Lesson 1: Analyzing Informational Text Structure - Overview Tips and Tricks

Content Area: ELA Grade: 5th Number of Students: 30

Central Focus: To provide students with an overview of the five different types of informational text
structures and key ways to identify them.

Objectives:
● Students should be able to identify the five different types of informational text structures such as
description, compare and contrast, order and sequence, problem and solution, and cause and effect.
● Students should be able to identify the informational text structure type by at least one of the following
ways: example, visual organizer, or cue words.

Standards:

ELA
● CSS.ELA-RI.5.5. Compare and contrast the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
● CSS.ELA-W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
● CSS.ELA-W.5.9.a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or
more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g.,
how characters interact]”)
ELD
● ELD.P1.5.6. Reading/viewing closely
● ELD.P1.5.6.a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast,
cause/effect, problem/solution) based on close reading of a variety of grade-level texts and of
multimedia, with substantial support.

Assessment

● Formative: Students will be asked to identify which type of informational text structure is featured in a
set of different passages. They will be given multiple choice answers and will be allowed to consult their
peers, then they will share their answer with the teacher.

● At this point, cognitively, students are able to analyze data and form their own
Prior Academic
opinions, knowing that they also have the skills to converse with their peers
Learning and
and discuss/argue their opinion. At the end of peer discussion they will be
Prerequisite skills:
able to keep or change their opinion.

Academic Language Demand:

● Students will be able to explain how a passage is a specific type of

informational text structure.
● Students will be able to describe the different types of informational text
Language Function
structures.
● Students will be able to compare/contrast how two or more informational
text structures.

Discourse ● Informational Text Structure Anchor Chart

 ● Constructing argument texts
● Interpreting graphic representations
● Anchor chart
● T-chart

● Ordinal numbers to sequence events (e.g., first, next, last)

Syntax ● Sentence structure used in informational textstruce
● Key clue vocabulary

● Informational Text Structure

● Definition
● Description
● Compare and Contrast
● Order and Sequence
Vocabulary:
● Problem and Solution
● Cause and Effect
● Cue Words
● Visual Organization Chart
● Example

● ELLs, IEPs/504s, and Struggling Readers: Close monitoring, can work with
Accommodations: elbow/buddy partner, the passage can be read to them by the teacher or a
peer

Instructional Sequence:

Teacher Does: Student Does:

● The students have just ● Students put away their silent

finished silent reading, I have
asked them to put away their silent
reading books and to pull out a
pencil
● Once they are ready with
voices off and eyes up front, I
introduce to the students that they
will be pretending to be detectives
and they will be using evidence to
figure out what is informational text
Opening:
structure is represented in their
future reading passages
● I provide the students with
a chart for identifying informational
text structure
● I make a blank t-chart for
the students to write in each type
of informational text structure on
one side
● I also make sure to go over
each section of the chart. Letting
reading books and pull out pencil
● The paper passers help to pass out
the “evidence chart”
● On the back students make a
t-chart, on one side the students
write the different informational text
structures listed on their chart.
● On the t-chart students will write the
student made example on the other
side. One for each type of
informational text structure.
● Students share examples they have
made using the example I have on
my main anchor chart about ice
cream.
 them know what signal words are
and what they do, showing them
an example of a graphic organizer
for each type, (this is their
evidence).
● On the t-chart students I
instruct students to write in the
example made by their peers on
the other side.
● Once the t-chart is finished
we move on to some practice. I
have the paper passers pass out
the example packet.

● I let the students know that
we will be working on the first page
together. We will be highlighting
the cue words and subject of the
passage. Then using those cue
words to tell us which informational
text structure is represented by the
text. Lastly, we will circle the
answer and write out our evidence.
What informed us that this was the
Body:
answer.
● All the while, I will check for
understanding through oral
questions and answers from my
students.
● After we get through
questions 1-4. I let the students
work with their season buddy to
complete the packet. I will also
walk around to provide feedback.
● The students will highlight the cue
words and subject in the text
● Students will use these words to
inform them which text structure this is
● Then the students will circle the
letter that they feel best represents the type
of structure represented by the passage.
Then write out the evidence they used to
support their answer.
● After question 4, they continue the
process with a partner.
● When they are done, they can
silently read and wait to go over the
answers.

● Once the majority of the ● The students will share their

students have finished, I will go
over the answers with them. I will
ask students to tell me the answer
and how they figured it out.
Closing:
● I will close the lesson by
asking students to hold on to their
packet as well as their chart since
we will be using the chart in our
future lessons.
selected answer and reasoning.
● The students should self-correct as
we go.
● The students place their packet and
anchor chart in their English
Language Arts section of their
binder.

Materials:
● Informational Text Structure Anchor Chart Teacher (1) / Student (30)
● Text Structure Practice Pages
● Overhead projector
 Lesson 2: Analyzing Informational Text Structure - Cause and Effect
Content Area: ELA Grade: 5th Number of Students: 30

Central Focus: To develop a further understanding of cause and effect as an extension of learning how to
identify types of informational text structures through key features.

Objectives:
● Students will be able to define cause and effect structure
● Students will be able to identify at least one cue word representative of cause and effect
● Students will be able to identify at least one example of cause and effect in the real world
● Students will be able to demonstrate their knowledge of cause and effect by completing a visual
organization chart.
● On the chart, students will be able to identify effects that happen as a result of the given cause.

Standards:

ELA
● CSSS.ELA-RI.5.5.Compare and contrast the overall structure (e.g., chronology, comparison,
cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
● CCSS.ELA-W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
● CSS.ELA-W.5.9.a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or
more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g.,
how characters interact]”)
ELD
● ELD.P1.5.6. Reading/viewing closely
● ELD.P1.5.6.a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast,
cause/effect, problem/solution) based on close reading of a variety of grade-level texts and of
multimedia, with substantial support.

Assessment:

● Formative: Students will read a worksheet about landslides and complete a cause and effect chart.
They will need to demonstrate that given the cause they can identify the effect.

Prior Academic ● At this point, cognitively, students are able to analyze data and form their own
Learning and opinions, knowing that they also have the skills to converse with their peers
Prerequisite skills: and discuss/argue their opinion. At the end of peer discussion they will be
able to keep or change their opinion.

Academic Language Demand

Language Function ● Students will be able to explain how to use cue words to identify
compare/contrast text structure.
● Students will be able to explain two effects of one cause.
● Students will be able to describe what a visual organization chart for
cause and effect looks like.

Discourse ● Constructing argument texts

 ● Interpreting graphic representations

Syntax ● Ordinal numbers to sequence events (e.g., first, next, last)

● Sentence structure used in informational textstruce
● Key clue vocabulary
● Graphic organizer: cause and effect

Vocabulary: ● Informational Text Structure

● Definition
● Description
● Compare and Contrast
● Order and Sequence
● Problem and Solution
● Cause and Effect
● Cue Words
● Visual Organization Chart
● Example

Accommodations:
● ELLs, IEPs/504s, Struggling Readers: Close monitoring, can work with elbow/buddy partner, the
passage can be read to them by the teacher or a peer

Instructional Sequence:

Teacher Does: Student Does:

● Once again, we have ● The students will put away their SSR
finished silent reading and will books, pull out their informational
have the students put away their text structure chart, and a pencil.
SSR books. ● Paper passers will pass out the
● As the paper passers will cause and effect note taking sheet.
pass out the cause and effect note ● Students follow along as their peers
taking sheet, I will introduce that read, being sure to highlight the text
we will be focusing on the cause pointed out by the teacher.
and effect type of text structure ● The students are able to ask
today. questions about the information on
● Once all students have the note taking sheet.
received a paper, I will instruct
Opening:
them to highlight key features in
the text as some students read
sections aloud to me.
○ Highlight:
■ Cause: why
■ Effect: what
○ Facts:
■ Relies on the reader to
ask questions as they
read.
● I make sure to tell students
that this type of text structure is the
 most common as well as point out
questions that they should ask
themselves when identifying this
structure
○ What happened?
○ What did it cause?
○ What signal words are
used?
○ Why is it important?
● Important: specific key
signal words
○ Because
○ As a result of
○ If…then…

● I will then transition by ● Paper passers pass out the cause

letting the students know that they
will be using their note taking sheet
and anchor chart to practice
identifying cause and effect AND to
complete a graphic organizer.
● Given the cause the
Body:
students must determine two
effects. They will do this after
reading the passage. I will make
sure to tell students to practice
finding key words, to help inform
their answer.
and effect worksheet.
● Once students have the worksheet,
they listen to the teachers
instructions
● Students will read the passage,
taking note of any cue/signal words
they see.
● Students will write two effects for
each cause. This is the graphic
organizer portion.
● When they are done they may
continue assisting their partner and
or silent reading.

● Once the majority of ● Students share their answers and

students are done, I will go over discuss each other’s responses.
the answers with the students. I will ● They put away their completed work
ask for students to share their in their ELA section of their binder.
responses with me.
● I will write in sample answer
Closing: in the boxes for students who may
need help
● Once we are done
correcting I ask the students to put
away their materials and let them
know that their next lesson will be
on compare and contrast.

Materials:
● Informational Text Structure Anchor Chart Teacher (1) / Student (30)
● Text Structure Practice Pages
● Overhead projector

Lesson 3: Analyzing Informational Text Structure - Compare and Contrast

Content Area: ELA Grade: 5th Number of Students: 30

Central Focus: To develop a further understanding of compare and contrast as an extension of learning
how to identify types of informational text structures through key features.

Objectives:
● Students will be able to define compare and contrast structure
● Students will be able to identify at least one cue word representative of compare and contrast
● Students will be able to identify at least one example of compare and contrast in the real world
● Students will be able to demonstrate their knowledge of compare and contrast by completing a visual
organization chart.

Standards:

ELA
● CCSS.ELA-RL.5.3. Compare and contrast two or more characters, settings, or events in a story or
drama, drawing on specific details in the text (e.g., how characters interact).
● CSS.ELA-W.5.9. Draw evidence from literary or informational texts to support analysis, reflection, and
research.
● CSS.ELA-W.5.9.a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or
more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g.,
how characters interact]”)
ELD
● ELD.P1.5.6. Reading/viewing closely
● ELD.P1.5.6.a. Explain ideas, phenomena, processes, and text relationships (e.g., compare/contrast,
cause/effect, problem/solution) based on close reading of a variety of grade-level texts and of
multimedia, with substantial support.

Assessment:
● Formative: There is a worksheet for students to complete that asks them to read a passage and
complete a venn diagram where they will compare and contrast how the narrator’s thoughts have
changed from child to adult.
● Summative: After lesson three, a quiz on identifying informational text structures will be given. Students
will need to read different passages and identify the correct structure used as well as explain how they
know this is true. The teacher will be looking for the correct structure as well as one key identifying
factor (cue words, example, visual).

Prior Academic ● At this point, cognitively, students are able to analyze data and form their own
Learning and opinions, knowing that they also have the skills to converse with their peers and
Prerequisite discuss/argue their opinion. At the end of peer discussion they will be able to
skills: keep or change their opinion.

Academic Language Demand

● Students will be able to explain how to use cue words to identify

compare/contrast text structure.
Language
● Students will be able to compare and contrast a topic.
Function:
● Students will be able to describe what a visual organization chart for
compare/contrast text structure looks like.
 ● Constructing argument texts
Discourse: ● Interpreting graphic representations
● Graphic organizer: Venn Daigram

● Ordinal numbers to sequence events (e.g., first, next, last)

Syntax: ● Sentence structure used in informational textstruce
● Key clue vocabulary

● Informational Text Structure

● Definition
● Description
● Compare and Contrast
● Order and Sequence
Vocabulary:
● Problem and Solution
● Cause and Effect
● Cue Words
● Visual Organization Chart
● Example

Accommodations:
● ELLs, IEPs/504s, Struggling Readers: Close monitoring, can work with elbow/buddy partner, the
passage can be read to them by the teacher or a peer

Instructional Sequence:

Teacher Does: Student Does:

● Once again, we have ● The students will put away their SSR
finished silent reading and will books, pull out their informational text
have the students put away their structure chart, and a pencil.
SSR books. ● Paper passers will pass out the
● As the paper passers will compare and contrast note taking sheet.
pass out the compare and contrast ● Students follow along as their peers
note taking sheet, I will introduce read, being sure to highlight the text
that we will be focusing on the pointed out by the teacher.
cause and effect type of text ● The students are able to ask questions
structure today. about the information on the note taking
● Once all students have sheet.
Opening: received a paper, I will instruct
them to highlight key features in
the text as some students read
sections aloud to me.
○ Highlight:
■ Compare: similarities
■ Contrast: differences
○ Facts:
■ Easier to spot
■ Two things are the
same/different
■ Can be clustered, one
 topic’s details are
followed by the other.
● I will make sure to point out
questions that they should ask
themselves when identifying this
structure
○ What is being compared?
○ What is the same?
Different?
○ Are the details clustered or
mixed together?
● Signal words
○ Like
○ Unlike
○ Similar
○ Different from
○ Same as

● I will then transition by ● Paper passers pass out the compare

letting the students know that they
will be using their note taking sheet
and anchor chart to practice
identifying compare/contrast AND
to complete a graphic organizer
(venn diagram).
● They are to complete the
Body:
venn diagram. One side is for the
point of view of the child and the
other for the adult. The middle is
for how they are the same.I will
make sure to tell students to
practice finding key words, to help
inform their answers. They need at
least two details for each section.
and contrast worksheet.
● Once students have the worksheet, they
listen to the teachers instructions
● Students will read the passage, taking
note of any cue/signal words they see.
● Students will write two details for each
section of the venn diagram (total 6).
● When they are done they may continue
assisting their partner and or silent
reading.

● Once the majority of ● Students share their answers and

students are done, I will go over discuss each other’s responses.
the answers with the students. I will ● They put away their completed work in
ask for students to share their their ELA section of their binder.
responses with me. ● They write in their agenda, the date of
● I will write in sample answer the quiz.
in the boxes for students who may
Closing: need help
● Once we are done
correcting, I ask the students to put
away their materials and let them
know that there will be a quiz on
text structure coming up soon and
these materials can be used to
study.
Materials:
● Informational Text Structure Anchor Chart Teacher (1) / Student (30)
● Text Structure Practice Pages
● Overhead projector