• During the lesson, keep the focus on establishing a clear understanding of nonfiction text structures. Observe groups while they are working and note students who have difficulty understanding text structures.
• When the class understands all of the nonfiction text structures, allow students to identify books that utilize one or more of the structures and create a class book list.
• Use the following checklist to evaluate students’ understanding of different text structures:
  • Student demonstrates the ability to identify the text structure of an informational text.
  • Student provides examples of how the text structure is used in an informational text.
  • Student lists text features that are important to understanding the text structure used in an informational text.
  • Student lists signal words that are used in an informational text.

Focus Question: How does an author use craft and structure to organize ideas in informational books?

Say, “When authors write nonfiction, they often research to gain information. They also organize information logically by using various nonfiction text structures. If you understand organizational patterns, you will be able to follow the author’s message.”

Part 1

Write on chart paper the following five most common nonfiction text structures:

• question/answer
• chronology
• comparison
• cause/effect
• problem/solution

Have students brainstorm the definitions of these nonfiction text structures. Guide students to develop the following definitions:

• question/answer: Questions are posed and answers are identified in the text.
• chronology: Facts, events, or concepts are presented in order of occurrence. Authors trace the sequence of steps in a process that is often found in social studies and science textbooks.
• comparison: Similarities and differences among facts, concepts, and people are identified. This structure appears in the middle or end of a text after two or more subjects have been explained individually.
• cause/effect: Causes and the resulting effects are presented. Authors attempt to explain why something happens—how facts or events (causes) lead to other facts or events (effects).
• problem/solution: A problem and one or more solutions are described.

After each definition listed on the chart paper, write the following signal words associated with each nonfiction text structure:

• question/answer: therefore, so, this led to, because
• chronology: first, second, third, then, next, last, before, after, finally
• comparison: same as, alike, similar to, resembles, compared to, different from, unlike, but, yet
• cause/effect: if, so, so that, because of, as a result of, since, in order to, cause, effect, therefore, consequently, if/then
• problem/solution: because, since, as a result, so that, this led to

Have students identify text features often found in nonfiction books. List their responses on the chart paper. The list should include the following text features:

• table of contents
• glossary
• titles/headings
• photographs/captions
• diagrams
• charts
• graphs
• timelines

Discuss ways that text features may help readers identify text structures.

Arrange students in groups of five. To each group, distribute a set of books that use one of the text structures (question/answer, chronology, comparison, cause/ effect, problem/solution).

Say, “Each group will be responsible for reading different informational books and identifying the text structure being used. Each group will have a different text structure, so be prepared to share your findings with the class.”

Have students record the following information on the Understanding Informational Text Structures worksheet (L-5-2-1_Understanding Informational Text Structures.doc).

1. Survey the text. Have students scan the text and note the general purpose of the text.
2. Identify the signal words. Have students use sticky notes to locate the signal words and then record them on their worksheet.
3. Identify text features. Ask students to note any important information located in the table of contents, titles/subtitles, bold words, photographs, captions, diagrams, charts, graphs, and timelines, which may all provide clues about which text structure is being used in their books.
4. Identify the structure of the text. Have students discuss what they think the main structure of the text might be.
5. Read the texts. Have students read their informational texts.

As students work, walk around the room and guide groups to identify the correct text structures used in their informational texts.

Part 2

When a group is finished, give each group member a puzzle piece with the nonfiction text structure the group explored (L-5-2-1_Puzzle Piece Template.doc). Note: you will need to copy the templates and cut apart the pieces in advance.

Say, “The members of each group have been given a puzzle piece with a nonfiction text structure written on it. Return to your desks so that we can form new groups.”

Have students from each original group form new groups that will consist of one student from each of the previous text-structure groups. Have the new groups each meet in various locations in the room.

After all groups are formed say, “Each of you is now a text-structure expert, and you will be responsible for sharing the information you learned about the text structure you examined in your first group. Use the information you recorded on your worksheet to guide your discussion. As you share your text structure, put your puzzle piece in front of you. By the time everyone in your group has finished sharing, you will have connected each of your individual puzzle pieces to make a complete puzzle.”

Extension:

• To reinforce understanding of craft and structure in informational texts, have students create their own text-structure puzzle. Tell them to cut a sheet of paper into five irregular shapes and then list a nonfiction text structure on each piece. On the back of each piece, have students list books with that structure. Encourage students to use magazines, newspapers, or chapters from their science or social studies texts. Students may need to go to the local or school library to complete this activity.
• To further explore nonfiction text structures, post the five types of nonfiction text structures on chart paper and have students record in the correct categories the titles of informational texts.
• For students who need additional opportunities for learning nonfiction text structures, offer nonfiction magazines or content-area books to help them identify the different text structures. Using text with less complexity allows students to focus on the different text structures instead of trying to figure out vocabulary and word meanings. Suggested titles are listed in Related Resources.