Text Organization Teacher Resources

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Young writers use the Iroquois Constitution as a model to help them organize their own class constitution in the seventh activity of this unit. Using this historic text helps learners better understand the structure of this type of writing, how each section has a main idea with supporting rules/laws. Young scholars then apply their learning as they work in small groups to categorize their own class constitution written in previous lessons. A great resource that assists the class in creating a meaningful piece of collaborative writing.
Middle and high schoolers solve a riddle about the appendix, and explore the paradox surrounding this organ. They research other human body organs to create a paper model of the human body, and write riddles highlighting identifying characteristics of each.
Elementary schoolers examine the components of reading nonfiction. They use think-alouds to help them complete reading the selected sections. They also identify text features as they read.
Work on identifying text structure with this thorough worksheet. After studying a diagram depicting six different text structures (compare/contrast, spatial, chronological, problem and solution, cause and effect, and order of importance/sequence), middle schoolers read 11 passages, determine the text structure, and put the text into the appropriate graphic organizer. Use this lesson to work on comparing and contrasting text structures. What does each provide? What is the purpose of each?
For this reading comprehension lesson, 5th graders read the text, "Lights, Camera, Action". Students assess how to determine chronological order in a text. Students form a timeline of how a movie is made by utilizing the literary format of chronological order. Students complete a graphic organizer.
Students write an autobiography using one main pattern of text organization.  In this text organization lesson, students read several examples of articles with sequence, list, cause and effect, and compare and contrast patterns, discuss which pattern is best to use and when to use it, then they complete graphic organizers of each pattern before writing their autobiography.
Students gain a strong foundation for reading, writing, and using nonfiction through this lesson. They gain an awareness and general understanding what text structures are. Students also identify and interpret what clues they can use to identify the text structure of a piece of writing.
Using text structure lesson plans can help students improve their understanding of what they read.
Students watch a video about an active volcano and use similes and metaphors to write an original poem. In this poetry and volcano instructional activity, students define similes and metaphors and brainstorm examples. Students watch a video about lava collection and discuss the comparisons to complete the graphic organizer about volcanoes. Students use the poem rubric to help them write a poem about volcanoes using similes and metaphors.
Students study the tools of reading nonfiction (i.e., text features). They use think-aloud strategies to prepare to read the selection and identify graphic aids and assess their importance. They read "Stopping a Toppling Tower" quietly to themselves.
Students organize their thoughts by writing I Am statements. In this organizations worksheet, students read the book I Am America, learn how to organize their own writing, and then write their own I Am statements.
Outlining and organizing an essay are made easy with the help of Inspiration® graphic organizers. Specific directions and colorful graphics model for writers how to use the software to craft these key steps in the writing process. Adaptations and extensions are included.
Signal words are one way that authors make the relationships between their ideas clear. Allow your learners the chance to investigate cause and effect in texts by identifying signal words. They locate and analyze cause-and-effect relationships present in a nonfiction article after participating in guided practice where they work through several passages with the teacher. Materials are provided; however, you will need to create a free account to view them.
Improve class understanding of colonial times by reading an informational text and filling out the accompanying graphic organizer. Class members work with a partner to read, take notes, make inferences, and synthesize information.The lesson does not provide a copy of If You Lived in Colonial Times, so you will need to find the text. Since the series of lessons only uses parts of the text, you could probably buy one book and make a class set for your learners. 
The ability to use text features effectively can translate to many texts and purposes. Show your class these tools while working with the biography Lost Star: The Story of Amelia Earhart. Explore the different text features within the biography and use them to help answer comprehension questions. This lesson will make readers look back into the text to find information and improve understanding of the purpose of text features. Sign up for a free account to view the materials.
Model  for your class how to make text-to-text connections by following the script presented by this resource. No specific texts are offered as examples.
The outlining process has moved into the 21st century! Although this prewriting lesson is valuable on its own, it's really designed to introduce learners to Inspiration® software. Screenshots offer a visual guide to creating an outline diagram, utilizing symbols, links, and text. Learners reorganize ideas easily using the drag-and-drop function, and they can view their outline in different formats. This would work best as an anticipatory set before letting pupils loose with this program.
Help your secondary writers organize ideas and notes into outlines for academic writing. Provides step-by-step instruction on how to transfer brainstormed ideas from maps and diagrams directly into outline format. A single class period in the computer lab could unblock a few writers, clarify thoughts for a first draft, and relieve the dread of "I don't know where to start."
What does a text say? What does it do? Good readers use these questions to help them understand the structure of a problem/solution text. Model this approach by putting a copy of the included article on an overhead (or interactive white board). After completing a think-aloud in front of the class, engage learners in a guided practice activity. For independent practice, groups identify a problem and discuss two possible solutions before drafting their own problem/solution essay.
Pupils participate in writing a procedural text or how-to text. They will examine a variety of procedural texts to determine how they are written. In addition, they discuss the various parts of procedural writing before watching videos about how to make a paper airplane. Finally, they produce a script for a how-to video, display, or PowerPoint presentation. Then, they turn their script into a presentation of their own!

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