Text Structure Practice

Which text structure explains why something happens or describes the effects of something?

• Compare/

  Contrast

• Cause/

  Effect

• Problem/

  Solution

• Description

• Sequence

Tags

CCSS.RI.4.5

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

Which text structure describes something in detail to give the reader a mental picture?

• Compare/

  Contrast

• Cause/

  Effect

• Problem/

  Solution

• Description

• Sequence

Tags

CCSS.RI.4.5

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

Which text structure provides time order?

• Compare/

  Contrast

• Cause/

  Effect

• Sequence

• Chronological Order

• Description

Tags

CCSS.RI.4.5

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

Which text structure presents a problem and provides at least one solution?

• Compare/

  Contrast

• Cause/

  Effect

• Problem/

  Solution

• Description

• Sequence

Tags

CCSS.RI.4.5

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

Which text structure provides similarities and differences?

• Compare/

  Contrast

• Cause/

  Effect

• Sequence

• Chronological

  Order

• Description

Tags

CCSS.RI.4.5

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

Which text structure is presented through order of importance?

• Compare/

  Contrast

• Cause/

  Effect

• Problem/

  Solution

• Chronological Order

• Sequence

Tags

CCSS.RI.4.5

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

Which text structure is used in this text?

     Making ice-cream is not easy. Cream and sugar have to first be mixed in a frozen container. Ingredients may be added at this point, if desired. The mixture must be stirred and whipped until the cream and sugar mixture is frozen. Depending on the equipment, this may take as long as an hour. After the ice-cream is prepared, it must be kept frozen until it is ready to be enjoyed. Making ice-cream is difficult, but most people would agree that it is worth the trouble.

• Compare/

  Contrast

• Cause/Effect

• Problem/

  Solution

• Sequence

• Chronological Order

Tags

CCSS.RI.4.5

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

Which text structure is used in this text?

     Students who have Mr. Jones and Mr. Smith are immediately aware of the difference in the lecturing manner of each teacher. Mr. Jones has a pleasant voice, which helps hold the interest of the students. He pronounces clearly in a rhythmic pattern emphasizing key words. His moderate tone and inflected words make his lectures interesting. Mr. Jones also adds humor to his subject, and he welcomes questions from students who don’t understand the material. He takes his time and explains slowly. He tries to make sure that his students understand a concept before he moves on to something new, and he is very enthusiastic about his subject. Mr. Smith, on the other hand, has a different tone, pronunciation, expression and attitude from Mr. Jones. He has a booming voice, which commands rather than teaches, and sometimes it is hard to understand because he runs his words together. His lectures are not as interesting as those of Mr. Jones, either, because Mr. Smith speaks in a boring monotone. He also hates to be interrupted; feeling that he must cover everything. Mr. Smith teaches every class in a serious, determined mood. Thus, as the above points illustrate, the lectures of Mr. Jones and Mr. Smith are quite different.

• Compare/Contrast

• Cause/Effect

• Problem/

  Solution

• Sequence

• Description

Tags

CCSS.RI.4.5

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

Which text structure is used in this text?

      Many of the racial and ethnic groups that live in the Hawaiian Islands today arrived at different times in history. Most of them came to work as laborers on the sugar and pineapple plantations. The first group arrived in the 1850’s, when the Chinese came. They were followed by the Japanese in the 1880’s, and then the Koreans and Filipinos in the early 1900’s. These groups were the last major Asian immigrants to the islands. The immigration process continues today, but now many workers arrive from Mexico and Central America. 

• Compare/

  Contrast

• Cause/Effect

• Problem/

  Solution

• Sequence

• Chronological Order

Tags

CCSS.RI.4.5

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5

Which text structure is used in this text?

    There are certain things which students can do if they suffer from exam anxiety. To begin with, they should get a good night’s sleep the day before the exam. If they sleep well, they will be able to concentrate and do well in the exam. If not, this will cause more stress and anxiety. The second effective solution is to change their poor study habits. If they start to study one day before the exam, this will cause worry and stress. However, if they change such habits and start to study regularly, this will give them confidence before and during the exam. The last thing they should do is to think positive.  When they think positive, they will get rid of all their fears and worries. For example, visualizing themselves as a student who has a high mark before the exam can make them feel better. In summary, getting a good night’s sleep, changing their poor study habits and thinking positive are effective solutions to deal with exam anxiety.

• Compare/

  Contrast

• Cause/Effect

• Problem/

  Solution

• Sequence

• Chronological Order

Tags

CCSS.RI.4.5

CCSS.RI.5.5

CCSS.RI.6.5

CCSS.RI.7.5

CCSS.RI.8.5