Expose Analyze Evaluate

©AdventuresofRoom129,2019

Expose This is the 1st step to teaching any comprehension skill or strategy. Here we showcase the completed strategy to

students, asking very little of them except for their understanding of the definition of the strategy. Students are simply becoming exposed to the strategy as a whole, watching

the process being modeled, and answering simple questions.

Analyze

This is the 2nd step to teaching any comprehension skill or strategy. Here we are again allowing students to see the

completed strategy but asking them to analyze what is going on. What are the pieces involved in the strategy? What is the

sequence involved? How is the reader accomplishing the strategy? Allow students to pick apart the completed

strategy in order to better understand it.

Evaluate This is the 3rd step to teaching any comprehension skill or

strategy. Here we have allowed students to see and analyze the strategy, now let’s have them evaluate by providing strong

and weak examples. What’s going wrong or right? What changes should be made? How could the example be

improved? What steps are missing?

Prepare

This is the 4th step to teaching any comprehension skill or strategy. Here we are allowing students to begin to complete

the strategy themselves. Students are given a partially completed strategy where they must evaluate what’s been

done for them and finish the strategy themselves. This allows them practice applying the strategy without the full

application process and still some support.

Apply This is the 5th and final step to teaching any comprehension skill or strategy. Here we are allowing students to fully complete

the strategy independently or with a cooperative group. Students complete the strategy without support from

beginning to end of the strategy using what they have learned from this process.

To best support our students with their comprehension, let’s break down the steps needed to teach how to comprehend a text. These five steps can be applied when teaching any type of

comprehension skill or strategy. These steps allow us to create manageable bits of

understanding rather than jumping straight into applying the skill to a text with no or little knowledge of the strategy beforehand. Each lesson in the 5 day plan is designed based on the

steps below. Please read to familiarize yourself with each of the steps.

Table of Contents


Activity / Resource Page

Anchor Chart 5

Lesson 1: Lesson Plan & Resources 6-22





Week Assessment 65

Bookmark & Graphic Organizer 66-71

Craftivity 72-77

Center Activity 78-94


Text Structure

How the author organizes the

information in a nonfiction text

Sequencing, Cause & Effect Compare & Contrast Problem & Solution

Descriptive

Lesson 1: Expose


Materials: Scissors, glue, slide and sort materials, text structure posters, graphic organizer posters, keyword cards, exit tickets, fly swatters (or 2 pointers)

Objective: I can name the 5 types of nonfiction text structures.

Essential Questions: How are text structures similar to buildings? How might knowing these text structures help me as a reader?

Lesson: • Begin by talking about what construction workers/builders do. They take materials such as bricks, wood, etc and they make buildings out of them. Then ask the students how that is similar or different

from a writer. It’s similar in the way that both the builder and the writer are taking small parts (words,

thoughts, wood, concrete, etc) and putting them together in a specific order or pattern to make a larger

piece. Explain that when authors write, they are essentially building their story and that before they can

build it, they have to decide how they want to build. When authors who are writing nonfiction begin to write, they analyze the information or facts they have that they want to include and decide on their

building strategy – or as we call it in reading: text structure.

• Put out the text structure posters and introduce each of the structures. On the poster point out the

graphic organizer and the keywords for that structure.

• Pass out the slide and show materials. Walk students through how to fold, cut, and create their slide and show materials. (see on next page)

• After you’ve made your materials, walk through each poster again, this time slowly to allow students to

write on their slide and show insert piece (they will write the keywords and draw the graphic organizers).

Explain how they can use this throughout the week as a visual to remind them of the text structures that

you are learning about. • After finishing the slide and show, finish off the lesson by having a few races. Use the large graphic

organizer poster (not the normal posters from before – but the ones with just the graphic organizers on

them) and the keyword cards. Start with just the graphic organizers. Use the fly swatters and call up

two students. Call out a type of text structure and have the students swat at the correct graphic

organizer that matches. Repeat this with different students and different structures. Then change from graphic organizers to keywords. You can even combine the two to give more options.

• When done playing ‘swat’ – pass out the exit ticket.

Differentiation Strategies: Since this lesson is an exposure lesson, I find it best to not give much differentiation strategies. All students deserve the same exposure to the context and this lesson is perfectly designed for students of all learning abilities.

Text Structure Slide & Show Here is an example of the slide and show activity

completed!


asdf

asdf

Information in the text is written in a specific order (chronological order). Many times dates will be

used in this structure.

keywords: First Next Then After Finally Before During

Graphic

Organizer

Information in the text is written to describe something to the reader.

Authors use their senses to give lots of details about the topic.

keywords: For example For instance

Such as Including

Specifically To begin with

Features include

Graphic

Organizer

Information in the text shares something about an event and also what caused it to occur.

keywords: Cause Effect Since Then

Because If, so

As a result Graphic

Organizer

Information in the text shares similarities and differences

between two topics.

keywords: Like

Unlike Both Also

Similar Different

Alike

Graphic

Organizer

Information in the text shares a problem and one or more

solutions are then presented.

keywords: Problem Solution

The issue is Resolved by

Because Since

As a result

Graphic

Organizer

For example

For instance

Including Such as

Specifically Cause

Effect Because

Effect As a

result

Due to Like

Unlike Similar

Different However

Glue Here

Nam

e: ___________

©Adventureso

fRoom129,2019

Fold this side first. Place glue above in ‘glue here’ area. Then fold other side on top of this side.

Make sure the square above is cut out BEFORE you fold and glue!

Text

Str

uc

ture

Slid

e &

Sh

ow

Seq

uen

ce

First, Nex

t, Then,

Finally, Yea

rs

Seq

uen

ce

Des

crip

tive

Adjectives, fo

r exa

mple, su

ch as,

including

Ca

use &

Effect

Beca

use, since, du

e to

, as a

result, so

, therefo

re, reaso

n

Co

mpa

re &

Co

ntr

ast

Like, u

nlike, sam

e as,

but, sim

ilar, b

oth,

however

Pro

blem

&

So

lu

tion

Pro

blem

is, so tha

t, to

solve, q

uestio

n is, one

way

Des

crip

tive

Ca

use &

Effect

Co

mpa

re &

Co

ntr

ast

Pro

blem

& S

olu

tion

Tex

t Str

uc

ture

Exit

Tic

ket

Nam

e: _

____

____

____

____

____

____

____

_ Dir

ecti

ons

: Yo

u le

arn

ed a

lot

toda

y a

bout

the

diff

eren

t ty

pes

of

text

stru

cture

s. Bel

ow, w

rite

do

wn

as

many

of

the

text

stru

cture

s th

at

you

rem

ember

and

the

key

word

s th

at

go w

ith

them

!


Text

Str

uct

ure

#1:

____

____

____

____

____

keyw

ord

s: _

____

____

____

____

____

____

__

Text

Str

uct

ure

#2:

___

____

____

____

____

keyw

ord

s: _

____

____

____

____

____

____

__

Text

Str

uct

ure

#3:

___

____

____

____

____

keyw

ord

s: _

____

____

____

____

____

____

__

Text

Str

uct

ure

#4:

___

____

____

____

____

keyw

ord

s: _

____

____

____

____

____

____

__

Text

Str

uct

ure

#5:

___

____

____

____

____

keyw

ord

s: _

____

____

____

____

____

____

__

Tex

t Str

uc

ture

Exit

Tic

ket

Nam

e: _

____

____

____

____

____

____

____

_ Dir

ecti

ons

: Yo

u le

arn

ed a

lot

toda

y a

bout

the

diff

eren

t ty

pes

of

text

stru

cture

s. Bel

ow, w

rite

do

wn

as

many

of

the

text

stru

cture

s th

at

you

rem

ember

and

the

key

word

s th

at

go w

ith

them

!


Text

Str

uct

ure

#1:

____

____

____

____

____

keyw

ord

s: _

____

____

____

____

____

____

__

Text

Str

uct

ure

#2:

___

____

____

____

____

keyw

ord

s: _

____

____

____

____

____

____

__

Text

Str

uct

ure

#3:

___

____

____

____

____

keyw

ord

s: _

____

____

____

____

____

____

__

Text

Str

uct

ure

#4:

___

____

____

____

____

keyw

ord

s: _

____

____

____

____

____

____

__

Text

Str

uct

ure

#5:

___

____

____

____

____

keyw

ord

s: _

____

____

____

____

____

____

__

Lesson 2: Analyze


Materials: Whole group cards, anchor charts (optional), Slide & show (optional), construction paper, scissors, glue, small group text strips, exit ticket, anchor chart paper, chart headers,

Objective: I can identify text structure keywords in a nonfiction text.

Essential Questions: Can you rely just on the keywords to identify a nonfiction text structure? Can a text have more than one text structure?

Lesson: • Begin by taking time to review each of the types of text structure. Students can use their slide & show pieces from lesson one or you can use the anchor charts. Take time to review the keywords and graphic organizers

that relate to each structure. • Explain that the keywords are going to be very helpful when trying to identify the structure of a text. Today,

students are going to get the chance to analyze a short text for the keywords and determine the text structure

based off of those keywords. • Using the whole group text cards, model reading them one at a time and highlighting the keywords when you

find them. Model thinking out loud for your students how they will go through analyzing the keyword AND the information they have read to identify the structure. It’s VERY important that you tell them not to just rely on the

keyword. They also need to think about the facts that they have read and make sure that they match the

definition of the structure. For example, if you think it’s compare and contrast – can you identify the two topics that are being compared? If not, it might not be compare and contrast! Focus on the keyword AND the

information that they read to identify the structure. • Use as many of the whole group cards as you feel you need for modeling.

• When ready, pass out the construction paper and the page of strips to each student. Put them into pairs. The

students first need to draw lines and label their piece of construction paper with the 5 different text structures. If it’s easier, have them fold the construction paper in half and then in half again to make 4 equal sections.

Label those 4 with 4 of the structures and then use the back for the 5th one. (This is better than having crazy uneven sections!!)

• Students are going to cut out each of their strips, read the text and find the keywords. They will then highlight

the keywords and analyze what they have read along with the keywords to determine the structure. Once determined, they will glue the strip onto the construction paper in the correct spot.

• When students are finished with their activity, take time to go over their work with them. Specifically, focus on certain strips that may have tripped students up. How did they have to not only look at the keyword but also

focus on the text itself?

• When ready, pass out the exit tickets.

Differentiation Strategies: The easiest way to differentiate this lesson is to have students focus on only 2 text structures at a time instead of all 5. Give the students the sentence strips for only 2 structures and have them label their construction paper with just 2 structures. Use the same steps in identifying the keywords and gluing the strips where they belong. Reducing the

number of structures they focus on allows them to become experts in each structure slowly and not become overwhelmed by the number of choices.

keyword Strip Sort

Here is an example of the keyword strip sort completed!


Perfect activity to help ease students into reading just a short

amount of text and using keywords to identify the text structure.

Wha

tever you do

, don’t sha

ke up a

soda

can!

When y

ou sha

ke one u

p, the carb

ona

tion in

the can gets a

ll mixed u

p and ca

uses the

soda

to explo

de out o

f the can w

hen opened!

©Adventureso

fRoom129,2019

When a

uto

mobiles w

ere first invented, there

was no

thing on the w

indshield to keep the ra

in

off. D

rivers struggled to

see during sto

rmy

days. To

solve this, M

ary

Anderso

n invented

the windshield w

iper in 1903.

McD

ona

lds and B

urger K

ing are tw

o po

pula

r

fast fo

od resta

ura

nts. Both serve sim

ilar

items like ha

mburgers a

nd chicken fingers,

however, they

have very different m

enus!

©Adventureso

fRoom129,2019

Apples a

re a very

bea

utifu

l fruit. T

hey a

re

spherical in sha

pe and co

me in a

variety

of

colo

rs and ty

pes. For exa

mple, a

very

popu

lar ty

pe is Golden D

elicious w

hich is a light

green apple w

ith a very

sweet ta

ste!

Each Spring, most places in the U.S. experience many rainy days. Because of those rainy days, the green grass and flowers grow, making Spring the beautiful season

that it is!

Honeybees are a vital part of our plant community and they are quickly becoming extinct. One way we can help is by not using bug sprays on our plants and creating

gardens in our yards.

Polar bears and grizzly bears are two very dangerous creatures. They both are quite large, however they live in two unique places in the world. Polar bears live in the

Arctic and Grizzly bears live in North America.

Bubbles are super fun to play with! Did you know that you can make your own? Begin by getting a large bucket of water and adding lots of soap. Mix the two

together. Then find a circular wand to dip into the mixture and blow! Enjoy your bubbles!

Soda is a very unhealthy drink. It can cause cavities and includes ingredients such as sugar which are not healthy in large portions. It also contains no vitamins and

minerals that are good for you.

Baking chocolate chip cookies is fun any day! They are very simple to make too! First, mix your ingredients. Then pour in the chocolate chips. Next, scoop out your

cookies onto the pan and put them in the oven. Let them bake, cool, and enjoy!

Many people think that lions and tigers live in the same place but they actually don’t. Lions live in the plains regions in Africa and tigers live in the jungles around China. They

are two very different felines!

When America first started to become a country, it wasn’t easy. England wanted to tax the Americans for the food they were providing and they didn’t like it. That

caused the Americans to fight back which resulted in the Revolutionary War.

Daisies are beautiful flowers that grow in early spring. They are very distinct with long white petals and a bright yellow center.

It’s okay to get angry. We all get angry sometimes. But getting angry can sometimes lead to making poor choices. Take deep breathes and count to 10 so that

you are able to calm down and think clearly.

key

wo

rd

Ex

it T

ick

et

Nam

e: _

____

____

____

____

____

____

____

_ Dir

ecti

ons

: Rea

d th

e sh

ort

tex

ts b

elow

. Hig

hlig

ht t

he

keyw

ord

s and

iden

tify

the

str

uct

ure

of

the

text.

Wri

te t

he s

truct

ure

on

the

give

n lin

es.

Tw

o v

ery p

opu

lar

cand

y a

re S

kitt

les

and

M

&M

’s.

Both

are

sm

all

and

in t

he s

hape

of

a c

ircl

e.

M&M

’s a

re m

ade

of

choco

late

and

Ski

ttle

s are

made

of

fruit

fl

avore

d ch

ewy f

illing

. Whi

le b

oth

are

ver

y

popu

lar,

the

y a

re v

ery d

iffe

rent

cand

ies!

W

hich

do y

ou li

ke b

est?

Text

Str

uct

ure

: ___

____

____

____

____

____

___


Build

ing

a s

now

man

is f

un

and

easy

! Fi

rst,

ga

ther

up

larg

e sp

here

s of

snow

. Yo

u’ll

need

thr

ee o

f th

em, e

ach

a d

iffe

rent

si

ze.

Nex

t, s

tack

the

sno

wballs

on

top

of

one

ano

ther

wit

h th

e la

rges

t on

the

bott

om

. Fi

nally

, dec

ora

te t

he s

now

man

by a

ddin

g a f

ace

, sca

rf, a

nd o

ther

acc

esso

ries

. E

njoy

your

snow

man!

Text

Str

uct

ure

: ___

____

____

____

____

____

___

key

wo

rd

Ex

it T

ick

et

Nam

e: _

____

____

____

____

____

____

____

_ Dir

ecti

ons

: Rea

d th

e sh

ort

tex

ts b

elow

. Hig

hlig

ht t

he

keyw

ord

s and

iden

tify

the

str

uct

ure

of

the

text.

Wri

te t

he s

truct

ure

on

the

give

n lin

es.

Tw

o v

ery p

opu

lar

cand

y a

re S

kitt

les

and

M

&M

’s.

Both

are

sm

all

and

in t

he s

hape

of

a c

ircl

e.

M&M

’s a

re m

ade

of

choco

late

and

Ski

ttle

s are

made

of

fruit

fl

avore

d ch

ewy f

illing

. Whi

le b

oth

are

ver

y

popu

lar,

the

y a

re v

ery d

iffe

rent

cand

ies!

W

hich

do y

ou li

ke b

est?

Text

Str

uct

ure

: ___

____

____

____

____

____

___


Build

ing

a s

now

man

is f

un

and

easy

! Fi

rst,

ga

ther

up

larg

e sp

here

s of

snow

. Yo

u’ll

need

thr

ee o

f th

em, e

ach

a d

iffe

rent

si

ze.

Nex

t, s

tack

the

sno

wballs

on

top

of

one

ano

ther

wit

h th

e la

rges

t on

the

bott

om

. Fi

nally

, dec

ora

te t

he s

now

man

by a

ddin

g a f

ace

, sca

rf, a

nd o

ther

acc

esso

ries

. E

njoy

your

snow

man!

Text

Str

uct

ure

: ___

____

____

____

____

____

___

Lesson 3: Evaluate


Materials: Anchor charts (optional), scissors, glue, flip book pages, whole group fact pages, anchor chart paper, anchor chart headers, exit tickets

Objective: I can determine the text structure based on the facts of a text.

Essential Questions: How does evaluating the facts of a text support your understanding of text structure?

Lesson: • Review the different types of text structure. Use your exit ticket from lesson two, to begin the discussion. Focus on the students’ misconceptions first and then review the other types of text structures as well. • Today, students will be evaluating facts about a given topic. From those facts they will determine what the text structure should be if an author were to use those facts in a passage. The facts are given

individually instead of in passage form. This allows students to focus on the given information instead of relying only on the keywords. • Begin by using the whole group fact pages. Each page one at a time and evaluate the facts to determine what the facts are trying to portray and how the author could use them in a specific text structure. Rely on the definitions of the text structures as support. Using anchor chart paper and the headers, organize

the fact pages based on your answers. • When ready, pass out the flip books to your students. Allow students to work in pairs. There are multiple pages that are optional for creating these flip books. The pages you absolutely need are the cover, base page (where you glue on the pieces) and the fact page. Have students assemble the book and cut the flaps apart. Then have them read through the facts and evaluate them according to what

they are portraying about the topic. Glue them under the corresponding text structure flap of the book. • Other pages included are keywords and definitions. You don’t have to use these during the lesson but they are provided for extra practice. For each page you decide to use, make sure you print out copies of the base pages. So if you want to use all three, then you need to print three base pages for each student.

• When students are done, take time to debrief on the activity. A great way to do this is by asking them what keywords they would use if given these facts. How does looking just at the facts support their understanding of text structures? • Finally, pass out the exit tickets.

Differentiation Strategies: One way to differentiate this lesson is by having students illustrate the facts they are being given. By doing this students can visually SEE what is going on and match it to the specific text structures. By

seeing the comparisons, events in order, etc it helps them make the connection a lot faster.

Text Structure Flip Book

Here is an example of the flip book activity completed!


asdf

• Basketb

all w

as invented in 1891 b

y Ja

mes N

aism

ith

• The first b

asketb

all ga

me w

as play

ed on D

ecember

21 st, 1891.

• The ga

me b

ecam

e very po

pula

r over the 20th centu

ry.

• The N

atio

nal B

asketb

all A

ssocia

tion (N

BA) w

as

established in 1946.

©Adventureso

fRoom129,2019

• Sha

rks are fish tha

t move their ta

les side to side to

swim

.

• Wha

les are m

am

mals tha

t move their ta

les up a

nd

down to

swim

.

• Sha

rks have gills to b

reathe w

hile wha

les have lungs.

• Haw

aii is a

bea

utifu

l collectio

n of isla

nds that resides in

the Pacific O

cean.

• Haw

aii is the 8

th smallest sta

te.

• Haw

aii ha

s diverse natu

ral scenery

and a

warm

tropica

l climate.

©Adventureso

fRoom129,2019

• In the 1940’s, D

r. Hunter S

helden was finding a

large

num

ber o

f patients w

ith head inju

ries due to

auto

mobile a

ccidents.

• He pro

posed retra

ctable sea

t belts to

help keep

people sa

fer in cars w

hile driving.

No

nfi

cti

on

Tex

t Str

uc

tures


Sequencing

Cause & Effect

Compare & Contrast Problem & Solution

Descriptive

Glu

e Fo

ld

ab

le

on

To

p h

ere


Glue piece here

Glue piece here

Glue piece here

Glue piece here

Glue piece here

Fac

t pa

ge – C

ut

ou

t pie

ces


• Cupcakes are soft and sweet and made with lots of eggs and

butter.

• Muffins are drier than cupcakes.

• Muffins are eaten as a breakfast food and cupcakes are

generally a dessert.

• Making a campfire begins by collecting all of your

tinder – things like branches, bark, or pine needles.

• Put everything into the fire pit and light a match.

• Make sure you have a ring of stone around the fire.

• Too much time on tablets or phones keeps the brain

stimulated, keeping you more awake.

• Difficulty sleeping is a side effect of too much screen

time.

• German Shepherds are medium to large sized

dogs.

• The ears are brown and stand up straight.

• The tail is bushy and typically has a black tip.

• Butterflies are quickly losing their habitats.

• We can help by planting and creating rich gardens

with flowers that butterflies enjoy.

key

wo

rd

pa

ge – C

ut

ou

t pie

ces


For instance, for example,

furthermore, such as

Since, because, due to, as a result,

cause, therefore, effect

Similar, difference, however,

but, alike, same

Before, after, finally,

lastly, first, second

Problem is, so that, to solve, question is, one

way

Def

init

ion

pa

ge – C

ut

ou

t pie

ces


Information in the text shares a problem

and one or more solutions are then

presented.


between two topics.




Information in the text is written in a specific order (chronological

order). Many times dates will be used in this structure.

Tex

t Str

uc

ture

exit

tic

ket

Nam

e: _

____

____

____

____

____

____

____

_ Dir

ecti

ons

: Rea

d th

e fa

cts

in e

ach

sec

tion

and

de

term

ine

the

text

stru

cture

.


• Ham

ster

s ha

ve s

hort

, stu

bby t

ails

, sh

ort

nose

s and

sho

rt le

gs.

• G

erbils

are

long

er t

han

ham

ster

s.

• G

erbils

hav

e po

inte

d no

ses

and

long

, back

legs

.

____

____

____

____

____

____

____

____

___

• W

ilbur

and

Orv

ille W

righ

t beg

an

expe

rim

enti

ng w

ith

the

conc

ept

of

flig

ht in

1899

. • On

Dec

ember

14th

, 190

3 th

ey t

ook

thei

r fi

rst

try a

t fl

yin

g.

____

____

____

____

____

____

____

____

____

• Hail

is a

type

of

prec

ipitati

on

that

com

es d

uri

ng a

sev

ere

thund

erst

orm

. • W

hen

win

d blo

ws

upw

ard

, it

take

s th

e ra

in w

ith

it in

to t

he c

old

er

tem

pera

ture

causi

ng it

to f

reez

e.

____

____

____

____

____

____

____

____

____

Tex

t Str

uc

ture

exit

tic

ket

Nam

e: _

____

____

____

____

____

____

____

_ Dir

ecti

ons

: Rea

d th

e fa

cts

in e

ach

sec

tion

and

de

term

ine

the

text

stru

cture

.


• Ham

ster

s ha

ve s

hort

, stu

bby t

ails

, sh

ort

nose

s and

sho

rt le

gs.

• G

erbils

are

long

er t

han

ham

ster

s.

• G

erbils

hav

e po

inte

d no

ses

and

long

, back

legs

.

____

____

____

____

____

____

____

____

___

• W

ilbur

and

Orv

ille W

righ

t beg

an

expe

rim

enti

ng w

ith

the

conc

ept

of

flig

ht in

1899

. • On

Dec

ember

14th

, 190

3 th

ey t

ook

thei

r fi

rst

try a

t fl

yin

g.

____

____

____

____

____

____

____

____

____

• Hail

is a

type

of

prec

ipitati

on

that

com

es d

uri

ng a

sev

ere

thund

erst

orm

. • W

hen

win

d blo

ws

upw

ard

, it

take

s th

e ra

in w

ith

it in

to t

he c

old

er

tem

pera

ture

causi

ng it

to f

reez

e.

____

____

____

____

____

____

____

____

____

Lesson 4: Prepare


Materials: Anchor charts (optional), whole group stories, small group stories, highlighters

Objective: I can justify the text structure of a nonfiction text.

Essential Questions: How does using a graphic organizer help you understand the structure of a nonfiction text? What do you need to include when justifying the text structure of a text?

Lesson: • Review exit ticket data from lesson three to begin your lesson. Focus again on how keywords and specific facts come together to help identify the text structure. Again, use your anchor charts and/or

slide and show piece from lesson 1 to review.

• Today, students are getting closer to full application and we want to prepare them for that step!

Students will be reading short nonfiction texts, taking the text apart to put into a graphic organizer, and

justifying the structure with the given sentence frame. • Begin by using the whole group pages. Model reading the text out loud and thinking through the

facts and keywords. Highlighting the keywords is of course optional. Then model how you take the

facts out of the text and place into the given graphic organizer. The type of graphic organizer

technically gives away the text structure but today is about supporting the ‘justification’ process more

than identifying the structure correctly. Once the graphic organizer is filled, write out your justification in the sentence frames to model how to explain your answer of text structure.

• I’ve provided a few different whole group pages so feel free to model this as much as you need!

• When ready, put students into groups of 3. Pass out the small group pages. One student is in

charge of reading the passage and highlighting the keywords, one is in charge of filling in the graphic

organizer and one is in charge of the sentence frame. Have them rotate jobs with each new page they complete.

• Before ending, go over a few of the passages. How did filling out the graphic organizer help them

understand the text structure more? Would they have been able to identify the structure without the

keywords?

• There is no exit ticket for today’s lesson – instead if you want data, have students write names of the parts of the group activity that they completed.

Differentiation Strategies: There are few simple things you can do to give more support to students in this lesson. First, you can have the keywords identified and highlighted for the students. You can also have specific

sentences underlined that they need/will put into the graphic organizer. This allows them to still

complete the process of reading the text and filling in the organizer but takes out the step of re-

analyzing the text and deciding on what to put into the text.

Text Structure Graphic Organizers

Here is an example of the text structure organizer printables !


Having students justify the text structure of the passage using a graphic organizer is so concrete! Lots of great

passages in this lesson to practice!

Whole Group Story #1

Dolphins swim underwater but sometimes it can be hard to see. So to help them, they use

something called sonar to see and locate their prey. But how does it work? First, the dolphin

makes a clicking sound which then goes through their forehead and out as a sound wave. Next,

the sound wave goes out and hits an object. Then it bounces back to the dolphin like an echo. Finally, the dolphin takes in the sound and the brain helps

the dolphin see.


The text structure of this text is

______________________. I know this

because the text said

_____________________________________

_________________. I also saw the

keywords __________________________.

The author was telling me about

_____________________________________

_____________________________________

____ which shows it is the text

structure of ______________________

_____________________________________


Scientists are not sure of all the causes of tornadoes. Tornadoes happen when a cold wind high up meets warmer air and

warmer winds lower down. This causes the winds to swirl and the warmer air from below rushes upwards at terrific speed.

As the tornado moves forward, this warm wind rushing upwards can pick up

any objects in its path.



______________________. I know this


_____________________________________

_________________. I also saw the

keywords __________________________.


_____________________________________

_____________________________________


structure of ______________________

_____________________________________

Nonfiction Text Structure

Jupiter is the largest planet in our solar system. It is so big that it is double the size of all of the planets in the solar system combined! Jupiter is known for its appearance of having whitish and

reddish layers with various spots, swirls and bubbles. Its also well known for its football

shaped great red spot. This is an area of intense storms. Three Earths could fit inside of this

spot! In addition, Jupiter also has a faint set of rings (probably made of dust) that wrap around

the planet horizontally.



______________________. I know this


_____________________________________

_________________. I also saw the

keywords __________________________.


_____________________________________

_____________________________________


structure of ______________________

_____________________________________


There are many pets that people enjoy having. Two of the most popular ones are dogs and cats. Both dogs and cats make great pets. They are both lovable and furry. However, you want to make sure you’re picking

the right pet for you. Dogs require a lot of active time to get their exercise. They also have to be house

broken which can take a few weeks for a new puppy to learn. Cats on the other hand can learn to use a litter

box fairly quickly. Cats are more leisurely and don’t require as much attention. They can even bathe

themselves! Think about how much time you have available to devote to your furry friend before you

get one!



______________________. I know this


_____________________________________

_________________. I also saw the

keywords __________________________.


_____________________________________

_____________________________________


structure of ______________________

_____________________________________


Did you know that the Indianapolis Colts didn’t always play in Indianapolis? In 1953, the

Colts began their start in Baltimore, Maryland. They relocated to Indianapolis in

1983. After having many unlucky seasons, the Colts drafted quarterback Peyton Manning in 1997. Peyton led the Indianapolis Colts to their

first Superbowl in 2006! Sadly, after many seasons, the Colts let Peyton Manning go and

hired a new quarterback, Andrew Luck, in 2012.



______________________. I know this


_____________________________________

_________________. I also saw the

keywords __________________________.


_____________________________________

_____________________________________


structure of ______________________

_____________________________________

Lesson 5: Apply


Materials: Whole group stories, flip book pieces, scissors, stapler, crayons (optional), assessment

Objective: I can identify the text structure of a text and justify my answer.

Essential Questions: How does understanding text structures help you comprehend a nonfiction text?

Lesson: • Review whichever text structures you feel like you need to. Since today is the last lesson and you’ll be giving the assessment soon, it’s your last chance to run through any misconceptions that students may have. • Today students will be doing the complete process of identifying the text structure and justifying their answer without any support. I’ve provided some whole group texts to

model one last time with. • Use the whole group text to model reading aloud, thinking aloud, identifying keywords, picking the text structure and justifying your answer. Model as much as you need with the provided texts. • When ready, pass out the flip book pieces. Help students assemble the book first.

Once assembled, students will read each passage and write the text structure on the front of the flap. (They can color these too to make them more fun!) Then under the passage, have them justify their answer of the text structure they chose. Repeat with all 5 flaps. • Once they are done, have them turn in the flip book to you. Do a quick check for any

obvious incorrect answers. If you see something wrong, send the student back to fix his/her mistake. If correct, collect the flip book and give the student the assessment to complete. • You can have students complete the flip book in partners if you want to give them more support and discussion time before the assessment.

• Also, feel free to give the assessment on another day to help make today’s lesson not as heavy.

Differentiation Strategies: Since today’s lesson is completely application based, support for your lower students can come as easily as providing them with anchor charts to continue to refer off of. You can also provide sentence stems (like from lesson 4) for the written part and pre-highlight the keywords to help them see them more quickly.

Text structure flip book Here are some examples of the flip book activity from the ‘apply’ lesson!


asdf


There are many people who think dolphins and porpoises are the same animal, but in fact, they are not! You can tell them apart by a few features. Dolphins have longer beaks and porpoises have shorter beaks. Dolphins also have cone shaped teeth while porpoises have spade shaped teeth. Both animals are similar in the fact they they are very intelligent. They also use sound waves to help swim through the ocean! ©AdventuresofRoom129,2019

Dolphins vs. Porpoises



Text Structure: __________________________________

Justify your answer:

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

___________________________________________________

All baseballs used by Major League Baseball consist of the same materials. An inner core is

made of rubber coated cork and then surrounded by three layers of wool yarn and a winding of cotton or polyester yarn. This core

is then coated in latex adhesive or rubber cement and covered with cowhide. Stitching is then done with red cotton thread to yield 216

raised cotton stitches. Justify: _______________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

Structure: _____________________

Ants do not see or hear very well. They have to find food in a very particular way. First, the ants use their sense of smell to locate their food. Along their way,

they feel for vibrations in the ground to know where to keep away from. As they are walking, the ants leave a pheromone trail so that they know where

they’ve been. They finally follow the trail back to their colony and give the food to their queen.

Justify: _______________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Structure: _____________________

Text

Structures

Nonfiction

Name: _______________________

Two of the most popular flowers are called Daisies and Sunflowers. Both a beautiful flowers that bloom in the summer but there are also many differences between these two flowers as well. The first main difference is that daisies are small and sunflowers

grow to be very large and tall. Daisies are white with small petals and sunflowers are yellow with quite

larger petals. Sunflowers are sometimes even grown on a farm. Their seeds are edible, which means they can be eaten. Daisies are more of a leisure flower,

which means people just use them to enjoy looking at. Whether you like daisies or sunflowers, both are

beautiful editions to your garden. Justify: _______________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Structure: _____________________

Dolphins are one of the smartest mammals in the animal kingdom.

Because of this, they are able to do a lot of things that humans can do as well.

They are able to solve problems by using different tools. They are also able to perform intelligence tests and always

score very well. They are great at developing communication because of

their intelligence as well. Justify: _______________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Structure: _____________________

Germs are everywhere. On our hands, in our houses, and even inside of our bodies. Germs are unavoidable and can also make

us very sick. Our bodies work hard to fight against germs that get inside of our bodies but they can only do so much. We also have to help our bodies fight against

the germs. How? We can start by making sure our hands are always clean.

Wash them after restroom breaks, eating, and playing outside. We can also

make sure we brush our teeth regularly to help keep the germs in our mouths at

a minimum. Don’t want to get sick? There’s a lot you can do to help!

Justify: _______________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Structure: _____________________

Germs are everywhere. On our hands, in our houses, and even inside of our bodies. Germs are unavoidable and can also make

us very sick. Our bodies work hard to fight against germs that get inside of our bodies but they can only do so much. We also have to help our bodies fight against

the germs. How? We can start by making sure our hands are always clean.

Wash them after restroom breaks, eating, and playing outside. We can also

make sure we brush our teeth regularly to help keep the germs in our mouths at

a minimum. Don’t want to get sick? There’s a lot you can do to help!

Justify: _______________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

________________________________________________________

Structure: _____________________

Text Structure Quiz


Name: ___________________________________ Date: _____________

Directions: Name 3 keywords for each text structure below.

Directions: Draw a line to connect the word with its definition.

1. sequencing A. identifies events and the reasons why they occur

2. cause & effect B. seeing how two topics are alike and different

3. problem & solution C. events in the text are given in a certain order

4. descriptive D. issues in the text are discussed along with ways they are solved

5. compare & contrast E. lot of detail is given about a topic

Directions: Read the passages below and identify the text structure of each.

Sequencing: _________________________________________________________

Cause & Effect: ______________________________________________________

Problem & Solution: __________________________________________________

Descriptive: ___________________________________________________________

Compare & Contrast: _________________________________________________

Dolphins are beautiful creatures that have long bodies designed to help them swim fast. They have two flippers, a fin, and a tail. Their bodies are a grayish-white and sometimes they can have a few black stripes across

their body. They also have a single blowhole on the top of their head they use to

breathe. Dolphins can grow to be anywhere from 4 feet to 30 feet in length.

Text Structure: _____________________________

Shoo fly, don’t bother me! How do you know when a fly is nearby? It’s that terrible buzzing sound! But why do flies make that sound? The buzzing noise is caused by the fly’s wings. The

flies flap their wings up and down and the vibrations of their wings against the wind

creates a buzzing noise. Sometimes the buzzing is a high sound or a lower sound because of how

quickly the wings are flapping. The faster the flap the higher pitched the buzz.

Text Structure: _____________________________

Text Structure Bookmarks

Text Structure

Wanted

So

Text Structure refers to how the author has organized the information and facts within a given text. There are 5 main types of text structure.


Cause & Effect


Problem &

Solution


solutions are then presented. Compare &

Contrast


between two topics.

Descriptive



Sequencing

Information in the text is written in a specific order (chronological order). Many times dates will be used in this

structure.

Text Structure

Wanted

So

Text Structure refers to how the author has organized the information and facts within a given text. There are 5 main types of text structure.

Cause & Effect


Problem &

Solution


solutions are then presented. Compare &

Contrast


between two topics.

Descriptive



Sequencing

Information in the text is written in a specific order (chronological order). Many times dates will be used in this

structure.

Text Structure: Sequencing Directions: Read the text provided by your teacher. Use information

from the text to complete the graphic organizer below.


First

Next

Then

Finally

Title:

Author:

Keywords I found:

Name:

Text Structure: Descriptive Directions: Read the text provided by your teacher. Use

information from the text to complete the graphic organizer below.


Title: keywords: Name:

Text Structure: Cause & Effect Directions: Read the text provided by your teacher. Use

information from the text to complete the graphic organizer below.



Text Structure: compare & contrast

Directions: Read the text provided by your teacher. Use information from the text to complete the graphic organizer

below.



Text Structure: problem & solution

Directions: Read the text provided by your teacher. Use information from the text to complete the graphic organizer

below.



Text Structure Taco Here’s an example of the text structure taco all finished!


Who doesn’t love tacos!? And making a text structure taco is just as fun! Students get to

practice reading nonfiction passages about tacos and identifying the text structure while creating

their own taco craft!

Text Structure Taco Ta

co D

irections:

• Rea

d each pa

ssage o

n the taco

ingredients • Identify

the text stru

cture a

nd write it o

n the lines • T

hen colo

r each ta

co ingredient a

ccording to

wha

t the ingredient is • C

ut o

ut ea

ch piece and line them

up w

ith title taco

in front a

nd back

taco

in back, o

ther ingredients in the middle.

• Use a

bra

ss push pin to

connect a

ll of the pieces to

gether

Meat

Meat

Taco

s and b

urrito

s are tw

o delicio

us

mea

ls! Both a

re made w

ith tortilla

shells and so

metim

es have simila

r ingredients like ha

mburger, sa

lsa, a

nd cheese. How

ever, taco

s can b

e made w

ith hard

tortilla

shells while b

urrito

s canno

t.

Taco

s and b

urrito

s are tw

o delicio

us

mea

ls! Both a

re made w

ith tortilla

shells and so

metim

es have simila

r ingredients like ha

mburger, sa

lsa, a

nd cheese. How

ever, taco

s can b

e made w

ith hard

tortilla

shells while b

urrito

s canno

t.

Lettuce Lettuce

Even though ta

cos a

re delicious, m

any

people ca

nnot

eat them

. Taco

s, and o

ther spicy fo

ods, ca

n cause

people to

have som

ething called ‘hea

rt burn’. H

eart

burn is w

hen the juices in y

our sto

mach sta

rt com

ing back u

p your eso

phagu

s, which is the pipe fro

m y

our

mouth to

your tu

mm

y. It ca

n cause lo

ts of pa

in, especia

lly fro

m spicy

foods!

The tex

t structu

re is: ____________________________

Even though ta

cos a

re delicious, m

any

people ca

nnot

eat them

. Taco

s, and o

ther spicy fo

ods, ca

n cause

people to

have som

ething called ‘hea

rt burn’. H

eart

burn is w

hen the juices in y

our sto

mach sta

rt com

ing back u

p your eso

phagu

s, which is the pipe fro

m y

our

mouth to

your tu

mm

y. It ca

n cause lo

ts of pa

in, especia

lly fro

m spicy

foods!

The tex

t structu

re is: ____________________________

Salsa

Salsa

Sort, Scramble, Write Here’s how to prep & use your Center:


This center is super fun and easy to prep! Simply print the mats, recording sheets, and cards. (laminating is optional) Students read each card and sort them onto the mat in

which they belong. Then after all cards are sorted, they use the cards on the mat to construct a mystery sentence

using the word at the bottom of the cards! They will write the words and the sentence onto their recording sheet. Sentence not make sense? Maybe it’s the wrong text

structure!

Sort, Scramble, Write

Many people struggle with knowing how to swim.

Lifejackets and floaties are a great way for everyone to enjoy the water in the

summertime!

Scramble Word: School

Your muscles need a lot of movement to stay healthy. Exercise helps to keep your muscles moving and keeps

them strong.

Scramble Word: Is

People with sight impairments struggle with normal everyday activities such as walking around the house. Seeing eye dogs can help give people back their

freedom!

Scramble Word: So

Before the year 1919, women did not have the right to vote

for the president of our country. Then the 19th

Amendment to our constitution was made,

allowing all people the freedom to vote.

Scramble Word: Much

The air in our sky is very important to us yet everyday, thousands of chemicals are let out into the sky. We can help

keep the air clean by riding bikes or walking to places we

need to go!

Scramble Word: Fun

keywords for Structure:

Solution The issue is

Problem Resolved by

Scramble Punctuation: !



Making a peanut butter and jelly sandwich is easy. First,

take two slices of bread and spread out peanut butter on

one and jelly on the other. Finally put the two together

and eat!

Scramble Word: I

A seed doesn’t become a flower overnight. It begins by sprouting roots into the soil. Then it slowly moves up

above the ground and eventually blooms.

Scramble Word: Like

We have had many wars in our world across the years. The last World War began in 1939

and ended in 1945. Lasting for 6 years, this was one of the most significant wars of our

time.

Scramble Word: To

Taylor Swift was born in 1989. She began writing her own songs at the age of 12 and in 2006 she created her

very first official single titled, “Tim McGraw”.

Scramble Word: Read

The rain doesn’t just come out of nowhere. It runs in a cycle. It starts by getting evaporated

from the lakes, rivers, and puddles and then collects into the sky and forms a cloud. When the cloud gets heavy, it’s released back to

Earth as rain.

Scramble Word: Everyday


Finally Begin First Next

Scramble Punctuation: .



Country music and rock music have very different

sounds. Country is typically played on acoustic guitars while rock music is played

on electric guitars.

Scramble Word: Will

Many people get squirrels and chipmunks confused.

They are similar in the fact that they are both brown, but the squirrel is much

larger than the chipmunk.

Scramble Word: You

Apples and oranges are both very popular fruits but are

definitely unalike in many ways. They both grow on trees

however oranges have very thick peels while apples have

very thin peels.

Scramble Word: Be

Can you tell the difference between a frog and a

toad? Frogs have very smooth skin and live near water. Toads are very bumpy and live on land.

Scramble Word: My

Many children love super heroes. There are so many to like!

Batman and Spiderman are both very popular. Batman doesn’t

have actual superpowers however he is very strong and has many gadgets. Spiderman does have

superpowers like webs that shoot out of his hands!

Scramble Word: Friend


Both However Similar

Difference

Scramble Punctuation: ?



Earthquakes are very devastating. They can

smash cars, tear apart houses and throw rubble

everywhere!

Scramble Word: Let’s

The sun’s rays are very hot, even when they don’t feel like it. They can cause many problems such as

sunburns, heat exhaustion, and even a heat rash!

Scramble Word: Go

Bees are a very important part of our ecosystem. Without them, flowers all around wouldn’t bloom! When a bee lands on a flower, it collects pollen and takes it to

another flower which causes our flowers to become pollinated.

Scramble Word: To

Cooking can be very dangerous. The oven and

stove are very hot. Because of this you can

burn yourself if you’re not paying attention.

Scramble Word: The

Since people who live in Hawaii are used to the heat, it doesn’t bother them that much.

However, people who are visiting the beautiful state are not used

to the extreme heat. This causes many people to have negative side

effects.

Scramble Word: Zoo


Since Then

Because As a result

Scramble Punctuation: !



Fish are very slimy creatures. When you take

them out of the water they are hard to hold

because of how slippery they feel.

Scramble Word: She

Fireworks are a fun way to celebrate. They are bright, colorful, and can be quite

loud. The shapes they create are fun to see, too!

Scramble Word: Loves

Bananas are a very odd fruit. Their shape is long and curved and they are yellow! The way you have to eat them is also

interesting compared to other fruits. They are also soft to

chew.

Scramble Word: Dancing

Zebras are on of the most recognizable creatures on

Earth. Their horse-like shape and black and white stripes make them stand out from all of the other

animals.

Scramble Word: To

Earth is a beautiful planet covered in 75% water and 25% land. The different types of

landscapes: deserts, mountains, beaches, jungles, and many more, help make

our planet the beauty that it is.

Scramble Word: Music


For example For instance

Including To begin with (adjectives!)

Scramble Punctuation: . ©AdventuresofRoom129,2019

Information in the text is written in a specific order (chronological order). Many times dates will be

used in this structure.

Place

Cards

Here!



Place

Cards

Here!


between two topics.

Place

Cards

Here!


solutions are then presented.

Place

Cards

Here!

So

rt, S

cra

mb

le, W

rite –

Text S

tru

ctu

res

Nam

e: ____________________________________

Date: _____________________

Directio

ns: Rea

d each ca

rd one a

t a tim

e. Pla

ce it on the co

rresponding so

rting mat tha

t matches the tex

t stru

cture o

f the passa

ge on the ca

rd. When do

ne sorting, u

nscram

ble the ca

rds on ea

ch mat into

a sentence

and w

rite the sentence below

!


Sequencin

g

Pro

ble

m &

S

olu

tion

Descrip

tive

Co

mp

are

&

Co

ntra

st

Ca

use

&

Effe

ct

Str

uc

tures

: W

ord

s:

Sen

tenc

e

Expose Analyze Evaluate

Documents

Transcript of Expose Analyze Evaluate