Grade 5 English Language Arts | FL B.E.S.T. Standard: ELA.5.R.2.1
Explain how text structures and/or features contribute to the overall meaning of texts.
By the end of this unit, students will be able to:
| Structure | Definition | Signal Words |
|---|---|---|
| Compare/Contrast | Shows similarities and differences between two or more things | similarly, both, alike, however, but, on the other hand, different, whereas |
| Cause/Effect | Explains why something happens (cause) and what happens as a result (effect) | because, since, therefore, as a result, consequently, due to, if...then, leads to |
| Problem/Solution | Presents a problem and one or more solutions | the problem is, the issue, solved by, one solution, as a result, resolved |
| Sequence/Chronological | Presents information in order (time order or steps) | first, next, then, finally, before, after, during, meanwhile, dates/times |
| Description | Describes a topic by listing characteristics, features, or examples | for example, such as, includes, characteristics, features, in addition |
| Day | Focus | Activities |
|---|---|---|
| 1 | Introduction & Signal Words | Introduce all five structures with examples. Create signal word anchor charts. Use Student Concept Worksheet. |
| 2 | Compare/Contrast & Cause/Effect | Deep dive into these two structures. Practice identifying with short passages. Model graphic organizers. |
| 3 | Problem/Solution & Sequence | Explore these structures with real-world examples. Practice Worksheet passages 1-2. |
| 4 | Description & Mixed Practice | Cover description structure. Practice identifying structure in longer texts. Complete Practice Worksheet. |
| 5 | Assessment | Administer FAST Format Quiz. Review and reteach as needed. |
Give students highlighters and have them hunt for signal words in passages. Color-code by structure type (e.g., yellow for cause/effect, blue for compare/contrast). This builds automatic recognition of structural clues.
Create cards with short paragraphs (2-3 sentences each) representing each structure. Students sort cards into structure categories, then justify their choices using signal words as evidence.
Present information (e.g., facts about hurricanes) and ask: "If you wanted to explain WHY hurricanes form, which structure would you use? What about comparing hurricanes to tornadoes?" This connects structure to purpose.
Teach students to ask diagnostic questions: "Does this explain similarities and differences?" (compare/contrast) "Does this show what happened and why?" (cause/effect) "Does this present a problem and how to fix it?" (problem/solution)
Correction: Longer texts often use multiple structures. Teach students to identify the OVERALL or PRIMARY structure while acknowledging that paragraphs within may use different structures.
Correction: While related, they differ in focus. Cause/effect explains WHY something happens. Problem/solution focuses on a difficulty AND how to address it. Problem/solution often includes cause/effect within it.
Correction: Signal words are helpful clues but not definitive. "Because" might appear in any structure. Students must analyze the overall organization, not just individual words.
Correction: Sequence/chronological structure appears in how-to texts, biographies, science processes (life cycles), recipes, and any text showing order of events or steps.
On the FAST assessment, text structure questions typically ask students to:
Key Strategy: Teach students to read the entire passage first, then ask "What is the author MAINLY trying to do?" - explain why (cause/effect), compare things (compare/contrast), solve something (problem/solution), show order (sequence), or describe (description).