Grade 6 English Language Arts | FL B.E.S.T. Standard: ELA.6.R.2.1
Analyze the impact of text structures on meaning in informational texts.
By the end of this unit, students will be able to:
| Term | Definition | Signal Words |
|---|---|---|
| Compare/Contrast | Shows similarities and differences between two or more things | similarly, however, on the other hand, both, unlike, whereas, in contrast |
| Cause/Effect | Explains why something happens and its results | because, therefore, as a result, consequently, since, due to, leads to |
| Problem/Solution | Presents a problem and one or more solutions | the problem is, the solution is, solved by, one answer is, resolved |
| Chronological/Sequence | Presents events or steps in time order | first, next, then, finally, before, after, during, meanwhile, subsequently |
| Description | Provides details and characteristics about a topic | for example, such as, including, consists of, characterized by, features |
| Structure | Purpose | Graphic Organizer |
|---|---|---|
| Compare/Contrast | Show how things are alike and different | Venn Diagram, T-Chart |
| Cause/Effect | Explain why events occur and their outcomes | Flowchart, Cause-Effect Map |
| Problem/Solution | Present issues and ways to address them | Problem-Solution Chart |
| Chronological | Show events or steps in order | Timeline, Sequence Chain |
| Description | Describe characteristics and features | Web, Concept Map |
| Day | Focus | Activities |
|---|---|---|
| 1 | Introduction to Text Structure | Define text structure and its purpose. Overview of five main types. Use Student Concept Worksheet. |
| 2 | Compare/Contrast & Cause/Effect | Deep dive into these two structures with signal words and short passages. |
| 3 | Problem/Solution & Chronological | Analyze these structures with examples. Practice identifying signal words. |
| 4 | Mixed Practice | Work through Practice Worksheet. Identify multiple structures in longer texts. |
| 5 | Assessment | Administer FAST Format Quiz. Review and reteach as needed. |
Give students a short informational passage with signal words highlighted or circled. Have them identify which text structure the signal words suggest. Then confirm by reading the full passage. This trains students to use signal words as their first clue.
Prepare index cards with paragraph excerpts. In pairs, students sort cards into five piles by text structure. Then they discuss which signal words or content clues led to their decisions. This builds collaborative analysis skills.
After reading a passage, have students choose the most appropriate graphic organizer (Venn diagram, flowchart, timeline, etc.) and fill it in with information from the text. The choice of organizer demonstrates understanding of the structure.
Present the same information organized in two different structures. Ask: "Why might an author choose one structure over another? How does each structure affect your understanding?" This develops critical thinking about author's craft.
Correction: Complex texts often use multiple structures. A passage about climate change might use cause/effect to explain why it happens, then problem/solution to discuss responses. Teach students to identify the primary structure while recognizing others.
Correction: Some texts imply structure without explicit signal words. Teach students to also look at how ideas relate to each other, not just transition words. Ask: "What is the author doing with these ideas?"
Correction: Chronological structure appears in how-to articles, scientific processes, recipes, and any text explaining steps. Sequence can be spatial (describing a location) or procedural (explaining a process).
Correction: Description is a valid structure when the author's primary purpose is to detail characteristics, features, or attributes of a topic. It's common in science texts describing organisms or geography texts describing regions.
On the FAST assessment, text structure questions typically ask students to:
Key Strategy: Teach students to read the first and last sentences of paragraphs carefully - these often reveal the structure most clearly.