1.RN.3.2

Identify how a nonfiction text can be structured to indicate order (e.g., sequential) or to explain a simple cause and effect relationship.

Learning Outcome:

With support, read and comprehend nonfiction that is grade-level appropriate.

I Can Statements Question Stems
-I can identify how the structure in a nonfiction text shows order.
-I can explain a simple cause and effect relationship in a nonfiction text.

-How is the information in a nonfiction text organized or sequenced?
-What events are in the text?
-How did the author use sequencing words in the text?
-How does one event cause the next event to occur?
-Can you find a cause and effect relationship in the text?
-How would the events have changed if the sequence was different?

Academic Vocabulary

cause
effect
identify
nonfiction text
sequential

Practical Examples, Standards, and Digital Resources

Reading Examples Writing Examples Speaking and Listening Examples
-Model and provide cause and effect examples relevant to students’ lives to better assist them in recognizing these relationships within nonfiction text.

-With a nonfiction text, have students highlight sequence words in order to learn how the text is structured.

-Give students the cause or the effect and have them decide what the effect or cause would be.

-Provide students with cause and effect pictures to match.

-Have students retell a nonfiction story, in order, using pictures.

-After listening to a nonfiction text with a cause and effect focus, students can write and draw the cause and effect relationship.

-After listening to a nonfiction text with sequential order focus, students can retell the story in order through writing and drawing.

-Use if/then statements to explain cause and effect relationship in nonfiction text.

-Incorporate a Brainpop video about sequencing into your lesson.

-After listening to a book that has been read aloud, with a cause and effect focus, students can verbalize the cause and effect relationship.

-After listening to a nonfiction book that has been read aloud, with sequential order focus, students can retell the story in order orally.

Reading Standards Writing Standards Speaking and Listening Standards
1.RN.2.3
1.RV.3.2
1.W.3.2
 
1.SL.2.1
1.SL.2.3
1.SL.2.4
1.SL.2.5
1.SL.3.1
Digital Resources

-Text Structure

English Learner Considerations

The English Learner considerations, which were written by Indiana EL teachers, are meant to increase engagement and support growth for ELs.They are designed to support the standards and curriculum you are currently using. The following are recommendations of best practices to assist educators in making language more accessible for English Learners. Educators should adapt strategies based upon a student’s proficiency level and ensure that content is age-appropriate.

Additional strategies and the guiding principles regarding literacy instruction for English Learners.

Beginning Intermediate Advanced

-allow visuals in hand
-use video clips
-allow anchor chart of text features in hand
-use picture books
-encourage hands-on learning
-provide audiobooks
-provide modified texts

-post visuals for reference
-provide anchor charts of text features for reference
-pre teach text features
-provide audiobooks
-provide modified texts

-provide visuals if needed
-structure guided reading groups

Special Education Considerations

The special education considerations, which were written by Indiana special education teachers, are meant to increase engagement and support growth for students in special education. This is not an exhaustive list of strategies, but these supports will help you make literacy instruction more accessible for students. Remember to adapt these to the needs of your students and ensure that you are creating opportunities for all students to engage with rigorous content.

Guiding principles regarding literacy instruction for students in special education.

Strategy  Examples

Offer multiple ways to present text

 

Read alouds

Partner reading

Audio text

Video read aloud

Picture walk of story 

 

Model how illustrations can raise questions about the story

Prompt students to notice important parts of the illustrations that move the story forward

Highlight important vocabulary words in the text that are also used in the picture walk

Make text-to-text connections between two texts on similar topics

Have text strips from books for quick comparison

Use graphic organizer to compare how texts are similar and different.

Restate facts learned from a nonfiction text

Use prompts to help student restate facts correctly

Use fill in the blanks to convey information correctly

Turn and talk with a partner to share facts

Cite text evidence by pointing to the text 

Create a graphic organizer with main idea and supporting details

Provide a word bank with details

Provide pictures for graphic organizers

Provide partial answers and fill in blank answers

Use sticky notes to identify features of nonfiction 

Provide an example on the white board for the class to view, and model how to find examples 

Show appropriate examples and model application of the skill with text

Complete a guided version of the activity before students complete independently

Create list of features on a graphic organizer before putting information on the sticky notes