Text Structure SOS! Script

Slide 1: Text Structure SOS: Unlock the Author's Secret!

Teacher: "Good morning, super readers! Today, we're going to become text structure detectives! Has anyone ever read a book or an article and felt like you understood it really well, almost like you could see how it was put together? That's because authors use special building blocks to organize their writing, and we call those text structures.

"Look at our first slide. What is text structure? It's simply the way an author organizes information in a text. Think of it like a blueprint for a building – it shows you how everything fits together.

"And why does it matter? Because knowing the text structure helps us understand what the author wants to tell us and, most importantly, why they wrote it. It unlocks the author's secret message!"

Slide 2: Meet the Structure Squad!

Teacher: "Let's meet our Text Structure Squad! These are some of the most common ways authors organize their writing. You might have heard of some of these before.

"First, we have Description. When an author uses description, they give lots of details about a topic. They use adjectives and sensory words to paint a picture in your mind. What kinds of books or articles might use description?"

Pause for student responses, e.g., animal books, travel guides.

Teacher: "Next up is Sequence. This structure tells events or steps in order. Think about a recipe – first you do this, next you do that, last you do the final step. What are some signal words you might see with sequence?"

Pause for student responses, e.g., first, next, then, finally, dates.

Teacher: "Then we have Compare/Contrast. This is when an author shows how things are alike and how they are different. If you were reading about cats and dogs, you might see this structure. What are some words that signal compare/contrast?"

Pause for student responses, e.g., similar, different, both, however, on the other hand.

Teacher: "Now for two very important structures, especially in informational texts: Cause & Effect and Problem & Solution! These are super helpful for understanding why things happen and how things get fixed. We'll dive deeper into these two in a moment."

Slide 3: Author's Purpose: Why Did They Write It?

Teacher: "Just like we have reasons for doing things, authors have very specific reasons for writing! This is called author's purpose. Look at the slide – authors often write for reasons like these:

• To explain how something works or happens: They want you to understand a process, like how a seed grows into a plant, or why leaves change color.
• To tell you all about a topic: They give you lots of details and characteristics, like describing a rainforest or a new invention.
• To show how things are alike or different: They might compare two animals, or contrast two different ways of doing something.
• To tell about a challenge and how it can be fixed: They present a problem and then offer ways to solve it, like how to clean up ocean plastic.

"Notice how these reasons are more specific than just 'to inform.' The author isn't just giving you facts; they're using those facts in a particular way to achieve a very clear goal!

"Now, here's the big question: How does the way a text is built help us see the author's purpose? Turn and talk to a partner for 30 seconds. How does text structure give us clues about why an author wrote something?"

Allow 30 seconds for discussion, then call on a few students.

Teacher: "Exactly! If an author wants to explain how a volcano erupts, they'll probably use a sequence structure, explaining step-by-step. If they want to describe different types of volcanoes, they might use description. The structure is a powerful tool for their purpose, helping them achieve their specific goal for writing!"

Slide 4: Cause & Effect: The 'Why' and 'What Happened'

Teacher: "Let's zoom in on Cause & Effect. This structure is all about understanding why something happened and what happened as a result.

"A cause is why something happens. An effect is what happens because of the cause.

"Look at the clues on the slide. Words like because, since, as a result, so, then, therefore, and if...then are big hints that you're reading a cause and effect text.

"Here's an example: Because it rained, the grass grew tall. Can someone tell me the cause in that sentence? And the effect?"

Pause for student responses.

Teacher: "Great! The rain is the cause, and the tall grass is the effect. This structure helps authors inform us about how events are connected. You'll see this a lot in science and history texts."

Slide 5: Problem & Solution: Facing Challenges

Teacher: "Our other important informational text structure is Problem & Solution. This is when an author presents a challenge or a difficulty, and then offers ways to fix it or address it.

"A problem is a challenge or difficulty. A solution is how that problem is solved or addressed.

"What words on the slide tell us to look for problem and solution?"

Pause for student responses: problem, issue, challenge, solution, answer, resolve, fix.

Teacher: "Exactly! These are your signal words. Here's an example: The students had a problem: too much homework. Their solution was to create a study group. What was the problem? What was the solution?"

Pause for student responses.

Teacher: "Awesome! Authors use this structure to inform us about real-world issues and how people are working to overcome them. You'll see this in news articles, social studies texts, and even some science articles."

Slide 6: Time for Detective Work!

Teacher: "Alright, detectives, your skills are needed! We're going to do our Genre Explorer Activity. I'm going to give each of you a worksheet with short text excerpts. These texts will be from different genres – some might be informational, some might be literary.

"For each text, your mission is to:

• Identify the text structure the author used.
• Figure out the author's purpose.
• Circle any signal words you find!
• And here's a bonus mission: For any informational texts, pay extra close attention to see if you can spot cause and effect or problem and solution patterns!"

"I'll be walking around to help. If you get stuck, remember our Structure Squad and those signal words. Ready? Let's go!"

Distribute Genre Explorer Activity. Monitor and assist students.

Slide 7: Quick Check: Show What You Know!

Teacher: "Great job with the Genre Explorer Activity, everyone! Now it's time for a quick check to see how much you've learned. I'm going to hand out a Quick Check: Text Tangle.

"On this quick check, you'll read a brand new short informational text. After reading, you'll answer multiple-choice questions, just like the ones you might see on a STAAR test, about the text structure and the author's purpose. Remember to use all your detective skills to find the best answer!

"Work quietly and do your best. When you're finished, please turn your paper over. I will collect them to see how well we're understanding these important reading skills."

Distribute Quick Check: Text Tangle. Collect upon completion.

Warm Up: Structure Sleuth

Directions: Read each short paragraph. Decide which text structure the author used (Description, Sequence, Compare/Contrast, Cause & Effect, or Problem & Solution) and write it on the line. Then, circle any signal words that helped you decide!

1. Excerpt A:
   Butterflies are fascinating insects. They have four brightly colored wings and six legs. Their bodies are long and thin, and they drink nectar from flowers using a long proboscis.
   
   
   
   Text Structure: ____________________________

2. Excerpt B:
   First, a tiny seed is planted in the soil. Next, it sprouts a small stem and leaves. After that, the plant grows taller and produces flowers. Finally, the flowers turn into fruits with new seeds inside!
   
   
   
   Text Structure: ____________________________

3. Excerpt C:
   Many dolphins live in the warm ocean waters, while porpoises prefer colder, coastal areas. Dolphins have sleek, curved dorsal fins and cone-shaped teeth, but porpoises have smaller, triangular dorsal fins and flat teeth. Both are marine mammals and excellent swimmers.
   
   
   
   Text Structure: ____________________________

4. Excerpt D:
   The polar bear population is shrinking because the ice in the Arctic is melting. As a result, polar bears are having trouble finding food and raising their cubs.
   
   
   
   Text Structure: ____________________________

5. Excerpt E:
   Our town had a big problem: litter was everywhere! The solution was for community members to organize a weekly clean-up day. Everyone worked together, and soon the streets were sparkling clean.
   
   
   
   Text Structure: ____________________________

Genre Explorer Activity

Directions: Read each text excerpt carefully. Then, answer the questions that follow. Don't forget to look for signal words and think about why the author wrote it!

Text 1: The Great River Adventure (Literary Fiction Excerpt)

Lily and Tom decided to build a raft for their river adventure. First, they gathered long, sturdy branches from the forest. Next, they used strong vines to tie the branches together, forming a flat base. Then, they found some large leaves to make a sail. Finally, with their raft complete, they pushed it into the water and began to float downstream, cheering loudly as their journey began.

1. What text structure does the author use in this story? Circle any words that helped you decide.
   
   
   
   

2. What is the author's main purpose for writing this story?
   A. To inform readers about how to build a raft.
   B. To persuade readers to go on a river adventure.
   C. To entertain readers with a story about an adventure.
   D. To describe what a river looks like.

3. How does the text structure contribute to the author's purpose?
   
   
   
   
   
   
   

Text 2: Why Leaves Change Color (Informational Excerpt)

Leaves on deciduous trees are typically green during spring and summer. This is because they contain a lot of chlorophyll, a green pigment that helps them make food from sunlight. However, as autumn arrives, the days get shorter and the temperatures drop. As a result, the trees stop producing chlorophyll. Then, other colors that were hidden in the leaves, like yellow and orange, start to show through, making the trees look beautiful.

1. What text structure does the author primarily use in this text? Circle any words that helped you decide.
   
   
   
   

2. What is the author's main purpose for writing this text?
   A. To describe the beauty of autumn leaves.
   B. To inform readers about why leaves change color.
   C. To persuade readers to plant more trees.
   D. To explain a problem with trees losing their color.

3. Identify one cause and its effect from the text.
   Cause: __________________________________________________
   Effect: __________________________________________________

4. How does the use of cause and effect structure help the author achieve their purpose?
   
   
   
   
   
   
   

Text 3: The Ocean Plastic Problem (Informational Excerpt)

One serious problem facing our oceans today is the huge amount of plastic waste. Plastic bags, bottles, and other trash float in the water, harming marine animals. Many animals mistake plastic for food, which can make them very sick or even kill them. A possible solution is for people to reduce their use of single-use plastics, like plastic straws and disposable bags. Also, organizing beach clean-ups and improving recycling programs can help to address this global challenge.

1. What text structure does the author use in this text? Circle any words that helped you decide.
   
   
   
   

2. What is the author's main purpose for writing this text?
   A. To entertain readers with a story about ocean animals.
   B. To describe different types of plastic.
   C. To inform readers about a problem and its solutions in the ocean.
   D. To compare ocean life with land life.

3. Identify the problem and at least one solution presented in the text.
   Problem: __________________________________________________
   Solution: __________________________________________________

4. How does the problem and solution structure contribute to the author's purpose?
   
   
   
   
   
   
   

Quick Check Answer Key

Warm Up: Structure Sleuth Answer Key

Directions: Read each short paragraph. Decide which text structure the author used (Description, Sequence, Compare/Contrast, Cause & Effect, or Problem & Solution) and write it on the line. Then, circle any signal words that helped you decide!

1. Excerpt A:
   Butterflies are fascinating insects. They have four brightly colored wings and six legs. Their bodies are long and thin, and they drink nectar from flowers using a long proboscis.
   
   
   
   Text Structure: Description (No specific signal words, but focuses on characteristics)

2. Excerpt B:
   First, a tiny seed is planted in the soil. Next, it sprouts a small stem and leaves. After that, the plant grows taller and produces flowers. Finally, the flowers turn into fruits with new seeds inside!
   
   
   
   Text Structure: Sequence (Signal words: First, Next, After that, Finally)

3. Excerpt C:
   Many dolphins live in the warm ocean waters, while porpoises prefer colder, coastal areas. Dolphins have sleek, curved dorsal fins and cone-shaped teeth, but porpoises have smaller, triangular dorsal fins and flat teeth. Both are marine mammals and excellent swimmers.
   
   
   
   Text Structure: Compare/Contrast (Signal words: while, but, Both)

4. Excerpt D:
   The polar bear population is shrinking because the ice in the Arctic is melting. As a result, polar bears are having trouble finding food and raising their cubs.
   
   
   
   Text Structure: Cause & Effect (Signal words: because, As a result)

5. Excerpt E:
   Our town had a big problem: litter was everywhere! The solution was for community members to organize a weekly clean-up day. Everyone worked together, and soon the streets were sparkling clean.
   
   
   
   Text Structure: Problem & Solution (Signal words: problem, solution)

Genre Explorer Activity Answer Key

Text 1: The Great River Adventure (Literary Fiction Excerpt)

1. What text structure does the author use in this story? Circle any words that helped you decide.
   Text Structure: Sequence (Signal words: First, Next, Then, Finally)

2. What is the author's main purpose for writing this story?
   A. To inform readers about how to build a raft.
   B. To persuade readers to go on a river adventure.
   C. To entertain readers with a story about an adventure.
   D. To describe what a river looks like.

3. How does the text structure contribute to the author's purpose?
   The sequence structure helps the author entertain readers by telling the events of Lily and Tom's adventure in the order they happened. It builds excitement and allows the reader to follow the storyline clearly, making the story engaging.

Text 2: Why Leaves Change Color (Informational Excerpt)

1. What text structure does the author primarily use in this text? Circle any words that helped you decide.
   Text Structure: Cause & Effect (Signal words: because, As a result, Then)

2. What is the author's main purpose for writing this text?
   A. To describe the beauty of autumn leaves.
   B. To inform readers about why leaves change color.
   C. To persuade readers to plant more trees.
   D. To explain a problem with trees losing their color.

3. Identify one cause and its effect from the text.
   Cause: Days get shorter and temperatures drop.
   Effect: Trees stop producing chlorophyll.
   (Another valid answer: Cause: Trees stop producing chlorophyll. Effect: Other colors start to show through.)

4. How does the use of cause and effect structure help the author achieve their purpose?
   The cause and effect structure helps the author inform readers by clearly explaining the scientific reasons why leaves change color. It shows the relationship between environmental factors (causes) and the changes in the leaves (effects), making the explanation easy to understand.

Text 3: The Ocean Plastic Problem (Informational Excerpt)

1. What text structure does the author use in this text? Circle any words that helped you decide.
   Text Structure: Problem & Solution (Signal words: problem, solution, address this global challenge)

2. What is the author's main purpose for writing this text?
   A. To entertain readers with a story about ocean animals.
   B. To describe different types of plastic.
   C. To inform readers about a problem and its solutions in the ocean.
   D. To compare ocean life with land life.

3. Identify the problem and at least one solution presented in the text.
   Problem: Huge amount of plastic waste in the oceans harming marine animals.
   Solution: People reduce their use of single-use plastics / organizing beach clean-ups / improving recycling programs.

4. How does the problem and solution structure contribute to the author's purpose?
   The problem and solution structure helps the author inform readers about a critical issue (ocean plastic) and empower them by providing actionable solutions. It highlights the severity of the problem and shows how it can be addressed, encouraging awareness and action.

Quick Check: Text Tangle Answer Key

1. What is the main text structure of the passage "Why Do We Sneeze"?
   D. Problem and Solution
   Explanation: While there are elements of cause and effect (dust causes brain to send message), the overall passage is structured around the problem of irritants in the nose and the body's solution (sneezing) to get rid of them.

2. Which of the following is a cause mentioned in the text?
   B. Dust or pollen gets into your nose.
   Explanation: The text states, "if dust or pollen gets into your nose, tiny hairs inside your nose send a message to your brain." This is the initial cause of the sneezing reflex.

3. What is the main purpose of the author in writing this passage?
   C. To inform readers about how and why people sneeze.
   Explanation: The passage explains the process and reasons behind sneezing, providing information to the reader.

4. The phrase "As a result" signals what type of text structure?
   C. Cause and Effect
   Explanation: "As a result" is a classic signal phrase for cause and effect relationships, indicating what happened because of something else.