School Improvement in Maryland

Using the State Curriculum: Reading/ELA, Grade 4

Reading/ELA | Informational | Literary | Writing | Language | Listening | Speaking

Lesson Seeds: The lesson seeds are ideas for the indicator/objective that can be used to build a lesson. Lesson seeds are not meant to be all-inclusive, nor are they substitutes for instruction.

Standard 2.0 Comprehension of Informational Text

Indicator 3. Develop knowledge of organizational structure of informational text to understand what is read

Objective a. Identify and analyze the organizational patterns of texts such as sequential and/or chronological order, similarities/differences, main idea and supporting details, cause/effect, and problem/solution

Seed

The teachershould divide the class into small groups and provide each group with a folder containing an informational text cut into paragraphs. Through sharing and discussion students within each group should correctly organize the text, and then identify the text structure as main idea/supporting details, sequential etc. Each group should present their text to the class explaining how they determined the structure. Teacher Note: It may be necessary to model a passage with the class.

Seed

After instructing students in multiple organizational patterns, the teacher should place the class into teams. On the board designate areas representing each of the organizational patterns. Give each team five paragraphs in individual envelopes. As the game begins, each team should read each paragraph, determine its organizational pattern, and send a runner to the board to place the paragraph in its correct area. Once each team has finished its paragraphs, review each designated area to ensure correct responses. Incorrect responses should be adjusted. If each team has the same five paragraphs, use a different color paper for each team. The first team to correctly identify the organizational pattern of each paragraph is the winner.

Seed

After students have been exposed to using multiple organizational patterns, the teacher will select passages for the students to read that clearly demonstrate the use of specific organizational patterns. On sentence strips list the following: sequential or chronological order, cause/effect, problem/solution, similarities/differences, description, main idea and supporting details, transition/signal words. The students will read the informational text and label each text according to its organization. As a group students will share their work and make necessary corrections.

Seed

Students will be asked to read an assigned informational text. As students read the selections, they will write the name of the selections read under the proper heading that describes how the text is organized.

Chronological Order Cause and Effect Compare and Contrast Proposition and Support

 

 

 

 

As students read selections they should realize that authors of informational text often use more than one pattern in a selection. Working with a partner, students will compare their understanding of text organization. Students will then discuss whether or not the author used/did not use the most effective organization or whether or not another type of organization might enhance the existing text.

/toolkit/vsc/lessons/reading/grade4/2A3a.xml