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Types of Text Teacher Resources
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Fifth graders recognize and distinguish between different types of text. After a discussion of the various types of text, small groups compete in a relay race game demonstrating their knowledge of the text. Correct choices earn points, while incorrect choices recieve a short block of instruction as to why the answer was incorrect.
What type of writing is this? Learners read a brief introduction to various types of text: instructions, explanations, poems, folk tales, novels, informative, and arguments. The introduction doesn't explain these, so consider going over them first. Pupils read 10 sentence fragments to determine which type is represented by each. They choose one of the fiction extracts and expand upon it in a finished paragraph. Consider using this idea as a creative writing prompt: scholars close their eyes and point to a sentence in a book which they use as their first sentence.
A simple activity for young readers, this introduces the idea of author purpose. Learners analyze various types of texts (newspaper articles, magazines, books, advertisements, etc.) and determine if the author's purpose for writing was to inform, persuade, or entertain the reader. In the end, pupils will be assessed on their ability to identify the main purpose of various texts with a matching game.
Seventh graders identify parts of the setting in various types of text and explain the setting's importance to the text. They complete a pre-test for the topic, and complete a worksheet of setting questions for a text. Working in groups to discuss the questions, they design a setting graphic organizer and take a post-assessment test.
Examine phonics expectancies and participate in a reader's theater activity. Learners examine expectancies using visual clues, discuss example words, and match open and closed syllable expectancy. Next, they participate in a reader's theater reading of The Legend of Lightning Larry by Aaron Shepard.
Fourth graders review their strategies for decoding unfamiliar text as well as syllable division rules. They then independently read non-fiction short stories and then answer the questions being sure to use the space in the margins to mark up the text and answer fact and opinion questions about what they just read.