This document provides an overview of different text structures, including chronological order, compare and contrast, cause and effect, and problem and solution. It defines each structure and provides examples to illustrate how authors use clue words to signal the structure being used. Key details about each structure are discussed, such as how chronological order conveys a sequence of events and compare and contrast highlights similarities and differences between two or more topics.
The document provides guidance on writing effective introductory and conclusion paragraphs for essays. It discusses including an attention-grabbing hook at the beginning and restating the thesis toward the end. The introductory paragraph should also contain a lead-in and thesis statement. Common types of hooks include facts, quotes, questions, and personal stories. The conclusion should reiterate the main points and leave the reader with a final thought.
This document contains instructions for playing a homophone game designed to help learn how to use homophones correctly. Players select question categories and point values, then choose the correct homophone to complete sentences. Hints can be requested. Scores are tracked based on first try versus using a hint. The game contains multiple choice questions testing homophone knowledge in sentences. Upon completing all questions, a scoring rubric evaluates performance and provides feedback on homophone mastery.
The document discusses how to identify the main idea of a paragraph. It explains that the main idea is the most important concept and can be explicitly stated or implied. It provides examples of paragraphs and identifies the main idea in each case - whether it is stated in the first or last sentence or implied across multiple sentences. Readers are encouraged to look for what the paragraph is about and what aspect or idea the author is focusing on to determine the main idea.
This document provides guidance on writing an effective definition essay. It emphasizes using vivid examples to support definitions rather than just providing generalizations. Definitions should grow from a definition into a powerful image. Examples are needed to clarify meanings, especially for abstract terms. The topic chosen needs to be something the writer can comment on and that others would want to read about. Strong support through relevant and representative examples is important. The conclusion should not just restate the introduction but could explain how the topic affects others.
The document provides guidelines for using quotation marks, including enclosing direct quotes but not indirect quotes. Direct quotes use quotation marks at the beginning and end and retain the speaker's exact words. Indirect quotes do not use quotation marks and rephrase the speaker's words. Punctuation like periods and commas go inside the closing quotation mark, while question marks and exclamation points go inside or outside depending on whether they are part of the quote. Dialogue in a story is indicated with quotation marks and a new paragraph each time the speaker changes. Several examples are provided to demonstrate proper punctuation and formatting of direct quotes.
This document provides information about author's purpose and introduces three common purposes for writing: to inform, to entertain, and to persuade. It defines each purpose and provides examples. Students are instructed to create a chart listing the three purposes and their descriptions. The document then provides several passages and asks students to identify the purpose of each one as being to inform, entertain or persuade. This will help students to practice identifying an author's purpose.
This document provides information on persuasive writing, including its purpose, techniques, and structure. Persuasive writing aims to convince the reader of a particular position on an issue by taking a side and providing supporting arguments. It can be found in advertisements, essays, speeches, and online media. Effective persuasive arguments include a clear claim, evidence supporting the claim, acknowledgment of opposing viewpoints, and a conclusion. Various persuasive techniques may also be employed, such as emotional appeals, loaded language, and appeals by association to sway the reader. The document outlines how to write a persuasive essay through establishing a position, creating a thesis statement, finding supporting evidence, addressing alternatives, and revising.
This document discusses different types of hooks that can be used at the beginning of a paper's introduction to grab the reader's attention. Some common hook formats include using a quotation, leading question, anecdote, fun fact, or analogy. Each hook type is meant to provoke the reader's interest and make them want to keep reading the paper. Examples are provided for each hook format to illustrate how it can be effectively implemented.
The document provides guidance on writing effective introductory and conclusion paragraphs for essays. It discusses including an attention-grabbing hook at the beginning and restating the thesis toward the end. The introductory paragraph should also contain a lead-in and thesis statement. Common types of hooks include facts, quotes, questions, and personal stories. The conclusion should reiterate the main points and leave the reader with a final thought.
This document contains instructions for playing a homophone game designed to help learn how to use homophones correctly. Players select question categories and point values, then choose the correct homophone to complete sentences. Hints can be requested. Scores are tracked based on first try versus using a hint. The game contains multiple choice questions testing homophone knowledge in sentences. Upon completing all questions, a scoring rubric evaluates performance and provides feedback on homophone mastery.
The document discusses how to identify the main idea of a paragraph. It explains that the main idea is the most important concept and can be explicitly stated or implied. It provides examples of paragraphs and identifies the main idea in each case - whether it is stated in the first or last sentence or implied across multiple sentences. Readers are encouraged to look for what the paragraph is about and what aspect or idea the author is focusing on to determine the main idea.
This document provides guidance on writing an effective definition essay. It emphasizes using vivid examples to support definitions rather than just providing generalizations. Definitions should grow from a definition into a powerful image. Examples are needed to clarify meanings, especially for abstract terms. The topic chosen needs to be something the writer can comment on and that others would want to read about. Strong support through relevant and representative examples is important. The conclusion should not just restate the introduction but could explain how the topic affects others.
The document provides guidelines for using quotation marks, including enclosing direct quotes but not indirect quotes. Direct quotes use quotation marks at the beginning and end and retain the speaker's exact words. Indirect quotes do not use quotation marks and rephrase the speaker's words. Punctuation like periods and commas go inside the closing quotation mark, while question marks and exclamation points go inside or outside depending on whether they are part of the quote. Dialogue in a story is indicated with quotation marks and a new paragraph each time the speaker changes. Several examples are provided to demonstrate proper punctuation and formatting of direct quotes.
This document provides information about author's purpose and introduces three common purposes for writing: to inform, to entertain, and to persuade. It defines each purpose and provides examples. Students are instructed to create a chart listing the three purposes and their descriptions. The document then provides several passages and asks students to identify the purpose of each one as being to inform, entertain or persuade. This will help students to practice identifying an author's purpose.
This document provides information on persuasive writing, including its purpose, techniques, and structure. Persuasive writing aims to convince the reader of a particular position on an issue by taking a side and providing supporting arguments. It can be found in advertisements, essays, speeches, and online media. Effective persuasive arguments include a clear claim, evidence supporting the claim, acknowledgment of opposing viewpoints, and a conclusion. Various persuasive techniques may also be employed, such as emotional appeals, loaded language, and appeals by association to sway the reader. The document outlines how to write a persuasive essay through establishing a position, creating a thesis statement, finding supporting evidence, addressing alternatives, and revising.
This document discusses different types of hooks that can be used at the beginning of a paper's introduction to grab the reader's attention. Some common hook formats include using a quotation, leading question, anecdote, fun fact, or analogy. Each hook type is meant to provoke the reader's interest and make them want to keep reading the paper. Examples are provided for each hook format to illustrate how it can be effectively implemented.
This document provides information about complex sentences. It defines a complex sentence as having one independent clause connected to one or more dependent clauses with subordinating conjunctions. Examples are given using common conjunctions like "because", "if", and "unless". The independent clause is underlined in each example. Periodic complex sentences are also explained, where the dependent clause comes first followed by a comma and the independent clause. A quiz is included to test forming complex sentences using different conjunctions.
The document defines metaphors and similes, explains their differences, and provides examples of each. It lists common metaphors and outlines steps for writing an original metaphor. Specifically, it instructs the reader to choose a subject, identify attributes, select something to compare it to based on an attribute, and write a sentence making the comparison. Finally, it prompts practicing these steps to generate metaphors for one's English homework, a friend, and house.
Elements of an Essay - Writing an Introduction ParagraphOxford Tutoring
Your introduction is the first impression that your readers will get off your essay. If it does not interest them or they do not like what they read, then they will not take the time to read the rest of your paper.
A simile is a figure of speech that indirectly compares two different things using the words "like", "as", or "than". It draws a similarity between two things, such as comparing a person to being as fast as a speeding bullet or describing trees as forming a canopy over a road. Similes are commonly used in everyday language to help describe something in a vivid, imaginative way.
The document discusses finding the main idea in paragraphs and longer texts. It explains that the main idea is the most important point the author wishes to make about the subject. To find the main idea, identify the subject and then determine what the author says about the subject. The main idea may be explicitly stated or implied. Details in the text support and explain the main idea.
The document discusses the difference between the denotation and connotation of words. It provides examples of words that have the same denotation but different connotations, such as "cheap" versus "inexpensive" and "new" versus "unproven." While denotation refers to the strict dictionary or literal meaning, connotation refers to the cultural or emotional associations that can be positive or negative.
The document provides guidance on writing an effective introduction paragraph, including:
1) The introduction paragraph should contain a hook to engage the reader, a bridge statement to provide context, and a thesis statement that clearly presents the main argument.
2) Examples of hooks include startling facts, powerful words, sound effects, anecdotes, rhetorical questions, and commands to the reader.
3) The bridge statement ties the hook to the topic and thesis, and can be written as a simile.
4) The thesis statement presents the writer's opinion on the topic and the main reasons to support that opinion. It avoids vague language and personal pronouns.
The document discusses author's purpose, which is the goal or reason the author wrote a passage. There are three main purposes: to persuade, inform, or entertain. Persuasive passages try to convince the reader of a position, informative passages teach information objectively, and entertaining passages hold attention through description and sensory details. Examples of each purpose are provided such as advertisements to persuade, textbooks to inform, and novels to entertain.
Introduce prefixes suffixes roots affixes power pointDaphna Doron
This document discusses root words, base words, prefixes, and suffixes. It explains that root words and base words form the core of a word and prefixes and suffixes can be added to change the meaning. Many examples of common prefixes and suffixes are provided along with their meanings such as "un-" meaning "not" and "-able" meaning "able to." Roots from various languages are also explained, such as "chron" meaning "time" and "bio" meaning "life." The document serves as an introduction to word structures and origins.
This introduction begins with an interesting fact about George Washington and Thomas Jefferson growing hemp as a cash crop. It then provides background on the medical uses of marijuana. While some argue that marijuana leads to harder drugs, studies show it can relieve pain and reduce PTSD symptoms. Recent election results show changing attitudes as more states legalize marijuana either medically or recreationally. In the end, the US should legalize recreational marijuana at the federal level with restrictions similar to alcohol in order to reduce crime and overcrowding in jails.
The body paragraphs in an essay should develop the topic, prove points, and have a consistent pattern. A paragraph contains a topic sentence stating the main idea, supporting sentences with details and examples, and optionally a concluding sentence summarizing the key points. Topic sentences should be complete sentences that are neither too broad nor narrow in scope. Supporting sentences explain, prove, or expand on the topic sentence with facts, examples, statistics or quotations. A concluding sentence restates the main idea or summarizes the key points of the paragraph.
This document discusses inferences and how readers make inferences when reading. It explains that making inferences involves taking clues from the text and combining them with your own background knowledge to picture what is happening beyond just the explicit words. It provides an example of making inferences about the emotions and perspectives of characters in a cartoon based on visual clues and things left unsaid. The document encourages readers to practice making inferences to better understand implicit details and meanings in texts.
This presentation introduces young readers to several important text structures. Through examples, pictures, and practice, students will learn how to identify and use the text structures of sequence, description, compare and contrast, cause and effect, and problem and solution.
For a study guide and ready-to-use classroom texts, purchase my unit at http://www.teacherspayteachers.com/Product/Introduction-to-Text-Structure-451417
This powerpoint will help you to deeply understand about the 4 common pairs of correlative conjunction and learn how to use them in combining sentences.
A persuasive text aims to convince readers by appealing to their emotions and ability to reason. Some common types of persuasive texts include speeches, books, and essays that try to get readers to agree with a point of view. Writers use techniques like facts, repetition, and strong language to persuade. They may repeat phrases to draw attention and create rhythm, use facts to support their arguments, and choose strong words to effectively make their point. The goal is for the writing to reach readers emotionally and get them to believe something.
A homograph is a word that is spelled the same as another word but has a different meaning or pronunciation. The meaning of a homograph depends on how and where it is used in a sentence. The document provides the example of the word "tear" which can mean to pull into pieces or a liquid from the eyes, demonstrating that homographs have the same spelling but different meanings depending on the context.
This is a presentation I gave my students to introduce them to the cognitive reading strategy of making predictions.
Credits: Adapted from original by Beth Suderman - bsuderman@elkhart.k12.in.us
Retrieved at http://www.readinglady.com/mosaic/tools/tools.htm
Additional material from: Comprehension Shouldn’t be Silent by Michelle J. Kelley and Nicki Clausen-Grace
Ryan wrote in his journal about his day using words from a new language he is learning. The reader is tasked with using context clues from Ryan's writing to determine the meanings of underlined words. These underlined words include "poof-poofs" meaning cereal, "tramzam" meaning school bus, "zilgping" meaning homework, and others. The reader is able to determine the meanings of each underlined word based on how it is used in context.
This document discusses connectives and their use in writing. It begins by defining connectives as words that join parts of a sentence or paragraph together. Different connectives work in different ways. Examples of suitable connectives for a discursive essay are given. The document then highlights the use of connectives in examples and discusses writing arguments for and against an issue, in this case animal testing, connecting the ideas with appropriate connectives. Learners are asked to practice using connectives to join arguments on both sides of an issue.
The document discusses different patterns of text organization, including cause and effect, compare and contrast, problem and solution, sequential, and description. It provides examples of each pattern and tips for identifying them. Readers are asked to read passages and determine the pattern of organization used in each one. The patterns are then defined to help with identification.
Understanding text structures is an important reading skill because it aids comprehension of informational texts. Get middle school students started the process of understanding and analyzing Text Structures and Organizations with this engaging PowerPoint presentation. Presentation addresses the five most common structures: : description, chronological, cause/effect, compare/contrast, and problem/solution. Examples and teacher instructions are included. Aligned to Common Core ELA-Literacy Standards: RI.6.1, 7.1, 8.1; 5.11C; 6.10C; 7.10C; 8.10C.
This document provides information about complex sentences. It defines a complex sentence as having one independent clause connected to one or more dependent clauses with subordinating conjunctions. Examples are given using common conjunctions like "because", "if", and "unless". The independent clause is underlined in each example. Periodic complex sentences are also explained, where the dependent clause comes first followed by a comma and the independent clause. A quiz is included to test forming complex sentences using different conjunctions.
The document defines metaphors and similes, explains their differences, and provides examples of each. It lists common metaphors and outlines steps for writing an original metaphor. Specifically, it instructs the reader to choose a subject, identify attributes, select something to compare it to based on an attribute, and write a sentence making the comparison. Finally, it prompts practicing these steps to generate metaphors for one's English homework, a friend, and house.
Elements of an Essay - Writing an Introduction ParagraphOxford Tutoring
Your introduction is the first impression that your readers will get off your essay. If it does not interest them or they do not like what they read, then they will not take the time to read the rest of your paper.
A simile is a figure of speech that indirectly compares two different things using the words "like", "as", or "than". It draws a similarity between two things, such as comparing a person to being as fast as a speeding bullet or describing trees as forming a canopy over a road. Similes are commonly used in everyday language to help describe something in a vivid, imaginative way.
The document discusses finding the main idea in paragraphs and longer texts. It explains that the main idea is the most important point the author wishes to make about the subject. To find the main idea, identify the subject and then determine what the author says about the subject. The main idea may be explicitly stated or implied. Details in the text support and explain the main idea.
The document discusses the difference between the denotation and connotation of words. It provides examples of words that have the same denotation but different connotations, such as "cheap" versus "inexpensive" and "new" versus "unproven." While denotation refers to the strict dictionary or literal meaning, connotation refers to the cultural or emotional associations that can be positive or negative.
The document provides guidance on writing an effective introduction paragraph, including:
1) The introduction paragraph should contain a hook to engage the reader, a bridge statement to provide context, and a thesis statement that clearly presents the main argument.
2) Examples of hooks include startling facts, powerful words, sound effects, anecdotes, rhetorical questions, and commands to the reader.
3) The bridge statement ties the hook to the topic and thesis, and can be written as a simile.
4) The thesis statement presents the writer's opinion on the topic and the main reasons to support that opinion. It avoids vague language and personal pronouns.
The document discusses author's purpose, which is the goal or reason the author wrote a passage. There are three main purposes: to persuade, inform, or entertain. Persuasive passages try to convince the reader of a position, informative passages teach information objectively, and entertaining passages hold attention through description and sensory details. Examples of each purpose are provided such as advertisements to persuade, textbooks to inform, and novels to entertain.
Introduce prefixes suffixes roots affixes power pointDaphna Doron
This document discusses root words, base words, prefixes, and suffixes. It explains that root words and base words form the core of a word and prefixes and suffixes can be added to change the meaning. Many examples of common prefixes and suffixes are provided along with their meanings such as "un-" meaning "not" and "-able" meaning "able to." Roots from various languages are also explained, such as "chron" meaning "time" and "bio" meaning "life." The document serves as an introduction to word structures and origins.
This introduction begins with an interesting fact about George Washington and Thomas Jefferson growing hemp as a cash crop. It then provides background on the medical uses of marijuana. While some argue that marijuana leads to harder drugs, studies show it can relieve pain and reduce PTSD symptoms. Recent election results show changing attitudes as more states legalize marijuana either medically or recreationally. In the end, the US should legalize recreational marijuana at the federal level with restrictions similar to alcohol in order to reduce crime and overcrowding in jails.
The body paragraphs in an essay should develop the topic, prove points, and have a consistent pattern. A paragraph contains a topic sentence stating the main idea, supporting sentences with details and examples, and optionally a concluding sentence summarizing the key points. Topic sentences should be complete sentences that are neither too broad nor narrow in scope. Supporting sentences explain, prove, or expand on the topic sentence with facts, examples, statistics or quotations. A concluding sentence restates the main idea or summarizes the key points of the paragraph.
This document discusses inferences and how readers make inferences when reading. It explains that making inferences involves taking clues from the text and combining them with your own background knowledge to picture what is happening beyond just the explicit words. It provides an example of making inferences about the emotions and perspectives of characters in a cartoon based on visual clues and things left unsaid. The document encourages readers to practice making inferences to better understand implicit details and meanings in texts.
This presentation introduces young readers to several important text structures. Through examples, pictures, and practice, students will learn how to identify and use the text structures of sequence, description, compare and contrast, cause and effect, and problem and solution.
For a study guide and ready-to-use classroom texts, purchase my unit at http://www.teacherspayteachers.com/Product/Introduction-to-Text-Structure-451417
This powerpoint will help you to deeply understand about the 4 common pairs of correlative conjunction and learn how to use them in combining sentences.
A persuasive text aims to convince readers by appealing to their emotions and ability to reason. Some common types of persuasive texts include speeches, books, and essays that try to get readers to agree with a point of view. Writers use techniques like facts, repetition, and strong language to persuade. They may repeat phrases to draw attention and create rhythm, use facts to support their arguments, and choose strong words to effectively make their point. The goal is for the writing to reach readers emotionally and get them to believe something.
A homograph is a word that is spelled the same as another word but has a different meaning or pronunciation. The meaning of a homograph depends on how and where it is used in a sentence. The document provides the example of the word "tear" which can mean to pull into pieces or a liquid from the eyes, demonstrating that homographs have the same spelling but different meanings depending on the context.
This is a presentation I gave my students to introduce them to the cognitive reading strategy of making predictions.
Credits: Adapted from original by Beth Suderman - bsuderman@elkhart.k12.in.us
Retrieved at http://www.readinglady.com/mosaic/tools/tools.htm
Additional material from: Comprehension Shouldn’t be Silent by Michelle J. Kelley and Nicki Clausen-Grace
Ryan wrote in his journal about his day using words from a new language he is learning. The reader is tasked with using context clues from Ryan's writing to determine the meanings of underlined words. These underlined words include "poof-poofs" meaning cereal, "tramzam" meaning school bus, "zilgping" meaning homework, and others. The reader is able to determine the meanings of each underlined word based on how it is used in context.
This document discusses connectives and their use in writing. It begins by defining connectives as words that join parts of a sentence or paragraph together. Different connectives work in different ways. Examples of suitable connectives for a discursive essay are given. The document then highlights the use of connectives in examples and discusses writing arguments for and against an issue, in this case animal testing, connecting the ideas with appropriate connectives. Learners are asked to practice using connectives to join arguments on both sides of an issue.
The document discusses different patterns of text organization, including cause and effect, compare and contrast, problem and solution, sequential, and description. It provides examples of each pattern and tips for identifying them. Readers are asked to read passages and determine the pattern of organization used in each one. The patterns are then defined to help with identification.
Understanding text structures is an important reading skill because it aids comprehension of informational texts. Get middle school students started the process of understanding and analyzing Text Structures and Organizations with this engaging PowerPoint presentation. Presentation addresses the five most common structures: : description, chronological, cause/effect, compare/contrast, and problem/solution. Examples and teacher instructions are included. Aligned to Common Core ELA-Literacy Standards: RI.6.1, 7.1, 8.1; 5.11C; 6.10C; 7.10C; 8.10C.
Grade 3 text structure assessment teaching guideEmily Kissner
This document summarizes a grade 3 text structure assessment that evaluates students' understanding of text structure by having them read two texts and complete graphic organizers. It provides information on the standards addressed, an overview of the assessment contents and scoring, and recommendations for instruction based on student performance levels. Student scores between 75-100% indicate readiness for more complex texts, while scores between 50-75% may require additional support activities to extend thinking, and scores below 50% need significant support with grade-level texts. Suggested follow-up activities are provided targeting different performance levels.
This document summarizes and provides an example of a movie review text. It discusses the purpose and structure of review texts, including providing an orientation, interpretative recount, evaluation, and evaluative summation. It then provides a sample review of the movie "Habibie & Ainun" which depicts the romance and careers of Indonesian statesman BJ Habibie and his wife Ainun. The review summarizes the plot and evaluates the acting while also discussing how it portrays Indonesia's political history.
My Name Is Khan is a 2010 Indian film directed by Karan Johar that follows Rizwan Khan, a Muslim man with Asperger's syndrome, who falls in love with and marries Mandira in San Francisco. However, after 9/11 they face difficulties and separation due to increased anti-Muslim sentiment. The film explores Rizwan's journey across America to win back his wife's heart. It features strong performances from Shahrukh Khan and Kajol. While the storyline can be confusing, the film touches on important themes of mutual respect between different groups and was a rare Bollywood film starring in Hollywood.
Understanding text organization (teacher)lmargolin
This document provides information about teaching students to understand text organization and structure. It discusses how recognizing patterns in expository texts can improve comprehension. Specific text structures are defined, along with common signal words that indicate each structure. Sample graphic organizers are also included that teachers can use to help students organize information according to the underlying structure of different texts.
This document contains a review of the 2012 film "Laskar Pelangi: The Audacity of Hope". It begins with background information on the film, noting it is based on end-of-the-world Mayan calendar prophecies. It then recounts that the film took 40 days to shoot on Bangka Island with local actors. In the evaluation, it praises the cinematography and production design but criticizes that the crucial sequence is not filmed clearly. It concludes by commending the lead actor's performance as his best role.
The document summarizes the movie "Sang Pemimpi". It provides an orientation stating the film is a continuation of "Laskar Pelangi" and follows three teenagers - Ikal, Arai, and Jimbron - searching for their identities at age 17. It then gives an interpretative recount of the friends' story from childhood to high school together in Belitong. The evaluation praises the film for its quality storytelling and ability to transport audiences to Belitong, but notes it's not as well-timed as the first film "Laskar Pelangi". The evaluative summation concludes the movie is good for young people and contains moral messages that make it appealing to Indonesian filmgoers.
The Great Chicago Fire spread rapidly due to several factors:
1) Daniel Sullivan first noticed flames in the O'Leary barn around 8:30 pm on October 8.
2) A problem with the alarm box prevented people from calling the fire department.
3) By 9:30 pm the entire block was ablaze, and within 3 hours fires had spread across Chicago. Heavy winds from Lake Michigan fanned the flames.
The document provides an overview of poetry, including its key elements and devices. It defines what a poem is and discusses where poems can be found. It also explains common poetry terms like verse, stanza, rhyme, rhythm, and figurative language such as similes, metaphors, and idioms. Examples are given for many of these terms.
The document provides learning intentions and success criteria for learning about different types of poetry. It introduces various poetry terms and structures, and provides examples and activities to help students explore poetic devices like similes, metaphors, rhyme and rhythm. Activities encourage using poems as models and experimenting with different forms like acrostic, color and shape poems.
The key elements of poetry include rhythm, meter, stanza, rhyme, rhyme scheme, theme, symbolism, and imagery. Rhythm refers to the stressed and unstressed syllables that create musicality. Meter is the basic structural pattern of syllables in each line. A poem is organized into stanzas of lines that have a consistent meter or rhyme pattern. Rhyme is the repetition of similar sounds within the poem. The rhyme scheme establishes the pattern of rhyming lines. A poem's theme conveys its central idea. Symbolism and imagery allow poets to represent ideas in a non-direct manner that engages the senses.
The document discusses various elements of poetry such as stanzas, rhyme schemes, imagery, symbolism and themes. It defines different types of stanzas including couplets, tercets, quatrains and explains rhyme schemes like ABAB. It also explores poetic devices like imagery, symbolism, repetition and refrains that poets use to convey meaning and emotion.
Text features are parts of text that draw attention to important information. Some common text features include headings, titles, photographs, illustrations, captions, bold and italic text, and other graphic elements. Headings introduce topics and are often in bold or large print. Titles tell what a piece of writing is mostly about. Photographs and illustrations help readers understand concepts, while captions explain what is in pictures. Bold and italic text can signal important or new information. Learning to identify these various text features helps readers understand and get more from what they are reading.
This document provides an overview of text structure and suggestions for teaching it to students. It defines text structure as the internal organization of a text and discusses common structures like chronological order, cause and effect, problem and solution, compare and contrast, and description. It explains that understanding text structure helps readers comprehend, search for, and summarize information. The document offers recommendations for teaching text structure, such as using graphic organizers, highlighting transition words, analyzing questions for each structure, and finding leveled texts to practice with.
Television programs can be either fictional shows like comedies and dramas, or non-fictional like documentaries, news, and reality shows. In Indonesia, popular television programs include Super Trap, Opera Van Java (OVJ), and Dahsyat, with OVJ being an improvisational comedy show featuring characters from wayang orang performances telling modernized versions of Indonesian legends. The show is well-liked for its ability to make people laugh and entertain with unique performances by its cast led by Dalang Parto.
This paragraph describes the events of the Great Chicago Fire in chronological order, beginning with Daniel Sullivan noticing the flames and ending with the total number of buildings burned after the fire was out. Time clue words like "at around 8:30 pm", "By 9:30 pm", "In another 3 hours", and "It would be another day" indicate a chronological structure.
The paragraph describes the events of the Great Chicago Fire in chronological order. It explains that Daniel Sullivan first noticed flames in the O'Leary barn around 8:30pm on October 8th. By 9:30pm the entire block was ablaze. Within 3 hours, fires had spread across Chicago, fueled by strong winds from Lake Michigan. It took another full day to extinguish the fire, during which over 17,500 buildings were burned.
The document discusses different text structures that authors use to organize information in writing. It explains chronological order as presenting events or steps in the order that they occur using clue words like first, next, then. Compare and contrast is used to describe similarities and differences between two or more things using clue words like both, while, and on the other hand. Cause and effect shows how one event leads to another outcome using words like cause, effect, as a result. Problem and solution identifies an issue and presents one or more ways to address it, signaled by words like problem, solution. Being able to recognize these structures helps readers understand how information is being presented.
The document discusses different text structures that authors use to organize information in writing. It explains chronological order as presenting events or steps in the order they occurred or will occur. Compare and contrast is used to describe how things are similar or different. Cause and effect shows how one event causes another to happen. Problem and solution identifies an issue and then proposes a resolution. Keywords like first, next, while, but, as a result help readers identify the structure being used.
The passage discusses different text structures that authors use to organize information in paragraphs. It describes chronological order, compare and contrast, cause and effect, and problem and solution structures. For each structure, it provides examples from paragraphs and identifies clue words that indicate the structure being used. The passage emphasizes that understanding the text structure helps the reader comprehend the overall meaning and organization of ideas in the paragraph.
The document provides information about different text structures that authors use to organize ideas in writing. It discusses chronological order, compare and contrast, cause and effect, problem and solution, and main idea paragraphs. For each structure, it provides examples from passages and identifies clue words that signal the structure being used. The document is intended to help readers understand how text is structured and organized based on the author's purpose.
The document provides information about different text structures that authors use to organize ideas in writing. It discusses chronological order, compare and contrast, cause and effect, problem and solution, and main idea paragraphs. For each structure, it provides examples from passages and identifies clue words that signal the structure being used. The document is intended to help readers understand how text is structured and organized based on the author's purpose.
The document discusses different text structures that authors use to organize information in writing. It describes chronological order as presenting events or steps in the order they occurred or will occur. Compare and contrast structures show how two or more things are similar or different. Cause and effect structures explain how one event causes another to happen as a result. Problem and solution structures identify an issue and then offer a way to address it. Keywords like first, then, while, and as a result help readers identify the structure being used.
The document discusses different text structures that writers use to organize information in their writing. It defines text structure as the framework or way that a piece of text is built. Some common text structures covered are chronological order, compare and contrast, cause and effect, and problem and solution. Each structure communicates ideas in a different way using clue words like first, next, similarly, however, as a result, and problem. Examples are provided of paragraphs written using different text structures.
This paragraph describes the events of the Great Chicago Fire in chronological order, beginning with Daniel Sullivan noticing the flames and ending with the total number of buildings burned after the fire was out. Clue words like "at around", "By 9:30 pm", "In another 3 hours", and "It would be another day" indicate the chronological sequence of events.
This paragraph describes the events of the Great Chicago Fire in chronological order, beginning with Daniel Sullivan noticing the flames and ending with the total number of buildings burned after the fire was out. Clue words like "at around", "By 9:30 pm", "In another 3 hours", and "It would be another day" indicate the chronological sequence of events.
The document discusses different text structures that authors use to organize information in writing. It describes chronological order as presenting events or steps in the order that they occur. Compare and contrast compares and contrasts two or more topics using words like "both," "while," and "but." Cause and effect explains how one event causes another event to happen using words like "cause," "effect," and "as a result."
The document discusses different text structures that authors use to organize information in writing. It describes chronological order, compare and contrast, cause and effect, problem and solution, and description text structures. For each structure, it provides examples from paragraphs and discusses clue words that signal each structure to readers.
The document provides information about different text structures used in writing. It discusses chronological order, compare and contrast, cause and effect, problem and solution, and description text structures. For each structure, it provides examples from paragraphs and identifies clue words that indicate the specific structure being used.
This document discusses different text structures that authors use to organize information in writing. It covers chronological order, compare and contrast, problem and solution, and description structures. Chronological order uses transition words like first, next, and then to sequence events in time. Compare and contrast looks at similarities with words like both, and differences with words like but. Problem and solution explains an issue and possible resolutions. Description paints a picture with details. Understanding these structures helps readers follow an author's intended meaning.
This document provides information about different text structures used in academic writing. It defines and provides examples of six common text structures: compare/contrast, cause and effect, sequence, descriptive, problem/solution, and question-answer. Key clue words are also identified for each structure. The document concludes with an assessment task that requires using different text structures to create a video blog on a chosen topic.
This document provides instructions and learning objectives for students reading chapters 9-10 of A Long Walk to Water. It includes directions for students to take out homework, fill out a worksheet summarizing the chapters, and learn vocabulary words using context clues. Students are asked to analyze how the author juxtaposes the characters of Salva and Nya and explain how this compares their points of view. The document concludes with assigning partners to find similarities and differences between the characters and homework to read the next chapters.
The document discusses syntax and sentence structure. It explains that speakers have rules for forming sentences stored in their brains rather than mental dictionaries of all possible sentences. Syntax rules specify how words combine into phrases and sentences, including word order and grammatical relationships. Phrase structure trees are used to represent the hierarchical structure of sentences based on syntactic categories like noun phrases and verb phrases. Recursive phrase structure rules allow for an infinite number of sentences. The document also discusses heads, complements, ambiguities, and other aspects of syntactic analysis.
The document discusses various English grammar concepts including nominalization, passive construction, and text structure. Nominalization involves transforming verbs into nouns to focus on actions rather than actors. Passive construction highlights the results of actions. Text structure refers to how information is organized in a text, such as chronologically, with cause and effect, or with compare and contrast. Common text structures are defined and examples are provided.
This document provides instructions and learning objectives for students reading chapters 9-10 of A Long Walk to Water. It includes directions for students to take out homework, fill out a worksheet summarizing the chapters, and learn vocabulary words. It also discusses juxtaposing the characters of Salva and Nya and having students explain how this helps the author compare their points of view. Students are asked to add to an anchor chart comparing the characters and participate in a "Take a Stand" activity about factors in Salva's survival.
This document provides guidance on writing a description of a past event in Canadian history. It recommends brainstorming the event and creating an outline that includes an introduction with event details, 3 supporting details of what happened, and a conclusion on the event's significance. An example event description from Canadian history is provided. Writers are instructed to use past tense, linking words, descriptive language, and to check for proper grammar, mechanics, and spelling. The document encourages sharing written event descriptions on an online forum.
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4. What is a text structure?
• A “structure” is a
building or
framework
• “Text structure”
refers to how a
piece of text is built
5. What is a text structure?
• Builders can use
different kinds of
structures to build
different things
• A skyscraper, for
example, is a
different kind of
structure from a
house
6. What is a text structure?
• Writers use different
structures to build
their ideas
• Each text structure
communicates ideas
in a different way
7. Chronological order
• Authors use
chronological order
to explain how
things happen in
order
• Chronological order
is also called
sequence or time
order
8. Chronological order
• You will know that
you are reading a
text in chronological
order because you
will see words like
first, next, later,
then, and finally
9. Chronological order
• You will often see chronological order in
directions:
Have you ever made macaroni and cheese?
It’s simple! First, boil some water and make
some macaroni. Then, make your cheese
sauce. After the cheese sauce is ready, mix
it with the macaroni. Bake the entire thing
in the oven. Finally, it’s time to eat!
10. Chronological order
• You will often see chronological order in
directions:
Have you ever made macaroni and cheese?
It’s simple! First, boil some water and make
some macaroni. Then, make your cheese
sauce. After the cheese sauce is ready, mix
it with the macaroni. Bake the entire thing
in the oven. Finally, it’s time to eat!
11. Which paragraph is in
chronological order?
Pennsylvania has many
historic sites. You can visit
Revolutionary war sites, like
Valley Forge. You can also
visit important locations
from the Civil War, like
Gettysburg. Finally, you can
also see the site of the first
oil well in Titusville.
Pennsylvania has many neat
places to visit!
Through the ages,
Pennsylvania has seen
many interesting events.
The state was founded in
1681 by William Penn.
Later, Pennsylvania was
the site of important
Revolutionary War battles.
After that, Pennsylvania
was home to new factories
during the Industrial
Revolution. Today,
Pennsylvania continues to
make history.
12. Which paragraph is in
chronological order?
Through the ages,
Pennsylvania has seen
many interesting events.
The state was founded in
1681 by William Penn.
Later, Pennsylvania was
the site of important
Revolutionary War battles.
After that, Pennsylvania
was home to new factories
during the Industrial
Revolution. Today,
Pennsylvania continues to
make history.
This is the
paragraph in
chronological
order. Can you
find the clue
words that show
this order?
13. Which paragraph is in
chronological order?
Through the ages,
Pennsylvania has seen
many interesting events.
The state was founded in
1681 by William Penn.
Later, Pennsylvania was
the site of important
Revolutionary War battles.
After that, Pennsylvania
was home to new factories
during the Industrial
Revolution. Today,
Pennsylvania continues to
make history.
This is the
paragraph in
chronological
order. Can you
find the clue
words that show
this order?
14. Think about it!
• What is a structure?
• What does chronological order
mean?
• What are some clue words that
show chronological order?
15. Another text structure
• But what if an author
doesn’t want to
show how
something
happened in
sequence?
• The author would
need to use another
text structure!
16. Another text structure
• Suppose an author
wanted to explain how
these two birds are
similar and different
• Chronological order
wouldn’t work---there is
no order of events
• The author would need
to use compare and
contrast
17. Another text structure
The cardinal and the cedar
waxwing are two common birds.
Both have crests on their heads.
Both are common at birdfeeders. But
the birds have some differences. The
male cardinal is a bright red, while
the waxwing is brown. The cedar
waxwing often migrates from place to
place. On the other hand, the
cardinal stays in one place year after
year.
18. Compare and contrast clue words
When authors use the
text structure of compare
and contrast, they often
use special clue words to
show this text structure.
Can you find the clue
words in the paragraph?
19. Can you find the clue words?
The cardinal and the cedar
waxwing are two common birds.
Both have crests on their heads.
Both are common at birdfeeders. But
the birds have some differences. The
male cardinal is a bright red, while
the waxwing is brown. The cedar
waxwing often migrates from place to
place. On the other hand, the
cardinal stays in one place year after
year.
20. Here they are!
The cardinal and the cedar
waxwing are two common birds.
Both have crests on their heads.
Both are common at birdfeeders. But
the birds have some differences. The
male cardinal is a bright red, while
the waxwing is brown. The cedar
waxwing often migrates from place to
place. On the other hand, the
cardinal stays in one place year after
year.
21. Compare and contrast graphic organizer
• To organize details
from a paragraph in
compare and
contrast, use a Venn
diagram
22. Review
• Can you explain the difference between
chronological order and compare and
contrast?
• How can clue words help you as a
reader?
23. Another text structure
• Sometimes, a writer will want to explain
how one event leads to another
• This kind of text structure is called cause
and effect
24. Cause and effect clue words
• When authors write
paragraphs to show
causes and effects,
they use words like
cause, effect, as a
result,
consequently, and
so
25. Can you find the clue words?
The night’s snowstorm had many
effects. People were out shoveling snow
from their sidewalks. The power lines
were draped with ice. Snow plows drove
down every street. Children were the
happiest of all. The unexpected snow
caused school to be cancelled!
26. Can you find the clue words?
The night’s snowstorm had many
effects. People were out shoveling snow
from their sidewalks. The power lines
were draped with ice. Snow plows drove
down every street. Children were the
happiest of all. The unexpected snow
caused school to be cancelled!
27. More with cause and effect
Baby painted turtles spend all winter in
their nests. They have special chemicals in
their blood that can keep their blood from
freezing. As a result, baby painted turtles
can survive freezing temperatures!
28. More with cause and effect
Baby painted turtles spend all winter in
their nests. They have special chemicals in
their blood that can keep their blood from
freezing. As a result, baby painted turtles
can survive freezing temperatures!
This is the
cause
29. More with cause and effect
Baby painted turtles spend all winter in
their nests. They have special chemicals in
their blood that can keep their blood from
freezing. As a result, baby painted turtles
can survive freezing temperatures!
This is the
effect
30. Review
• Which text structure tells about how things
are similar and different?
• Compare and contrast
• Which text structure explains how things
happen in time order?
• Chronological order
31. Another kind of text structure
• Sometimes, an author
will want to explain a
problem, and then
show one or more
solutions
• This kind of text
structure is called
problem and solution
32. An example of problem and solution
Park School had a
terrible problem. Every
day at recess, students
would argue over the
slides. Teachers had to
spend time every day
taking care of the
arguments. Finally, one
teacher came up with a
great solution. They
bought another set of
slides that everyone could
enjoy.
33. An example of problem and solution
Park School had a terrible
problem. Every day at
recess, students would
argue over the slides.
Teachers had to spend
time every day taking care
of the arguments. Finally,
one teacher came up with
a great solution. They
bought another set of
slides that everyone could
enjoy.
• Can you find the
problem and the
solution in this
paragraph?
34. An example of problem and solution
Park School had a terrible
problem. Every day at
recess, students would
argue over the slides.
Teachers had to spend
time every day taking care
of the arguments. Finally,
one teacher came up with
a great solution. They
bought another set of
slides that everyone could
enjoy.
Here is the
problem
35. An example of problem and solution
Park School had a terrible
problem. Every day at
recess, students would
argue over the slides.
Teachers had to spend
time every day taking care
of the arguments. Finally,
one teacher came up with
a great solution. They
bought another set of
slides that everyone could
enjoy.
Here is the
problem
Here is the
solution
36. Of course, problem and solution is not
always so simple
• Often, authors will
signal problem and
solution structure with
clue words like
problem and solution,
just like in the last
paragraph
• Sometimes, authors
will use related words
37. Of course, problem and solution is not
always so simple
• Synonyms for problem
include difficulty,
struggle, uncertainty,
worry, threat, and
trouble
• Synonyms for solution
include possibility,
hope, bright spot,
answer, and future
38. A more difficult problem and solution
paragraph
The Chesapeake Bay faces an
uncertain future. Issues such as
pesticides, too many nutrients,
and habitat loss all threaten the
Bay’s water quality and animal
life. However, scientists are
hopeful that the future may be
brighter. If everyone in the
Chesapeake Bay watershed
works together, solutions may be
found.
39. A more difficult problem and solution
paragraph
The Chesapeake Bay faces an
uncertain future. Issues such as
pesticides, too many nutrients,
and habitat loss all threaten the
Bay’s water quality and animal
life. However, scientists are
hopeful that the future may be
brighter. If everyone in the
Chesapeake Bay watershed
works together, solutions may be
found.
What is the
problem?
What is the
solution?
40. A more difficult problem and solution
paragraph
The Chesapeake Bay faces an
uncertain future. Issues such as
pesticides, too many nutrients,
and habitat loss all threaten the
Bay’s water quality and animal
life. However, scientists are
hopeful that the future may be
brighter. If everyone in the
Chesapeake Bay watershed
works together, solutions may be
found.
Problem
Solution
41. Text structures we’ve learned
so far
• Chronological order
• Compare and contrast
• Cause and effect
• Problem and solution
42. Match the clue words!
Can you figure out the text structure that these clue
words point to?
however, on the other
hand, similarity, like,
unlike
Compare and
contrast
43. Match the clue words!
Can you figure out the text structure that these clue
words point to?
as a result,
consequently,
therefore, so, cause,
effect
Cause and effect
44. Match the clue words!
Can you figure out the text structure that these clue
words point to?
problem, solution,
threat, difficulty, hope,
answer, possibility
Problem and
solution
45. Are there any other text
structures?
Most paragraphs that we write in
school can be called main idea,
description, or statement and support
paragraphs
46. Main idea paragraphs
• In this kind of
paragraph, the author
offers a main idea
statement, and then
supports that statement
with several details
47. Main idea paragraphs
The pond was a beautiful
place to visit. The falling
leaves, all different colors,
decorated the surface of the
water. At the edges of the
pond, small wildflowers grew.
The golden forest glowed
faintly in the distance.
48. Main idea paragraphs
Main idea
The pond was a beautiful
place to visit. The falling
leaves, all different colors,
decorated the surface of the
water. At the edges of the
pond, small wildflowers grew.
The golden forest glowed
faintly in the distance.
49. Main idea paragraphs
Main idea
The pond was a beautiful
place to visit. The falling
leaves, all different colors,
decorated the surface of the
water. At the edges of the
pond, small wildflowers grew.
The golden forest glowed
faintly in the distance.
All of the other sentences
explain why the main
idea is true
50. Main idea paragraphs
• Clue words in these
paragraphs may
include:
• One reason, another
reason, and for
example
51. Now it’s your turn!
• On the next few slides,
you will read some
paragraphs about the
Great Chicago Fire
• Your task is to decide on
the text structure for each
one
• Understanding the text
structure will help you to
understand each paragraph
52. What’s the text structure?
• Chronological
order
• Compare and
contrast
• Cause and
effect
• Problem and
solution
• Main idea
Daniel Sullivan was the first to notice the
flames coming from the O’Leary barn at
around 8:30 pm on October 8. A problem
with the alarm box made it impossible for
the people in the area to call for the fire
department. By 9:30 pm, the entire block
was blazing. In another 3 hours, there
were fires all over Chicago. The heavy
wind coming from the lake only made the
fire bigger. It would be another day before
the fire would be completely out. By that
time, 17,500 buildings had been burned.
53. What’s the text structure?
• Chronological
order
• Compare and
contrast
• Problem and
solution
Daniel Sullivan was the first to notice the
flames coming from the O’Leary barn at
around 8:30 pm on October 8. A problem
with the alarm box made it impossible for
the people in the area to call for the fire
department. By 9:30 pm, the entire block
was blazing. In another 3 hours, there
were fires all over Chicago. The heavy
wind coming from the lake only made the
fire bigger. It would be another day before
the fire would be completely out. By that
time, 17,500 buildings had been burned.
54. What’s the text structure?
• Chronological
order
Daniel Sullivan was the first to notice the
flames coming from the O’Leary barn at
around 8:30 pm on October 8. A problem
with the alarm box made it impossible for
the people in the area to call for the fire
department. By 9:30 pm, the entire block
was blazing. In another 3 hours, there
were fires all over Chicago. The heavy
wind coming from the lake only made the
fire bigger. It would be another day before
the fire would be completely out. By that
time, 17,500 buildings had been burned.
55. What’s the text structure?
• Chronological
order
Daniel Sullivan was the first to notice the
flames coming from the O’Leary barn at
around 8:30 pm on October 8. A problem
with the alarm box made it impossible for
the people in the area to call for the fire
department. By 9:30 pm, the entire block
was blazing. In another 3 hours, there
were fires all over Chicago. The heavy
wind coming from the lake only made the
fire bigger. It would be another day before
the fire would be completely out. By that
time, 17,500 buildings had been burned.
56. What’s the text structure?
• Chronological
order
• Notice how
the paragraph
shows how
events happen
in time order
Daniel Sullivan was the first to notice the
flames coming from the O’Leary barn at
around 8:30 pm on October 8. A problem
with the alarm box made it impossible for
the people in the area to call for the fire
department. By 9:30 pm, the entire block
was blazing. In another 3 hours, there
were fires all over Chicago. The heavy
wind coming from the lake only made the
fire bigger. It would be another day before
the fire would be completely out. By that
time, 17,500 buildings had been burned.
57. What’s the text structure?
• Understanding
that this text is
written in
chronological
order can help
you to
understand
how the Great
Fire started
Daniel Sullivan was the first to notice the
flames coming from the O’Leary barn at
around 8:30 pm on October 8. A problem
with the alarm box made it impossible for
the people in the area to call for the fire
department. By 9:30 pm, the entire block
was blazing. In another 3 hours, there
were fires all over Chicago. The heavy
wind coming from the lake only made the
fire bigger. It would be another day before
the fire would be completely out. By that
time, 17,500 buildings had been burned.
58. Try another!
• Chronological
order
• Compare and
contrast
• Cause and
effect
• Problem and
solution
• Main idea
Why was the Great Chicago Fire so
disastrous? After all, Chicago had fire
departments and fire alarms. One
reason for the terrible fire is that the
alarm malfunctioned. The local fire
company noticed the fire by accident
as it was returning from another fire.
As another problem, a watchman who
saw the flames directed other fire
companies to a location that was nearly
a mile away from the fire. Because of
these two problems, a fire that could
have been controlled rapidly spread
across the city.
59. Try another!
• Compare and
contrast
• Cause and
effect
• Problem and
solution
Why was the Great Chicago Fire so
disastrous? After all, Chicago had fire
departments and fire alarms. One
reason for the terrible fire is that the
alarm malfunctioned. The local fire
company noticed the fire by accident
as it was returning from another fire.
As another problem, a watchman who
saw the flames directed other fire
companies to a location that was nearly
a mile away from the fire. Because of
these two problems, a fire that could
have been controlled rapidly spread
across the city.
60. Try another!
• Cause and
effect
Why was the Great Chicago Fire so
disastrous? After all, Chicago had fire
departments and fire alarms. One
reason for the terrible fire is that the
alarm malfunctioned. The local fire
company noticed the fire by accident
as it was returning from another fire.
As another problem, a watchman who
saw the flames directed other fire
companies to a location that was nearly
a mile away from the fire. Because of
these two problems, a fire that could
have been controlled rapidly spread
across the city.
61. Try another!
• Cause and
effect
• Notice how
the causes (in
blue) lead to
the effect (in
yellow)
Why was the Great Chicago Fire so
disastrous? After all, Chicago had fire
departments and fire alarms. One
reason for the terrible fire is that the
alarm malfunctioned. The local fire
company noticed the fire by accident
as it was returning from another fire.
As another problem, a watchman who
saw the flames directed other fire
companies to a location that was nearly
a mile away from the fire. Because of
these two problems, a fire that could
have been controlled rapidly spread
across the city.
62. What text structure is here?
• Chronological
order
• Compare and
contrast
• Cause and effect
• Problem and
solution
• Main idea
After the fire, thousands of people were
left homeless. Many escaped the fire with
nothing except the clothes on their
backs. Providing all of these people with
food, clean water, and shelter was a
huge task. Luckily, the city quickly
formed a Relief and Aid Society. This
group started giving out the food
donations that were pouring in from other
cities. The society built places for people
to live, gathered the tools that people
needed to rebuild their houses, and even
vaccinated 64,000 people against
smallpox.
63. What text structure is here?
• Chronological
order
• Cause and effect
• Problem and
solution
After the fire, thousands of people were
left homeless. Many escaped the fire with
nothing except the clothes on their
backs. Providing all of these people with
food, clean water, and shelter was a
huge task. Luckily, the city quickly
formed a Relief and Aid Society. This
group started giving out the food
donations that were pouring in from other
cities. The society built places for people
to live, gathered the tools that people
needed to rebuild their houses, and even
vaccinated 64,000 people against
smallpox.
64. What text structure is here?
• Problem and
solution
After the fire, thousands of people were
left homeless. Many escaped the fire with
nothing except the clothes on their
backs. Providing all of these people with
food, clean water, and shelter was a
huge task. Luckily, the city quickly
formed a Relief and Aid Society. This
group started giving out the food
donations that were pouring in from other
cities. The society built places for people
to live, gathered the tools that people
needed to rebuild their houses, and even
vaccinated 64,000 people against
smallpox.
65. What text structure is here?
• Problem and
solution
• Here is the
problem
After the fire, thousands of people were
left homeless. Many escaped the fire with
nothing except the clothes on their
backs. Providing all of these people with
food, clean water, and shelter was a
huge task. Luckily, the city quickly
formed a Relief and Aid Society. This
group started giving out the food
donations that were pouring in from other
cities. The society built places for people
to live, gathered the tools that people
needed to rebuild their houses, and even
vaccinated 64,000 people against
smallpox.
66. What text structure is here?
• Problem and
solution
• Here is the
solution
After the fire, thousands of people were
left homeless. Many escaped the fire with
nothing except the clothes on their
backs. Providing all of these people with
food, clean water, and shelter was a
huge task. Luckily, the city quickly
formed a Relief and Aid Society. This
group started giving out the food
donations that were pouring in from other
cities. The society built places for people
to live, gathered the tools that people
needed to rebuild their houses, and even
vaccinated 64,000 people against
smallpox.
67. Can you find the text structure?
• Chronological
order
• Compare and
contrast
• Cause and
effect
• Problem and
solution
• Main idea
Chicago changed in many ways after
the fire. Before the fire, most of the
buildings were less than five stories
high. The buildings that were
constructed after the fire, however,
were some of the first skyscrapers in
the country. Before the fire, most of
the houses were made of wood. After
the fire, people chose to build their
houses out of stone or brick. There were
changes in where people lived, as well.
The poor people in the city lived close to
the center of the city before the fire.
After the fire, they moved into
neighborhoods that were farther away
from the downtown area.
68. Can you find the text structure?
• Compare and
contrast
• Cause and
effect
• Main idea
Chicago changed in many ways after
the fire. Before the fire, most of the
buildings were less than five stories
high. The buildings that were
constructed after the fire, however,
were some of the first skyscrapers in
the country. Before the fire, most of
the houses were made of wood. After
the fire, people chose to build their
houses out of stone or brick. There were
changes in where people lived, as well.
The poor people in the city lived close to
the center of the city before the fire.
After the fire, they moved into
neighborhoods that were farther away
from the downtown area.
69. Can you find the text structure?
• Compare and
contrast
Chicago changed in many ways after
the fire. Before the fire, most of the
buildings were less than five stories
high. The buildings that were
constructed after the fire, however,
were some of the first skyscrapers in
the country. Before the fire, most of
the houses were made of wood. After
the fire, people chose to build their
houses out of stone or brick. There were
changes in where people lived, as well.
The poor people in the city lived close to
the center of the city before the fire.
After the fire, they moved into
neighborhoods that were farther away
from the downtown area.
70. Can you find the text structure?
• Compare and
contrast
Notice how
this paragraph is
comparing
Chicago
BEFORE the
fire to Chicago
AFTER the fire
Chicago changed in many ways after
the fire. Before the fire, most of the
buildings were less than five stories
high. The buildings that were
constructed after the fire, however,
were some of the first skyscrapers in
the country. Before the fire, most of
the houses were made of wood. After
the fire, people chose to build their
houses out of stone or brick. There were
changes in where people lived, as well.
The poor people in the city lived close to
the center of the city before the fire.
After the fire, they moved into
neighborhoods that were farther away
from the downtown area.
71. Can you find the text structure?
• Compare and
contrast
Notice how
this paragraph is
comparing
Chicago
BEFORE the
fire to Chicago
AFTER the fire
Chicago changed in many ways after
the fire. Before the fire, most of the
buildings were less than five stories
high. The buildings that were
constructed after the fire, however,
were some of the first skyscrapers in
the country. Before the fire, most of
the houses were made of wood. After
the fire, people chose to build their
houses out of stone or brick. There were
changes in where people lived, as well.
The poor people in the city lived close to
the center of the city before the fire.
After the fire, they moved into
neighborhoods that were farther away
from the downtown area.
72. One more paragraph!
By Monday night, the town of
Chicago was burning. People
described it as terrible, but
amazing. The flames were
brighter than anything people
had ever seen. The harsh
winds swept the fire across the
city with terrible speed. For
many who watched, it was a
sight to remember for the rest
of their lives.
• Chronological
order
• Compare and
contrast
• Cause and effect
• Problem and
solution
• Main idea
73. One more paragraph!
By Monday night, the town of
Chicago was burning. People
described it as terrible, but
amazing. The flames were
brighter than anything people
had ever seen. The harsh
winds swept the fire across the
city with terrible speed. For
many who watched, it was a
sight to remember for the rest
of their lives.
• Compare and
contrast
• Cause and effect
• Main idea
74. One more paragraph!
By Monday night, the town of
Chicago was burning. People
described it as terrible, but
amazing. The flames were
brighter than anything people
had ever seen. The harsh
winds swept the fire across the
city with terrible speed. For
many who watched, it was a
sight to remember for the rest
of their lives.
• Main idea
75. One more paragraph!
By Monday night, the town of
Chicago was burning. People
described it as terrible, but
amazing. The flames were
brighter than anything people
had ever seen. The harsh
winds swept the fire across the
city with terrible speed. For
many who watched, it was a
sight to remember for the rest
of their lives.
• Main idea
• Notice the
main idea
76. One more paragraph!
By Monday night, the town of
Chicago was burning. People
described it as terrible, but
amazing. The flames were
brighter than anything people
had ever seen. The harsh
winds swept the fire across the
city with terrible speed. For
many who watched, it was a
sight to remember for the rest
of their lives.
• Main idea
• Notice the
main idea
• The rest of the
sentences
explain the
main idea
77. What have you learned about text
structures?
• Share your ideas with a partner
• Be sure to explain how you can find the text
structure of a paragraph