Text- What is it all about?
For 7th grade Young Adult
Reading
What Are Text Types
 Depends on the author’s purpose.
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to entertain?: Narrative Text
to inform? : Expository Text
to persuade? : Persuasive Text
to explain how to do something? :
Technical Text
Definitions of Text Types
 Narrative Text- fiction or non-fiction,
tells a story
 Expository Text- always non-fiction,
gives information about a specific topic
 Persuasive Text- always non-fiction,
has both opinions and facts, tries to
get the reader to feel/believe a certain
way.
 Technical Text- always non-fiction,
explains how to do something,
sometimes has visuals.
Examples of Text Types
 Narrative Text- novels, Children’s
books, short stories, books in verse,
biographies, autobiographies, etc.
Examples of Text Types
 Expository Text- text books,
reference books, etc.
Examples of Text Types
 Persuasive Text- letters to the editor,
opposing viewpoints
Examples of Text Types
 Technical Text- cook books, how-to
books, manuals, assembly
instructions, etc.
Text Identification Activity
 You & partner locate examples of
each type of text using the
newspaper.
 Fill out the chart provided on the back
side of your notes sheet.
 Share your findings with the class.
What is a text structure?
• A “structure” is a building or framework
• “Text structure” refers to how a piece of
text is built.
What is a text structure?
• A builder can use
different kinds of
structures to build
different things.
• Builders choose a
structure that best fits
the environment.
• Writers use different
structures to build
their ideas.
• Writers choose a
structure that best
communicates their
ideas.
Examples for building
• Builders wouldn’t
build a skyscraper
next to a housing
division right?
• Skyscrapers belong in
big cities, surrounded
by other skyscrapers
Examples for writers
• Writers use different
structures to build
their ideas.
Description
Sequence
• Each text structure
communicates ideas
in a different way.
Compare/Contrast
Cause/Effect
Problem/Solution
Description Structure
• If an author wants to
focus on one main
idea and then give
several details, the
author would use
description structure.
The third planet
from the sun
Atmosphere is
Composed of many gases like:
Oxygen, nitrogen,
Carbon dioxide,
And other gases
Earth
Only known planet
to have life forms
Description Activity: I-Spy
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Step 1: We will play this game as a class,
but typically only two players are needed.
Step 2: Look around and silently select an
object that can be seen by all the players.
Write on your paper the object you have
selected.
Step 3: Then begin your paragraph with, "I
spy with my little eye," and then give three to
four sentences describing the object.
Step 4: When everyone is done writing, you
will read your first sentence aloud and see if
anyone can guess what the object is. If no
one can guess the object, read the next
sentence and so on until someone can
guess the object.
Step 5: Let the player who correctly
guesses the selected item read about their
object. Repeat steps 1-5 until everyone has
had a chance to read their description.
• Example:
I Spy with my little eye:
– Something that has a
yellow background
– It has a picture of a
red sun on it.
– It has other pictures
with that one.
– It floats in the sky
– What am I?
Sequence Structure
• If an author wants to
Condensation takes place
give us an order of
when water vapor cools
and changes into water droplets
events or steps in a
that form clouds in the
atmosphere
process, the author
would use sequence
structure.
Evaporation take place
when water from the oceans
and the Earth’s surface changes
into water vapor
Precipitation is rain, snow,
sleet or hail that
falls from the clouds into
the Earth’s ocean
Percolation is the
downward movement
of water through pores
and other spaces in
soil due to gravity
Second example of Sequence
Step One:
Boil a pan of water
Step Two:
Stir in macaroni
Step Three:
After macaroni is tender,
drain water.
Step Four:
Stir in cheese, milk,
and butter
Step Five:
Serve in bowls, enjoy!
Card Activity for Sequence
• You will be given a set of cards and as a
group you will need to put the cards in the
correct order.
• You will then explain your reasons for
placing them in the sequence you did.
Compare/Contrast Structure
• If an author wanted to show us how two or
more things are alike or different (sometimes
they do both), then the author would use
compare/contrast.
Cardinals
The male Cedar
The male
Waxwing is brown.
Cardinal is bright
They both
red.
have
crests on
their
heads.
Cedar
Waxwings
Compare/Contrast Structures
• Part to Part
• Whole to whole
– One detail at a time of
BOTH items
– Describes each item
completely, THEN the
other item.
•
Black bears and Polar bears are different
from each other. A black bear’s fur is
black. A polar bear’s fur is white. Black
bears live in the forests of North America,
while Polar bears live in the Arctic
regions. Black bears like to eat fish, but
they also live on berries and leaves. A
polar bear survives mostly on fish.
•
Black bears and Polar bears are different
from each other. A black bear’s fur is
black. They live in the forests of North
America. Black bears like to eat fish, but
they also live on berries and leaves.
A polar bear’s fur is white. Polar bears
live in the Arctic regions and survive
mostly on fish.
•
See how Part to Part goes from detail to
detail, and each detail about the black
bear is followed by a matching detail
about the polar bear?
•
Whole to whole completely describes the
black bear before going on to the Polar
bear, but the polar bear paragraph pretty
much matches the black bear paragraph’s
details.
Compare/Contrast Activity
• Goldfish Crackers vs. Saltine Crackers
– You will fill out the chart comparing the two
types of crackers.
– Make sure to fill out the columns that require
to look at the two crackers before consuming
them.
Cause/Effect Structure
• If an author wanted to explain how one
event leads to another, then the author
would use the cause/effect structure.
My sister and her family didn’t make
it home for Christmas.
A huge snowstorm hit Oklahoma
On Christmas Eve, 2009
There were many accidents .
The interstate system was shut down.
Cause/Effect Card Activity
• Matching the cause card with the effect
card
• Explain your reasons for matching the
cards
Problem/Solution Structure
• If an author wanted to explain a problem
and show one or more possible solutions,
then the author would use the
problem/solution structure.
Traffic could be eased if the South
Lawrence Traffic way was built.
Traffic on 23rd Street is very heavy.
Traffic could be eased if 23rd Street
Is increased to 6 lanes.
Traffic could be eased if more people
Used I-70 to get to Kansas City.
Problem/Solution Activity
• TWO BY FOUR
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Have eight people line up shoulder to shoulder, alternating male and
female, with everyone facing the same direction. The object is to get all the
females on one end and all the males on the other. If you prefer you can
use some other identification to distinguish alternate people.
These are the rules:
– First, the goal is to solve the problem in the fewest possible moves (the
goal is a maximum of four moves).
– Second, all moves are made in pairs. A pair is you and anyone standing
next to you.
– Third, when a pair moves out of the middle of the group, the empty spot
they left must be filled by another pair.
– Fourth, pairs may not pivot or turn around.
– Fifth, there should be no gaps in the solution of the problem
But how do you tell the difference?
•Key words!
Description
Characteristics of, for example, such as
Sequence
Next, third, finally, later
Compare/Contrast
Cause/Effect
Both, alike, different, similar to
Cause, effect, as a result,
consequently
Problem/Solution
Difficulty, struggle,
Possibility, answer
Let’s Practice
• On the next few slides, you will read some
paragraphs about the Great Chicago Fire.
• Your task is to decide which text structure best
fits each paragraph.
• You will match up each text structure to only one
of the paragraphs.
evilvince.com
Which Text Structure?
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Description
Sequence
Compare/Contrast
Cause/Effect
Problem/Solution
Sequence
“First”, progression
Of time, “another 3
hours”, “another
Day”, “By that time”
Daniel Sullivan was the first to notice
the flames coming from the O’Leary barn
at around 8:30 p.m. on October 8. A
malfunction with the alarm box made it
impossible for the people in the area to
call for the fire department. By 9:30 p.m.,
the entire block Was blazing. In another 3
hours, there were fires all over Chicago. It
would be another day before the fire
would be completely out. By that time,
17,500 buildings had been burned.
Which Text Structure?
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Description
Sequence
Compare/Contrast
Cause/Effect
Problem/Solution
Cause/Effect
The malfunctioning
alarm and the
misdirection of fire
crews led to a
disastrous fire.
Why was the Great Chicago Fire so
disastrous? After all, Chicago had fire
departments and fire alarms. One reason
for the terrible fire is that the alarm
malfunctioned, The local fire company
noticed the fire by accident as it was
returning from another fire. As another
problem, a watchman who saw the flames
directed other fire companies to a
location that was nearly a mile away from
the fire. Because of these two problems, a
fire that could have been controlled
rapidly spread across the city.
Which Text Structure?
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Description
Sequence
Compare/Contrast
Cause/Effect
Problem/Solution
Problem/Solution
The fire created the
problem of thousands of
homeless people. The
solution was the creation
of the Relief and Aid
Society to take care of all
the peoples’ needs.
After the fire, thousands of people
were left homeless. Many escaped with
nothing except the clothes on their backs.
Providing all of these people with food,
clean water, and shelter was a huge task.
Luckily, the city quickly formed a Relief
and Aid Society. This group started giving
out the food donations that were pouring
in from other cities. The society built
places for people to live and gathered the
tools that people needed to rebuild their
houses.
Which Text Structure?
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Description
Sequence
Compare/Contrast
Cause/Effect
Problem/Solution
Compare/Contrast
Notice how this
paragraph
compares Chicago
BEFORE the fire to
Chicago AFTER the
fire?
Chicago changed in many ways after
the fire. Before the fire, most of the
buildings were less than five stories high.
The buildings that were constructed after
the fire, however, were some of the first
skyscrapers in the country. Before the fire,
most of the houses were made of wood.
After the fire, people chose to build their
houses out of stone or brick.
Which Text Structure?
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Description
Sequence
Compare/Contrast
Cause/Effect
Problem/Solution
Description
Notice how this
describes what the
people saw when
the fire spread?
By Monday night, the town of Chicago
was burning. People described it as
terrible, but amazing the flames were
brighter than anything people had ever
seen. The harsh winds swept the fire
across the city with terrible speed. For
many who watched, it was a sight to
remember for the rest of their lives.
Text Features
• Text Features help you find
information quickly.
• Text Features give you information
to help you better understand the
topic.
Text Features that help you
find information quickly
Unit 1 Introduction to Earth Science 2
Unit 2 Earth’s Resources
62
Unit 3 The Restless Earth
186
Unit 4 Reshaping the Land
274
Unit 5 Oceanography
370
Unit 6 Weather and Climate
444
Unit 7 Astronomy
550
Text Features give you information that will
help you better understand the topic.
CONNECTION TO
OCEANOGRAPHY
Mapping the Ocean
Floor
Oceanographers use
topographic maps to
map the topography
of the ocean floor.
Use the Internet or
the library to find a
topographic map of
the ocean floor. How
are maps of the
ocean floor similar to
maps of the
continents? How are
they different?
Harry Potter grabbing the snitch.