Informational Text Structures & Features

What is the best definition for text structure? *

• How the author chooses to organize the information in a text

• Building a structure with text

• The way words are arranged on a page

• The main events of the passage

Tags

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

2. How does finding "signal words" in a passage help when looking at different text structures?

• They are words that are bolded and that means they are important.

• They are words that indicate the purpose of the text and can improve your understanding.

• They are words that explain a picture and can put a visual in your head as you read.

• They are words that are in headings that can tell you what the paragraph will be about.

Tags

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

3. Which signal words might you find in a DESCRIPTIVE text structure?

• first, next, last, before, after, dates and years

• because, this is why, so, consequently, As a result

• characteristics, it means, looks like, also, to illustrate, including

• however, on the other hand, similar to, different from

Tags

CCSS.RI.4.5

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

4. Which signal words might you find in a PROBLEM/SOLUTION text structure?

• first, next, last, before, after, dates and years

• however, on the other hand, similar to, different from

• because, this is why, so, consequently, as a result, if...then

• one reason for, solve, because, may be due to, a problem

Tags

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

5. Which signal words might you find in a SEQUENCE/CHRONOLOGICAL text structure?

• one reason for, solve, because, may be due to, a problem

• however, on the other hand, similar to, different from

• first, next, last, before, after, dates and years

• characteristics, it means, looks like, also, to illustrate, including

Tags

CCSS.RI.4.5

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

6. Which signal words might you find in a CAUSE/EFFECT text structure?

• characteristics, it means, looks like, also, to illustrate, including

• however, on the other hand, similar to, different from

• one reason for, solve, because, may be due to, a problem

• because, this is why, so, consequently, as a result, if...then

Tags

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5

7. Which signal words might you find in a COMPARE/CONTRAST text structure?

• one reason for, solve, because, may be due to, a problem

• however, on the other hand, similar to, different from

• characteristics, it means, looks like, also, to illustrate, including

• because, this is why, so, consequently, as a result, if...then

Tags

CCSS.RI.4.5

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

8. If you have never been camping before, imagine a peaceful location surrounded by trees, a running brook, and the crunch of pine needles beneath your feet. Most camps have a fire pit, perfect for building a crackling fire and roasting marshmallows to layer with chocolate and graham crackers. Foldable camp chairs surround the fire, a comfortable place for families and friends to gather. A tent filled with sleeping bags is often set-up, ready, and waiting for sleepy campers to rest their heads. You may even see a bag of food hanging from a tree above a picnic table, safe from the reach of nosey bears and other wild animals.

• Sequence/Chronological

• Compare & Contrast

• Problem & Solution

• Description

• Cause & Effect

Tags

CCSS.RI.4.5

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

9. Several students receive poor grades on writing assignments, not because they lack the ability to communicate, but because they cannot seem to manage their time when it comes to a large project. They do not know where to begin, and therefore put things off until the last minute. For one solution, students need to develop a timeline for completing the project. If they divide the assignment into manageable “chunks” or parts and then set a schedule for completing each part, they will be able to finish the entire project before the deadline. Without the pressure of not knowing where to begin, students will be able to focus on the assignment and communicate their ideas effectively.

• Sequence/Chronological

• Compare & Contrast

• Problem & Solution

• Description

• Cause & Effect

Tags

CCSS.RI.4.5

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

10. In recent decades, cities have grown so large that now about 50% of the Earth’s population lives in urban areas. There are several reasons for this occurrence. First, the increasing industrialization of the nineteenth century resulted in the creation of many factory jobs, which tended to be located in cities. These jobs, with their promise of a better material life, attracted many people from rural areas. Second, there were many schools established to educate the children of the new factory laborers. The promise of a better education persuaded many families to leave farming communities and move to the cities. Finally, as the cities grew, people established places of leisure, entertainment, and culture, such as sports stadiums, theaters, and museums. For many people, these facilities made city life appear more interesting than life on the farm, and therefore drew them away from rural communities.

• Description

• Cause and Effect

• Problem and Solution

• Sequence/Chronological

• Compare and Contrast

Tags

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

CCSS.RI.9-10.5