

Sample Passages for Text Structure

It was the best birthday cake ever! It was three layers high and covered with soft white icing swirling like drifting snow. Chocolate sprinkles and miniature marshmallows dotted the cake. There were three tall colorful candles, each with a cheerful flame. My excitement increased as I blew out the candles. When I cut into the cake, I could see the fluffy icing between the layers of chocolate and vanilla cake. The room smelled like a bakery. This was going to be a cake to remember!

It was my tenth birthday and I had waited all day for my birthday cake. First my dad brought the amazing cake out to the dining room table. Then, he lit the colorful candles. I made a wish, but that is my secret. After that, I took a big breath and blew out the candles. Mom said I could cut the cake so I cut a nice big piece for myself. This was going to be a cake to remember!

There are some things that happen that are so special that you always remember them. On my tenth birthday there was a terrible blizzard. We were snowed in with almost two feet of snow! Since we could not even get out of the driveway there was no chance for my mom to go to the store. I saw my mom and dad talking quietly in the morning. They seemed upset. I was worried that I would not get a birthday cake or presents. When it was almost lunch time I was just sitting all alone in my room feeling sorry for myself. Suddenly, mom and dad walked in my room with a fantastic birthday cake decorated with chocolate sprinkles. Dad was carrying an armload of wrapped presents. I could hardly believe it! Mom said, “Sorry Matt, we don’t have any candles.” Now I know why they were worried, but suddenly I didn’t mind at all that we were snowed in. That was a birthday I will always remember.

One thing about having a twin sister is that you never really have a birthday that is all your own. On our last birthday my parents said my sister and I should have different birthday cakes. That sounded like a good idea! My sister’s cake was chocolate with pink frosting but mine was marble with vanilla frosting. Even our candles were different although we both had nine candles. Mine were blue trick candles that kept lighting back up when I blew them out. My sister’s red candles were really tall and skinny so she let them burn for a long time. Along the sides of my cake there were tiny M&Ms marching all around the cake. My sister had rainbow sprinkles on her cake, not on the sides, but on the top. It sure was fun to have our own cakes!

Why are birthday cakes different? Well, sometimes they are store bought and sometimes they are homemade. That usually depends on whether the person responsible for the cake has time to bake a cake. Another big difference is the type of cake it is. Some people like chocolate cake and some like vanilla. I have even heard of marble cakes which mix chocolate and vanilla. Finally, the frosting can be many different flavors with or without decorations. This also depends on whether the person with the birthday likes chocolate, vanilla, buttercream, or chocolate chip icing. So, there are many types of cakes to suit many different likes and dislikes. YUM!

I had a terrible experience the last time I tried to bake a birthday cake. I put the cake mix into the bowl and went to the refrigerator to get the eggs. That’s when I discovered that I didn’t have enough eggs so I had to make a quick run to the grocery store. When I finally got home it was almost dinner time. I cracked the first egg but it missed the bowl and spilled all over the counter and even dripped onto the floor. So I had to stop and clean up the mess. I added the rest of the eggs and mixed the batter. I had a pan all ready sitting on the counter. Now I thought what else can go wrong? Well, I shouldn’t have asked that question because the next thing I knew my cat, Bumbles, came running into the room and I tripped over her as I was carrying the cake batter over to pour it into the pan. Some of the batter poured out onto the floor and onto my shoes! What a mess! Finally I poured the rest of the batter into the pan and put the cake in the oven. I ended up with a very small cake, which was slightly burned because I forgot to set the timer. What a disaster!

TEACHER COPY - Sample Passages for Text Structure

It was the best birthday cake ever! It was three layers high and covered with soft white icing swirling like drifting snow. Chocolate sprinkles and miniature marshmallows dotted the cake. There were three tall colorful candles, each with a cheerful flame. My excitement increased as I blew out the candles. When I cut into the cake, I could see the fluffy icing between the layers of chocolate and vanilla cake. The room smelled like a bakery! This was going to be a cake to remember!

Description (look for figurative language and sensory details)

It was my tenth birthday and I had waited all day for my birthday cake. First my dad brought the amazing cake out to the dining room table. Then, he lit the colorful candles. I made a wish, but that is my secret. After that, I took a big breath and blew out the candles. Mom said I could cut the cake so I cut a nice big piece for myself. This was going to be a cake to remember!

Sequence

There are some things that happen that are so special that you always remember them. On my tenth birthday there was a terrible blizzard. We were snowed in with almost two feet of snow! Since we could not even get out of the driveway there was no chance for my mom to go to the store. I saw my mom and dad talking quietly in the morning. They seemed upset. I was worried that I would not get a birthday cake or presents. When it was almost lunch time I was just sitting all alone in my room feeling sorry for myself. Suddenly, mom and dad walked in my room with a fantastic birthday cake decorated with chocolate sprinkles. Dad was carrying an armload of wrapped presents. I could hardly believe it! Mom said, “Sorry Matt, we don’t have any candles.” Now I know why they were worried, but suddenly I didn’t mind at all that we were snowed in. That was a birthday I will always remember.

Problem/Solution (inference -parents knew a storm was coming and got the supplies ahead of time) (discuss how you know the problem is not the blizzard. because it is not solved)

One thing about having a twin sister is that you never really have a birthday that is all your own. On our last birthday my parents said my sister and I should have different birthday cakes. That sounded like a good idea! My sister’s cake was chocolate with pink frosting but mine was marble with vanilla frosting. Even our candles were different although we both had nine candles. Mine were blue trick candles that kept lighting back up when I blew them out. My sister’s red candles were really tall and skinny so she let them burn for a long time. Along the sides of my cake there were tiny M&Ms marching all around the cake. My sister had rainbow sprinkles on her cake, not on the sides, but on the top. It sure was fun to have our own cakes!

Compare/Contrast (discuss why this is not problem/solution if the problem is you don’t have a birthday all your own, it is not solved)

Why are birthday cakes different? Well, sometimes they are store bought and sometimes they are homemade. That usually depends on whether the person responsible for the cake has time to bake a cake. Another big difference is the type of cake it is. Some people like chocolate cake and some like vanilla. I have even heard of marble cakes which mix chocolate and vanilla. Finally, the frosting can be many different flavors with or without decorations. This also depends on whether the person with the birthday likes chocolate, vanilla, buttercream, or chocolate chip icing. So, there are many types of cakes to suit many different likes and dislikes. YUM!

Question/Answer (what was the question, what was the answer)

I had a terrible experience the last time I tried to bake a birthday cake. I put the cake mix into the bowl and went to the refrigerator to get the eggs. That’s when I discovered that I didn’t have enough eggs so I had to make a quick run to the grocery store. When I finally got home it was almost dinner time. I cracked the first egg but it missed the bowl and spilled all over the counter and even dripped onto the floor. So I had to stop and clean up the mess. I added the rest of the eggs and mixed the batter. I had a pan all ready sitting on the counter. Now I thought what else can go wrong? Well, I shouldn’t have asked that question because the next thing I knew my cat, Bumbles, came running into the room and I tripped over her as I was carrying the cake batter over to pour it into the pan. Some of the batter poured out onto the floor and onto my shoes! What a mess! Finally I poured the rest of the batter into the pan and put the cake in the oven. I ended up with a very small cake, which was slightly burned because I forgot to set the timer. What a disaster!

Cause/Effect cause effect effect(cause

Other things to do with these passages:

o Find author’s purpose

o Identify point of view (they are all first person)

o Ask students to rewrite one passage in third person

o Ask students to add more figurative language in each passage

o compare and contrast passages…are they different in any other ways? How are they alike?

Sequence

Cause and Effect

Compare and Contrast

Description

Problem and Solution

Question and Answer

first

when

finally

solve

less

because

then

what

more

who

after that

since

worse

where

problem

next

plan

best

solution

GP2 – Sample Passages

Birds build nests so they have a safe place for their baby birds. Birds can build nests in many different places. You may have seen one in a tree near your house. To build a nest, the bird first has to find a safe place. Then, the bird finds twigs and grass. The bird uses them to weave a nest. When the nest is done, the bird can lay her eggs in the nest she built.

When it is hot outside, your body may get too hot. Your body needs to cool down, so you may start to sweat. The sweat comes out of your skin. The sweat helps your skin cool down because it is wet. It feels like you have put water on your skin.

There is too much trash on the sides of the road. To get rid of the trash, the kids can make groups to pick it up. Each group can pick up trash on one part of the road. If all the kids work hard, then the sides of the road will look clean again.

Frogs and toads can live in the water and on the land. They both catch food with long, sticky tongues. They eat insects and small animals. You can tell them apart by their bodies. Frogs have long, strong back legs and thin, moist skin. Toads have shorter back legs and drier skin.

Some dogs and cats do not have homes. People started animal shelters to take care of these animals and solve the problem of homeless animals. At the shelters, dogs and cats get food and water. They get to play with other dogs and cats. Sometimes, people bring a lost animal to the shelter. Some of these dogs and cats get a new home! People come to animal shelters to get a new pet.

Why do you need to get exercise? It is good for your body. It makes your heart, muscles, and bones strong. It makes you feel better if you have a bad day. If you exercise, you will stay at a healthy weight.

Penguins and owls are both birds. Their babies hatch out of eggs. Both owls and penguins keep their eggs warm by sitting on them until the babies are ready to hatch. Penguins are very different from owls. Penguins live in very cold areas with a lot of ice. Owls live all over the world in all kinds of weather. Owls can fly and are awake at night. Penguins cannot fly and sleep at night.

Why do you need to brush your teeth? Brushing your teeth keeps your teeth clean. When you eat, small bits of food stay on your teeth. If you do not brush, the food can make a hole in a tooth. If you keep your teeth clean, then you will have healthy teeth and a nice smile.

When kids play sports or join a team, they learn all about team work. One effect of joining a team is learning how to share things. Kids also learn how to work together to meet a goal. They learn to help each other and follow the rules. Kids also learn how to listen to coaches and other adults. Many good things come out of a kid playing a sport or being on a team.

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