Grade 7 English Language Arts | FL B.E.S.T. Standard: ELA.7.R.2.1
ELA.7.R.2.1: Analyze the impact of various text structures (including comparison and contrast, problem and solution, cause and effect, and chronological order) on meaning in texts.
By the end of this unit, students will be able to:
| Term | Definition | Signal Words |
|---|---|---|
| Chronological Order | Events arranged in time sequence | First, then, next, finally, before, after, during, meanwhile |
| Cause and Effect | Shows relationships between events and their results | Because, therefore, as a result, consequently, due to, led to, since |
| Compare and Contrast | Examines similarities and differences between subjects | Similarly, however, in contrast, likewise, on the other hand, both, while |
| Problem and Solution | Presents an issue and proposes ways to address it | The problem is, one solution, to solve this, the answer, resolved by |
| Description | Provides details about a topic's characteristics or features | For example, specifically, such as, in addition, characteristics include |
| Structure | Author's Purpose | Reader Benefit |
|---|---|---|
| Chronological | Show sequence of events or steps in a process | Follow along in order; understand how things unfold |
| Cause/Effect | Explain why something happens and its results | Understand relationships between events |
| Compare/Contrast | Highlight similarities and differences | Make informed decisions; see multiple perspectives |
| Problem/Solution | Identify issues and propose actions | Understand challenges and potential responses |
| Day | Focus | Activities |
|---|---|---|
| 1 | Introduction to Text Structure | Define text structure; introduce the five types. Use Student Concept Worksheet. |
| 2 | Signal Words | Practice identifying signal words; match signal words to structures. |
| 3 | Chronological & Cause/Effect | Analyze passages using these structures; create graphic organizers. |
| 4 | Compare/Contrast & Problem/Solution | Analyze passages; discuss how structure serves author's purpose. |
| 5 | Mixed Structures & Assessment | Identify multiple structures in complex texts. Complete FAST Format Quiz. |
Give students passages and colored highlighters. Assign each text structure a color. Students highlight signal words as they read, then determine the overall structure based on which color dominates. This makes abstract concepts visual and concrete.
Provide sentence strips or short paragraphs. Students sort them into structure categories and justify their reasoning. Include "tricky" examples that could fit multiple categories to spark discussion about why authors choose specific structures.
Present different graphic organizers (timeline, Venn diagram, cause/effect chain, problem/solution T-chart) and have students match each to its corresponding text structure. Then have them fill in organizers using passages they read.
After identifying a text's structure, ask: "Why did the author choose THIS structure? What would change if they used a different one?" This pushes students beyond identification to analysis of how structure impacts meaning.
Correction: Complex texts often use multiple structures. A historical article might use chronological order overall but include cause/effect sections. Teach students to identify the PRIMARY structure while recognizing secondary structures within sections.
Correction: Signal words are clues, not guarantees. The word "because" appears in many contexts. Students must analyze the overall organization, not just individual words. Look at how paragraphs connect and how information flows.
Correction: Literary texts also use structure deliberately. A story with flashbacks plays with chronological structure. Compare/contrast can develop characters. Help students see structure choices in all text types.
Correction: The standard requires analysis of IMPACT. Students must explain HOW the structure contributes to meaning, not just name the structure. Always follow identification with "so what?" questions.
On the FAST assessment, text structure questions typically ask students to:
Key Strategy: Train students to identify structure FIRST, then analyze how that structure helps the author achieve their purpose.