Teaching Text Structures using Clue Words

Focus of Lesson: Nonfiction Text Structures

Grade Level/Subject: 3rd Grade/ELA
Common Core State Standard: CCSS.ELA-LITERACY.RI.3.8- Describe the
logical connection between particular sentences and paragraphs in a text (e.g.,
comparison, cause/effect, first/second/third in a sequence).
CCSS.ELA-LITERACY.RI.3.3- Describe the relationship between a series of
historical events, scientific ideas or concepts, or steps in technical procedures in a
text, using language that pertains to time, sequence, and cause/effect.
Student Learning Objective:

I can use clue words to identify nonfiction text structures.

Materials Needed

Dry erase boards and markers

Nonfiction text structure paragraph task cards (see attachments)

Nonfiction text structure chart (see attachments)

Scissors

Glue

Construction paper

Highlighters

Lesson Outline:

In a small group the teacher will discuss the five nonfiction text structures for
textual organization awareness using the nonfiction text structure chart. The five

structures include: problem/solution, sequence, cause/effect, description, and

compare/contrast. The teacher will introduce clue words to look for when figuring
out how a paragraph or selection is organized using the nonfiction text structure
chart.

Using dry erase boards the students will identify which one of the five nonfiction
text structures is being utilized. The teacher will read aloud nonfiction text
structure paragraph task cards (see attachments) and the student will
independently write down the name of the appropriate text structure for the
teacher to assess student learning. After each paragraph, the teacher will point out
the clue words and will explain the correct answer. The following paragraphs and
clue words will be used for guided practice. Clue words are indicated in bold.

I do my homework each night. First, I take out a pencil. Then I find a quiet
place to get started. After that, I start reading the directions and get to work.
Finally, when all of my homework is done, I can have my parents check my
work. After the students have had time to analyze the paragraph, students will
record his or her guess on dry erase boards. Say, This is a sequence text structure
paragraph. What are some of the clue words that helped you sequence this
paragraph? One clue word example is finally.

Not all deserts are hot. Both hot and cold deserts are dry; however, unlike hot
deserts cold deserts have long winters. In cold deserts the temperatures can reach
below freezing. Cold deserts also get a great deal of snow but hot deserts do not
get snow. After the students have had time to analyze the paragraph, students

will record his or her guess on dry erase boards. Say, This is a compare and
contrast text structure paragraph. Can you help find the clue words?

Deforestation is a serious problem. Hundreds of trees are being cut down each
day. Because many trees are being cut down, one way to help solve this problem
is to plant more trees. After the students have had time to analyze the paragraph,
students will record his or her guess on dry erase boards. Say, Lets talk about
what text structure this could be? Hmmm What clue words do you see?

Differentiation

Group A- The students will work in a group to discuss what the text structure is
and why this structure is correct. Students will complete a clue word match to
practice identifying the appropriate text structures and clue words (see
attachments).

Group O- Students will work with a partner to sort text structure task card
paragraphs into one of five nonfiction text structure piles. The students will also
highlight the text structure clue words.

Group B- The students will write his or her own text structure paragraphs. The
student will be challenged to include at least two clue words for every paragraph.
Students will share his or her paragraphs in a group. Students will take turns
guessing the text structure and clue words in each of the student-created
paragraphs.

Assessment- Formative- To assess student learning, the teacher will observe the
students answers during the dry erase board activity. The teacher will use observation
and a checklist to record down students names with a check plus, a check, or a check

minus. A check plus will indicate objective mastery, a check will indicate making
progress meeting the objective, and a check minus will indicate the student needs reteaching.
Teacher Notes/ ReflectionThe students easily understood the clues words associated with the text structure
sequence, description, and compare/contrast. The students were confusing
cause/effect with problem/solution. For this reason, I went back to the text structure
chart and discussed in depth the difference and similarities between these two
structures. Because I noticed the students were struggling in this area, I gave each
student a partner to work with to figure out which text structure and clue words were
highlighted in every paragraph. Overall, I would suggest having the students work in
pairs for this lesson. Students should also be provided with the text structure chart to
use as a reference during the activity.