Grade 4 English Language Arts | FL B.E.S.T. Standard: ELA.4.R.2.1
Explain how text features contribute to the meaning and identify the text structures of problem/solution, sequence, and description in texts.
By the end of this unit, students will be able to:
| Structure | Definition | Key Signal Words |
|---|---|---|
| Cause/Effect | Explains why something happens and what happens as a result | because, as a result, therefore, so, since, consequently, due to, leads to |
| Compare/Contrast | Shows how two or more things are alike or different | similarly, however, unlike, both, but, on the other hand, in contrast, same as |
| Problem/Solution | Presents a problem and one or more solutions | the problem is, one solution, as a result, solved by, the answer is |
| Sequence/Chronological | Presents events or steps in order | first, next, then, finally, before, after, following, later, meanwhile |
| Description | Describes characteristics, features, or examples of a topic | for example, such as, includes, characteristics are, in addition, also |
Create a classroom anchor chart with these signal words organized by structure. Students can reference it when reading informational text.
| Day | Focus | Activities |
|---|---|---|
| 1 | Introduction & Description | Introduce text structure concept. Focus on description structure. Use Student Concept Worksheet. |
| 2 | Sequence/Chronological | Teach sequence structure with timelines and step-by-step texts (recipes, instructions). |
| 3 | Cause/Effect | Introduce cause/effect with science-based texts. Use graphic organizers. |
| 4 | Compare/Contrast | Teach compare/contrast with Venn diagrams. Practice with paired passages. |
| 5 | Problem/Solution | Introduce problem/solution. Connect to real-world issues students care about. |
| 6 | Mixed Practice | Practice identifying all structures. Use Practice Worksheet. |
| 7 | Assessment | Administer FAST Format Quiz. Review and reteach as needed. |
Give students highlighters and have them mark signal words as they read. Color-code by structure type (e.g., yellow for cause/effect, blue for compare/contrast). This makes the organizational patterns visible.
Create short paragraph cards and have students sort them by text structure. Discuss why each paragraph fits its category and what signal words helped them decide.
Teach students to match graphic organizers to structures: flowcharts for sequence, Venn diagrams for compare/contrast, T-charts for cause/effect, and web diagrams for description.
Have students find examples of text structures in their science and social studies textbooks, library books, and even product instructions. This builds transfer to authentic reading.
Correction: Many texts use multiple structures. A passage might use description overall but include a cause/effect relationship within it. Teach students to identify the MAIN structure while recognizing that authors often blend structures.
Correction: Context matters. The word "then" usually signals sequence, but in "if...then" statements, it may signal cause/effect. Teach students to look at the whole paragraph, not just individual words.
Correction: Text structure appears everywhere - news articles, websites, recipes, game instructions. Help students see how understanding structure improves comprehension of all types of text.
Correction: Description focuses on characteristics and features without a specific order. Sequence requires events or steps to happen in a particular order. Ask: "Does the order matter?" to help students distinguish.
On the FAST assessment, text structure questions typically ask students to:
Key Strategy: Teach students to ask themselves: "How did the author organize this information? Why did they organize it this way?" Understanding author's purpose in choosing structure is key to FAST success.