Text Structure Practice

In a text with a sequence or chronological text structure, the author ...

• describes a topic and its characteristics.

• tells about events in the order they happened.

• explains how things are similar and different.

• describes a problem and then explains how someone solved it.

In a text with a compare and contrast text structure, the author ...

• explains something that happened and the reasons why.

• tells about events in the order they happened.

• explains how things are similar and different.

• describes a problem and then explains how someone solved it.

In a text with a cause and effect text structure, the author ...

• explains something that happened and the reasons why.

• tells about events in the order they happened.

• explains how things are similar and different.

• describes a problem and then explains how someone solved it.

Identify the main text structure used in the passage below.

Many students in the US say that they've been bullied at school. Natalie Hampton is a high school student who was bullied a lot in middle school. She often had no one to sit with at lunch. So, to remedy the issue, she created a phone app called "Sit With Us." This app lets students sign up and post when there are free seats at their lunch tables. These students have promised to be kind to those who come sit with them. Hampton hopes her app will help students find people to sit with without fear of being bullied.

• description

• problem and solution

• compare and contrast

• sequence (chronological order)

Identify the main text structure used in the passage below.

Robots that look like humans are called androids. But not all robots are androids. Androids look like people; however, the industrial robots used in factories look like machines and not at all like human beings. So what does an android have in common with an industrial robot? They both have computers. And they both have sensors to gather information and ways to interact with their environments, too.

• description

• problem and solution

• compare and contrast

• sequence

Identify the main text structure used in the passage below.

The Greenland shark can grow to be around 16 feet long. It’s an apex predator, an animal that is at the top of the food chain. No other creatures prey on apex predators. The Greenland shark can live to be about 400 years old, making it the longest-living vertebrate animal.

• description

• cause and effect

• problem and solution

• compare and contrast

Which of the following has a sequence (chronological order) text structure?

• The Olympic Games started in Greece 3,000 years ago. They took place every four years for hundreds of years. The modern form of the Olympic Games started in 1896. The best athletes from countries all over the world compete. In 2016, the Summer Olympics were held in Brazil.

• Only men were allowed to compete in the original Olympic Games. These men had to be Greek, and they could not be slaves. Slaves, women and people from other countries were excluded from the games.

• It takes a lot of food to feed all of the people who are part of the Olympic Games. It also creates a lot of leftovers. To reduce food waste, some famous chefs came up with a plan. They decided to use the leftover food from the Olympics to help feed the homeless. They cooked meals for the homeless using ingredients that would have been thrown away.

• The Olympic Games always begin with an opening ceremony, a big show that often includes music and dancing. All of the countries that are playing in the games participate. Athletes march, wearing their countries’ colors.

Read the following passage.

Piping plovers are losing their habitats. This is because humans are taking many of the beaches where they live to construct buildings. Humans have also changed the level of water in the piping plovers’ homes. Sometimes, there is too much water or too little water. As a result of the loss of their habitats, piping plovers have become an endangered species.

In the passage above, the underlined sentence provides ...

• an effect of humans changing the level of water in piping plovers’ homes.

• a cause that led to piping plovers losing their habitats.

• an effect of piping plovers leaving their homes.

• a cause that led to there being too many piping plovers.