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Text Structure Worksheet 4

Do your students need more practice recognizing patterns of organization such as compare and contrast, cause and effect, and chronological order? This worksheet offers them the practice that they need. Check it out:

Identifying Text Structure 4 – read each passage and determine the text structure. Then, put information from the text into the appropriate graphic organizer. Remember to focus on the main idea of each paragraph. Suggested reading level for this text: Grade 5-9
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Text Structure Practice 4 | Ereading Worksheet


 

Common Core State Standards Related to Text Structure

CCSS.ELA-Literacy.CCRA.R.5 – Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.

Expand to View All Common Core State Standards Related to Text Structure
ELA Standards: Informational Texts

CCSS.ELA-Literacy.RI.4.5 – Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

CCSS.ELA-Literacy.RI.5.5 – Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

CCSS.ELA-Literacy.RI.6.5 – Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.

CCSS.ELA-Literacy.RI.7.5 – Analyze the structure an author uses to organize a text, including how the major sections contribute to the whole and to the development of the ideas.

CCSS.ELA-Literacy.RI.8.5 – Analyze in detail the structure of a specific paragraph in a text, including the role of particular sentences in developing and refining a key concept.

CCSS.ELA-Literacy.RI.11-12.5 – Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging.

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Common Core Lesson and Unit Plans
Understanding Common Core State Standards

 

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4 Comments

  1. Shelley Leyens

     /  February 9, 2013

    I just reread what I wrote two years ago. You are so kind. I so didn’t know I had come off sounding so negative. Thank you for being so kind in your comment. Those worksheets were VERY useful to me in helping my 7th graders understand the various text structures.
    Thanks,
    Shelley

    Reply
    • Wow, two years? Time flies. Thank you for coming back and I’m happy to hear that some of this junk came in useful. Best wishes.

      Reply
  2. Shelley Leyens

     /  December 28, 2010

    The worksheets here are faulty. The graphic organizer section seems to imply that “sequence” and “order of importance” are the same. They are not. Further, the same box seems to indicate that “sequence” and “order of importance” are considered “Step by Step” writings. They are not. “Step by Step” writings are often called “Procedural” writings and constitute a separate text structure. “Sequence” is the same as “Chronological Order” (just think of the root chrono (it means time) and the often used definition for “plot” – the sequence of events in a story).
    Order of Importance is used to give the most important idea, person, or thing first. For example, a principal might say to some parents, “First of all it is essential to help John raise his self-esteem. Secondarily, it is also important to help him raise his grades. Finally, we are concerned about his recent behavior.” Or, you may see a list of people in a company listed by order of importance – President, Vice-President, Local Administrator, etc.

    Reply
    • Mr. Morton

       /  December 28, 2010

      I certainly appreciate your interest, Ms. Leyens. I did not mean to express that order of importance and sequence are the same method of organizing text, just that we can use that same graphic organizer to represent them. I understand terminology may vary according to region, and it’s good that we have the opportunity to collaborate and share ideas across our respective boundaries, but “sequence” and “sequence of events” are two separate ideas. What you may call “procedural” writing, I call “sequential” writing, and neither you nor I are incorrect. Of course, I have provided editable RTF files of all of the worksheets on this site so that you may edit them to your liking or to match the ideas that you are trying to teach your students. I hope that you will find some of this useful, and if not, I appreciate your interest nonetheless.

      Reply

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