Informational Text Structures...tion Description nformational Text Structures The “description” text structure is used in informational text to define details, characteristics,

Informational Text

Structures

Name: ______________________________________________

Class Period: _____________

Description

Sequence

Compare/Contrast

Cause & Effect

Problem & Solution

Created by: Jennifer Holderman 2015

TARGETING Text Structures in Informational Text

Tag the subject and signal words with a highlighter

Analyze any text features and label them

Reread the text and retell the key information

Generate and complete a graphic organizer

Evaluate and Identify the author’s purpose

(Persuade, Inform, Entertain)

Tell the text structure and provide proof

Follow these steps to ensure successful reading of informational text!


Description Description

Informational Text Structures The “description” text structure is used in

informational text to define details,

characteristics, actions, etc. Descriptions

use vivid adjectives and prepositions and

cater to the five senses.

Adjectives: Words that describe or

modify nouns. Examples: blue, twenty-two, smooth,

those, stronger, fastest.

Prepositions: Words that describe or indicate the location/

direction of objects in a sentence. Examples: in, on,

with, among, between.

Five Senses: Sight, Smell, Sound, Taste, Touch


Description

Grand Teton National Park

The areas around the Grand Teton mountain range and its lakes were established as a national park in 1929 in order to protect the land from commercial exploitation. The protected area was extended into the surrounding valley in 1950. Grand Teton National Park currently covers more than 310,000 acres and is located only 10 miles from Yellowstone National Park. Located high above sea level at elevations from 6,320 to 13,770 feet, Grand Teton National Park is a diverse ecosystem with terrain ranging from summertime wildflower meadows to rushing whitewater streams. There are also numerous serene lakes with deep blue pools, echoing the stillness and color of the glaciers that shaped them. The wild and winding Snake River descends through the park in a rush of water and the dense forests blanketing the mountainsides provide habitat for a vast array of fauna and flora, with some species dating back to the prehistoric era. Opportunities for viewing wildlife abound inside the park. It is often possible to see both grizzly and black bears, gray wolves, coyotes, bison and bald eagles. Other common sightings include pronghorns, elk and a variety of smaller mammals such as the Uinta ground squirrel. Speed limits within the park are reduced in many places, both for your safety and the safety of the animals as they cross park roadways, particularly in early morning and late evening. Although the landscape is covered in snow from November to May, Grand Teton weather warms during the summer, giving a brief but welcome respite to the plants and animals that thrive there. However, there may be a mix of cooler days and occasional snow even in May and June. Many of the trails in the valley will have snow cover until the end of May. Afternoon thundershowers are common in summer and rain gear is recommended when visiting the park during spring, summer or fall. Winter visitors should expect sub-zero conditions and wear layers of warm clothing, protective hand and head gear as well as waterproof, insulated footwear.

Directions: Read the following descriptive passage and answer the ques-

tions that follow.

Grand Teton National Park. Photograph by: National Park Foundation

Taken from: http://www.nationalparks.org/explore-parks/grand-teton-national-park


Description 1. List 5 adjectives found in the passage:

A) _____________________________________________ B) _____________________________________________ C) _____________________________________________ D) _____________________________________________ E) _____________________________________________ 3. What is the main idea of the passage:

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ 4. Complete the web below, with information from the passage:

Questions:

2. Which senses are

used in this passage?

Sight

Sound

Smell

Taste

Touch

Grand Teton National

Park

Location Wildlife

Terrain Weather


Description Directions: Choose a laminated photo from the pile. With the web below,

use the five senses to describe the place in your photo. On the lines,

create a list of adjectives and prepositional phrases you will use in your

description. When your web is finished, compose a descriptive passage,

on a separate sheet of paper, based on your web.

Location:

Sight Sound

Smell Taste

Touch

Adjectives: _________________________

_________________________

_________________________

_________________________

_________________________

_________________________

Prepositional Phrases: _________________________

_________________________

_________________________

_________________________

_________________________

_________________________


Sequence & Order Informational Text Structures

The “sequence and order” text structure

outlines a series of events in chronological events or a list of steps in a procedure.

Clues: Order of Events

Timelines

History

Instructions/Steps

Signal Words: First, Next, Then,

Finally, Last, etc.

Sequence


Sequence

How to Stand Up on a Paddle Board

It is always best to start in calm water if you are a beginner. Another thing to consider is the amount of boaters, buoys, and other paddlers in the area. You want to avoid as many obstacles as possible when you are starting out so you can put your full attention and focus on getting down the basic motions. Here are some steps to get on the board: If in shallow water place the board face up so the fin is not dragging in the sand and rocks. First, walk the board out to around knee high water with the paddle laying across the deck of your board. Next, grip the rails (sides) of the board and pop onto the board in a kneeling position slightly behind the center of the board. Then, in the position you can get a feel for balancing on the board. You can feel the side to side and front to back balance point. Next, from the kneeling position you can actually start paddling if you prefer to get comfortable with a lower center of gravity first. Then, once you feel comfortable place your hands on the sides of the board and stand up at that balance point you felt. You are now standing on your board and ready to start your stroke! THE BASIC STROKE

Keep your arms straight with just a slight bend in the elbow.

Maintain a straight back and bend at the knees to avoid injury. Do not hunch over.

Think of the power come from your core rather than upper body.

Extend the blade forward as far as comfortable and fully submerge the blade.

Only after it is full submerged pull the paddle back towards your feet.

The more straight up and the paddle is the more straight it will propel you. Shorter strokes are best to start with when you are a beginner. Do 3-4 strokes and then switch sides with your paddle.

Directions: Read the following sequence and order passage and answer

the questions that follow.

Taken from: http://www.windwardboardshop.com/learn/how-to-stand-up-paddle-board-sup-basics/

Paddle Boarding Techniques;

http://www.windwardboardshop.com


Sequence 1. List the first 5 steps of standing up on a paddle

board: 1) _____________________________________________ 2) _____________________________________________ 3) _____________________________________________ 4) _____________________________________________ 5) _____________________________________________ 3. What is the main idea of the passage:

________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ ________________________________________________________ 4. Complete the flow chart below, with information from the passage about Basic Strokes:

Questions:

2. List five text

features used in this

passage (i.e. map,

table, glossary):


Sequence Directions: Choose a laminated photo from the pile. With the flow chart

below, come up with a set of instructions based on your photo. When

your flow chart is finished, compose a sequence passage, on a separate

sheet of paper, based on your flow chart.


Compare/Contrast Informational Text Structures

The “compare and contrast” text structure

talks about similarities and differences

between two or more things.

Clues: Same/Different

Both/Different

Etc.

Signal Words: In Contrast…

On the Other Hand…

Etc.

Compare/Contrast


Compare/Contrast

Which Soccer Position Contributes More to a Win?

Soccer is a fascinating sport for a myriad of reasons: it has changing speeds, dynamics in the variety of player positions and a hint of unpredictability where a twist of fate can turn the game around. Every player contributes to the overall result – even those players sitting on the substitute bench can contribute to the general winning spirit of their team. Yet, despite the undoubted fact that soccer is a team game, there has consistently been the argument as to who contributes more to a win, and thus, which role is to be considered more valuable: is it the defender or the forward players? The forward position is no doubt both exciting and fascinating. It is no secret that forward players are commonly the most popular names in the world of soccer. After all, it is a forward in most cases who scores that longed-for goal and makes the whole stadium chant their name. Forwards also most often earn free kicks and penalties for their team by forcing the opposing player to commit a foul to stop the marauding striker from getting the ball across the goal line. Forwards are the most widely-recognized, that even non-fans can identify them by face and name. Soccer fans themselves will, in the majority of cases, agree that forwards are the players one observes, on-and-off the field, more than any other. However, there have been millions of soccer games where even the world’s top-ranked strikers have failed to score a goal, simply because they seldom had the ball in their possession. When defenders play their role properly, there is no ball to get into the goal, no matter how great a forward is up front and how much they are willing to contribute. Forwards are rarely able to fall back to their half of the field to tackle for the ball, and still have the strength to bring it all the way to the opponent’s goal. It is the defenders who do the job of winning the ball for their team and sending it across to their forwards. It is also the defender who covers for the forward when the latter loses the ball and there is a danger of a fast counter-attack from the opposing side.

Defenders have to be ready to make a sliding tackle – alert and ready to back up their teammates in the event of a mistake. Defenders themselves do not have the luxury of making mistakes, since even a small slip on their part might result in a goal for their opponents, and thus, a loss that fans are likely not to forgive. Being a successful defender calls for a consistent, reliable and sound performance; on the other hand, being a forward is about readiness to react in an instant, having an awareness of the play of the ball without turning around – and of course, a brave heart and a firm kick to strike for your team.

One quality that any soccer player should have – whether they are a forward, a defender, a goalkeeper or a midfielder – is the ability to sense the team and each member of it, read their intentions and act in unison for the team’s victory.

Directions: Read the following compare/contrast passage and answer the questions

that follow.

Taken from: https://academichelp.net/samples/academics/essays/compare-contrast/forward-or-

defender-position.html

Germany's Miroslav Klose takes a shot (AP Photo/Frank Augstein)


Compare/Contrast

1. What is the author’s purpose in this passage? Give a

detail to support your answer: (Think P.I.E.)

_______________________________________________________ _______________________________________________________ 3. Who do you think the intended audience would be for

this passage?

______________________________________________________________________________________________________________ 4. What is the main idea of the passage:

_______________________________________________________ _____________________________________________________________________________________________________________________________________________________________________ 5. Complete the Venn Diagram below, with information from the passage:

Questions: 2. Based on the passage,

which position do you think

is more beneficial to a win?

Forward

Defender

Use a detail from the

passage to support your

opinion:

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

Forward Defender

Both


Compare/Contrast

Directions: Choose a laminated photo from the pile. With the Venn diagram

below, create a list of at least five similarities and 8 differences. When

your Venn diagram is finished, compose a compare/contrast passage, on

a separate sheet of paper, based on your Venn diagram.

Topic 1:

Topic 2:

Both:


Cause and Effect Informational Text Structures

The “cause and effect” text structure

describes an event and then gives details

about the effects of that event; this

structure gives reasons for something

happening.

Clues: Cause

Effect

Because

Signal Words: Due to…

If ______, then _______...

As a result...

Cause and Effect


Cause and Effect

2011 Joplin Tornado

On May 22, 2011 the city of Joplin, Missouri was impacted by an EF-5 tornado. There were 158 deaths with over a thousand injured as a result of the tornado. At its peak it was up to a mile wide with winds in excess of 200 miles per hour. The tornado was on the ground for 22.1 miles and lasted an estimated 38 minutes from start to finish. Around 7,000 homes were destroyed, not including any businesses or public buildings. The tornado touched down about a half mile southwest of JJ Highway and West 32nd Street, where storm spotters and chasers reported seeing multiple vortices around the main circulation prior to the tornado becoming rain wrapped. From the approximate starting point, the tornado traveled towards South Alfalfa Street, where EF-1 damage was found. The tornado then moved east along 32nd Street, where low EF-2 damage to well-constructed brick and wooded frame homes was observed near South Country Club Drive. At this point, the tornado was about one quarter mile in width. Continuing east northeast, the tornado crossed 32nd Street where it produced EF-2 to low EF-3 damage from Iron Gate Road east to Schifferdecker Avenue. Low EF-4 damage was found just west of Schifferdecker Avenue as smaller well-built commercial buildings sustained heavy damage. The tornado was over three quarters of a mile wide. St. John’s Hospital was severely damaged — 200 to 300 pound parking stops were lifted and tossed 30 to 60 yards. Large steel reinforced concrete steps outside of a medical art building were shifted a few inches and cracked. Concrete walls toppled and steel support beams from some buildings were curved and twisted. EF-3 to low end EF-5 damage continued to just east of Rangeline Road as the tornado approached the Dusquesne area. At full strength, the tornado crushed homes and swept them from their foundations. Steel reinforced concrete porches and driveways were lifted and tossed. Vehicles were tossed into other homes or in some cases rolled up and crushed completely. This type of damage was found the along the rest of the track to just east of Rangeline Road. Along the track, boards, limbs and twigs were embedded into wood and stucco walls and wooded framed homes were completely disintegrated. Franklin Technical Center was destroyed as was the newer section of Joplin High School; the outer walls of the older section were severely damaged. A bank was

completely destroyed, except for the concrete bank vault. At South Rangeline Road and 20th Street EF-4 and low end EF-5 damage was also found, where several well-constructed buildings were destroyed. A parking lot west of a Home Depot and a portion of the Walmart parking lot had scoured asphalt. Vehicles were tossed, one into the Home Depot. Once the tornado crossed Rangeline Road, it began to weaken. EF-3 and low EF-4 damage was found as the tornado was roughly half a mile wide. The tornado moved southeast as it crossed Interstate 44; damage here was EF-2 — cars and trucks were blown off the interstate. The tornado lifted about 4.8 miles north northeast from Granby, Missouri.

Directions: Read the following cause and effect passage and answer the questions that

follow.

Taken from: http://www.ustornadoes.com/2013/05/22/joplin-missouri-ef5-tornado-may-22-2011/

The picture above shows the track of the tornado as it touched

down and moved through the city of Joplin. Photo by: NWS

Damaged St. Johns Regional Medical Center in Joplin, Mo.


Cause and Effect

1. What is the author’s purpose in this passage? Give a

detail to support your answer: (Think P.I.E.)

_______________________________________________________ _______________________________________________________ 3. What is the main idea of the passage:

_______________________________________________________ _____________________________________________________________________________________________________________________________________________________________________ 4. Complete the Cause and Effect Chart below, with information from the passage. List two causes and three effects for each:

Questions: 2. What other text structure

is used in this passage?

_____________________________

_____________________________

Explain your answer:

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

_____________________________

Cause:

Cause:

Effects Effects


Cause and Effect

Directions: Choose a laminated photo from the pile. With the chart below,

determine at least two causes and three effects each, based on the

picture. When your chart is finished, compose a compare/contrast

passage, on a separate sheet of paper, based on your predictions.

Cause:

Cause:

Effects Effects


Problem and Solution Informational Text Structures

The “problem and solution” text structure

gives information about a problem and then

explains one or more possible solutions to

the problem.

Clues: Problem

Solution

Problem and Solution



No Bees, No Food Let’s Give Bees a Chance In recent years, beekeepers report they’re losing on average 30% of all honeybee colonies each winter — twice the loss considered economically tolerable. We rely on bees to pollinate 71 of the 100 crops that provide 90% of most of the world’s food. Imagine no almonds, fewer apples and strawberries, less alfalfa to feed dairy cows, and the list goes on. 6,000 times more toxic than DDT Scientists point to several causes behind the problem, including global warming, habitat loss, parasites and a class of bee-killing insecticides known as neonicotinoids (or neonics). When seeds are treated with neonics, the chemicals work their way into the pollen and nectar of the plants — which, of course, is bad news for bees and other pollinators. Worse, for the bees and for us, neonics are about 6,000 times more toxic to bees than DDT. Just one example: After a nearby farm planted corn seeds coated with neonics in 2013, a farmer named Dave Schuit lost 37 million of his bees. “Once the corn started to get planted our bees died by the millions,” said Schuit. We're up against big agrichemical companies Given the consequences for our farms and our food, you’d think we’d be doing all we can to protect bees and other pollinators from threats like neonics. Instead, big agrichemical companies like Dow Chemical, Bayer and Syngenta are fighting to prevent bans. And Syngenta has asked federal regulators for permission to use even larger quantities of these pesticides — as much as 400 times more than currently allowed. Some governments aren’t letting the big chemical companies push them around. Alarmed by the role these chemicals are playing in bee colony collapse disorder, the European Union has banned several of them; the U.S. Fish and Wildlife Service has committed to phasing them out on the public lands they manage; and Seattle, Minnesota and Oregon have all agreed to take some form of action against neonics. Some companies are taking action as well. Home Depot and BJ’s Wholesale Club have taken steps to limit plants treated with neonics, label the plants or both. More than 100 businesses sent a letter to the White House urging the Obama administration to do more to protect bees and other pollinators against toxic pesticides. And we’ll continue to urge other retailers to phase out neonics and do more to warn gardeners and other customers. In order to restore bee populations to health, however, we need the EPA to step up and lead. Together, we can give bees a chance Right now, we’re letting big agrichemical companies use more of the chemicals that are known to kill bees just as we’re in the midst of an unsustainable die-off in bee populations. That has to change. Now. Join us in calling on the EPA to declare a nationwide moratorium on the use of bee-killing neonics.

Directions: Read the following problem and solution passage and answer the

questions that follow.

Taken from: http://www.environmentohio.org/programs/ohe/no-bees-no-food

Photo by: Qypchak/ Wikimedia Creative Commons



1. What type of rhetoric is used in this passage? Give a

detail to support your answer: (Ethos, Logos, Pathos)

_______________________________________________________ ______________________________________________________________________________________________________________ 3. Do you believe the author’s argument is effective? Is the reasoning valid? Use text evidence to support your answer:

_______________________________________________________ _____________________________________________________________________________________________________________________________________________________________________ 4. Complete the T-Chart below, with information from the passage. List the problems and possible solution(s) mentioned in the passage:

Questions: 2. List THREE words from

the passage that are

unfamiliar to you, then

define them.

A. __________________________

Definition:

_____________________________

_____________________________

_____________________________

_____________________________

B. __________________________

Definition:

_____________________________

_____________________________

_____________________________

_____________________________

C. __________________________

Definition:

_____________________________

_____________________________

_____________________________

_____________________________

Problem: Solution(s):

What would your

solution be?


Problem and Solution Directions: Choose a laminated photo from the pile. With the T-chart below,

determine a potential problem in the picture and at least three solutions

to that problem. When your T-chart is finished, compose a problem and

solution passage, on a separate sheet of paper, based on your chart.

Problem Solution(s)


Documents

Informational Text Structures...tion Description nformational Text Structures The “description” text structure is used in informational text to define details, characteristics,