<p>Students will investigate nonfiction text structure and craft. At the end of the lesson, students can:&nbsp;<br>- Determine how various informational text structures, including cause-and-effect, problem-solution, question-and-answer, comparison, and chronology, are arranged.&nbsp;<br>- Elucidate the textual structure-based organization that authors use for informative content.&nbsp;<br>- Find the words that tell the reader how a nonfiction work is organized.&nbsp;<br>- Identify the kind of textual organization that a specific informative text uses.</p>

<p>- How can literary and factual texts become meaningful to strategic readers?<br>- What is the true purpose of this text?<br>- How does interaction with text provoke thinking and response?</p>

<p>- Cause/Effect: Causes stem from actions and events. Effects are what happens as a result of the action or event.&nbsp;<br>- Compare: Identify common features in texts.&nbsp;<br>- Contrast: Identify differences in texts.&nbsp;<br>- Craft: An author’s skill in writing a text.&nbsp;<br>- Informational Text: Nonfiction written primarily to convey factual information. Informational texts comprise the majority of printed material adults read (e.g., textbooks, newspapers, reports, directions, brochures, technical manuals).&nbsp;<br>- Literary Elements: The essential techniques used in literature (e.g., characterization, setting, plot, theme).&nbsp;<br>- Nonfiction: Prose writing that is not fictional; designed primarily to explain, argue, instruct, or describe rather than entertain. For the most part, its emphasis is factual.&nbsp;<br>- Problem/Solution: An organizational structure in nonfiction texts in which the author typically presents a problem and possible solutions to it.&nbsp;<br>- Text Analysis: The process or result of identifying the parts of a text and their relationships to one another.&nbsp;<br>- Text Structure: The author’s method of organizing a text.&nbsp;<br>+ Literary Structure: An organizational structure found in fiction or literary nonfiction (e.g., character, plot, setting, theme).&nbsp;<br>+ Nonfiction Structure: An organizational structure found in nonfiction (e.g., chronology, question/answer, cause/effect, problem/solution).</p>

<p>- Question-and-answer books were chosen because of the signal words used in the texts, such as therefore, so, this, led, and because. The signal words make it easy for students to identify this type of text. The structure of the text is also easy for teachers to use in modeling how questions are posed with easily identifiable answers. Examples include the following books:<br>+ Robin Kerrod. (2002). <i>1000 Questions and Answers</i>. Kingfisher.<br>+ Kenneth C. Davis. (2004). <i>Don’t Know Much About the 50 States.</i> HarperCollins.<br>+ Barbara Taylor.. (2012). <i>I Wonder Why Zippers Have Teeth: And Other Questions About Inventions</i>. Kingfisher.<br>+ Cherie Winner. (2004). <i>Everything Bug: What Kids Really Want to Know About Insects and Spiders</i>. NorthWord Press.<br>- Chronology books were chosen because of the signal words used in the texts, such as first, second, then, next, last, after, and finally. The signal words make it easy for students to identify this type of text. The structure of the text is also easy for teachers to use in modeling how facts and events are presented in order of occurrence and how authors trace the sequence of steps in a particular process. Examples include the following books. Teachers may substitute other books to provide a range of reading and level of text complexity.<br>+ Joanna Cole. (1991). <i>My Puppy Is Born</i>. Mulberry Books.<br>+ Millicent E. Selsam. (1992). <i>How Kittens Grow</i>. Scholastic.<br>+ Alice Provensen. (2010). <i>The Buck Stops Here: The Presidents of the United States.</i> Viking Juvenile.<br>- Comparison books were chosen because of the signal words used, such as same as, alike, similar, resembles, different from, compared to, unlike, yet, and but. The signal words make it easy for students to identify this type of text. The structure of the text is also easy for teachers to use in modeling similarities and differences among facts, concepts, and people. Examples include the following books. Teachers may substitute other books to provide a range of reading and level of text complexity.<br>+ Gail Gibbons. (1987).<i> Fire, Fire</i>. Harper Collins.<br>+ Allan Fowler. (1997). <i>Gator or Croc?</i> Children’s Press.<br>+ Sandra Markle. (2005). <i>Outside and Inside Giant Squid.</i> Walker Books for Young Readers.<br>- Cause/effect books were chosen because of the signal words used, such as if, so, as a result, in order to, and if/then. The signal words make it easy for students to identify this type of text. The structure of the text is also easy for teachers to use in modeling the causes of a particular event and their resulting effects. Examples include the following books. Teachers may substitute other books to provide a range of reading and level of text complexity.<br>+ Franklyn M. Branley. (1986).<i> What Makes Day and Night? </i>HarperCollins.<br>+ Paul Showers. (2001). <i>What Happens to a Hamburger? </i>HarperCollins.<br>+ Betsy Maestro. (1993). <i>How Do Apples Grow?</i> HarperCollins.<br>- Problem/solution books were chosen because of the signal words used, such as so that, as a result, and this led to. The signal words make it easy for students to identify this type of text. The structure of the text is also easy for teachers to use in modeling a problem and the solution. Examples include the following books. Teachers may substitute other books to provide a range of reading and level of text complexity.<br>+ Lynne Cherry. (2002). <i>A River Ran Wild: An Environmental History.</i> Sandpiper.<br>+ Joanna Cole. (1986). <i>Cars and How They Go.</i> Trophy Press.<br>+ Ellen Levine. (1993).<i> If You Traveled on the Underground Railroad.</i> Scholastic Paperbacks.<br>- Puzzle Piece Template (L-5-2-1_Puzzle Piece Template). Note: you will need to make five copies of the template and cut apart the pieces in advance.<br>student copies of the Understanding Informational Text Structures worksheet (L-5-2-1_Understanding Informational Text Structures)<br>- chart paper<br>- sticky notes</p>

<p>- Throughout the class, make sure that you have a firm grasp of nonfiction text structures. While groups are working, watch them and take note of any pupils who are having trouble understanding text structures.&nbsp;<br>- Once everyone in the class is familiar with all of the nonfiction text structures, let them choose books that make use of one or more of the structures to make a class book list.&nbsp;<br>- Utilize the subsequent checklist to assess pupils' comprehension of various text structures:&nbsp;<br>+ The student exhibits the capacity to recognize an informative text's text structure.&nbsp;<br>+ The student gives instances of how&nbsp;informative writing uses the text structure.&nbsp;<br>+ The student enumerates textual elements that are critical to comprehending the informational text's textual organization.&nbsp;<br>+ The student provides a list of signal phrases from an informative text-&nbsp;</p>

<p>Active Participation and Clear Instruction<br>W: By dissecting the nonfiction text structures of educational texts and imparting this knowledge to peers, students can be assisted in activating their prior knowledge.&nbsp;<br>H: Give students an introduction to or review of nonfiction text formats and ask them to define terms.&nbsp;<br>E: Give pupils the chance to decide how the material is organized and to show that they comprehend the relationships between the concepts being discussed.&nbsp;<br>R: As students put together the jigsaw pieces to realize that all of the text structures come together to make a whole, they should be encouraged to communicate their understanding of nonfiction text structures.&nbsp;<br>E: Ask students to identify the text structures of a range of informative texts to show that they understand.&nbsp;<br>T: Use texts with varying degrees of complexity and provide students the chance to identify nonfiction text structures in big groups, small groups, and on their own.&nbsp;<br>O: This lesson's learning activities offer small-group inquiry, large-group instruction, and individual application of the material. written word.</p>

<p><strong>Focus Question: How can authors arrange concepts in informational publications using craft and structure?</strong><br>Say, <strong>“Authors of nonfiction frequently conduct research before writing a piece. They also use a variety of nonfiction text formats to logically arrange the content. You can understand the author's message if you have an understanding of organizational patterns.”</strong><br><br><strong>Part 1</strong><br><br>The following five popular nonfiction text structures should be written on chart paper:<br>query and response<br>chronology<br>comparison<br>cause and effect<br>issue/remedy<br>Ask pupils to come up with definitions for these nonfiction text structures in groups. Assist pupils in creating the following definitions:<br><strong>query and response: </strong>The text poses queries and responds.<br><strong>chronology: </strong>Information is given according to when it happened, whether it be facts, events, or ideas. The steps in a procedure that is frequently encountered in scientific and social studies textbooks are outlined by the&nbsp;authors.<br><strong>comparison:</strong> Dissimilarities and similarities between ideas, facts, and individuals are noted. This structure comes either in the middle or at the end of a work, following the separate explanation of two or more subjects.<br><strong>cause/effect: </strong>This section presents causes along with their effects. Writers try to explain why something occurs and&nbsp;how some occurrences or facts (causes) result in other events or facts (effects).<br><strong>issue/remedy:</strong> A problem is stated along with one or more potential fixes.<br><br>Write the following signal phrases that correspond to each nonfiction text structure after each definition that is mentioned on the chart paper:<br><strong>query and response: </strong>hence, thus, this resulted in, because, this led to<br><strong>chronology:</strong> first, next, last, before, after, and last<br><strong>comparison</strong>: equivalent to, comparable to, akin to, reminiscent of, in contrast to, dissimilar from, but<br><strong>cause/effect: </strong>if, so, so that, due to, as a consequence of, because, to cause, effect, consequently, if/then<br><strong>issue/remedy</strong>: therefore, because, consequently, for this to lead to<br><br>Ask pupils to name the textual elements that nonfiction books frequently contain. On the chart paper, make a list of their answers. The following textual elements ought to be on the list:<br><br>the contents table<br>lexicon<br>titles and headers<br>images and captions<br>diagrams<br>graphs<br>charts<br>schedules<br><br>Talk about how textual elements can aid readers in recognizing text structures.<br><br>Put students into groups of five. A series of books using one of the text structures—question/answer, chronology, comparison, cause/effect, problem/solution—should be given to each group.<br><br>Say, <strong>"Each group is going to read several informational books and determine which text structure is being employed. Because every group will have a unique text structure, be ready to present your findings to the class."</strong><br><br>On the Understanding Informational Text Structures worksheet (L-5-2-1_Understanding Informational Text Structures), have students write the following details:<br><br>Look over the text.&nbsp;Ask pupils to scan the material and identify its main goal.<br>Determine the signal terms.&nbsp;Students should locate the signal words on sticky notes and then record them on their worksheets.<br>Determine textual elements.&nbsp;Students should be instructed to make a note of any significant information they find in the table of contents, headings and subtitles, bold text, images, captions, diagrams, charts, graphs, and timelines. These elements can all indicate which text structure is being used in the books.<br>Determine the text's structure.&nbsp;Ask students to debate what they believe to be the text's primary structure.<br>Read the texts.&nbsp;Ask students to read the texts that contain information.<br><br>While students are working, circulate the classroom, helping groups identify which text structures in their informational texts are correct.<br><br><strong>Part 2</strong><br><br>Give each group member a puzzle piece (L-5-2-1_Puzzle Piece Template) featuring the nonfiction text structure the group studied when they are done. Note: You must make copies of the templates and separate the parts ahead of time.<br><br>Say, <strong>"A puzzle piece with a nonfiction text structure written on it has been given to each group member. Let's organize new groups after you get back to your desks."</strong><br><br>Form new groups with one member from each of the prior text-structure groups, using the students from each original group. Assign the new groups to meet in different parts of the room.<br><br>Say,<strong> "Now that all of your groups have been formed, you are all text-structure experts, and it is your responsibility to share the knowledge you have gained about the text structure you studied in your first group. To help you with your discussion, go to the data you entered on your worksheet. Place your puzzle piece in front of you as you discuss the structure of your writing. You'll have pieced together each of your unique jigsaw pieces to create a whole puzzle by the time your group has completed sharing."</strong><br><br><strong>Extension</strong>:<br><br>Ask students to design their text-structure puzzles as a way to reinforce their grasp of informational text craft and structure. Give them a piece of paper to cut into five different shapes, and on each one, write a nonfiction text structure. Ask students to list novels that follow that structure on the back of each piece of art. Encourage pupils to use magazines, newspapers, or sections of science or social studies textbooks. To finish this assignment, students might need to visit their local or school library.<br>Post the five different types of nonfiction text structures on chart paper and ask students to write the titles of informational literature in the appropriate categories to further investigate nonfiction text structures.<br>Offer nonfiction magazines or content-area books to students who require extra opportunities to learn about nonfiction text forms so they can recognize the various text structures. The less complex text enables students to concentrate on the various text structures rather than deciphering vocabulary and word meanings. Related Resources contain a list of suggested titles.</p>