Nonfiction Text Structures - By Jen Jonson
00:0-1 | nonfiction text structures . Let's talk a little bit about | |
00:03 | nonfiction text structures . Most of you are quite familiar | |
00:07 | with fictional text structures . This storyline probably looks very | |
00:11 | familiar to most of you , based on stories you | |
00:13 | bread and movies you've watched . Generally , when someone | |
00:16 | is retailing a fictional tale , we'll start with the | |
00:18 | beginning . Give us some of the characters . There'll | |
00:20 | be a problem . The rising action is the characters | |
00:24 | dealing with that problem . Usually , the climax comes | |
00:27 | kind of near the end of the movie , when | |
00:29 | the characters solve their big problem , and then we | |
00:31 | have some kind of wrap up the end . Most | |
00:35 | of us are very familiar with this fictional text or | |
00:38 | movie structure . I'll never forget when my six year | |
00:41 | old reassured her four year old sister not to worry | |
00:44 | that the main character in the movie they were watching | |
00:46 | was not really in mortal danger because , she says | |
00:50 | , don't worry , J . C . They can't | |
00:52 | kill them off . He's the main character , even | |
00:54 | at that young of an age . She understood that | |
00:56 | traditionally , movies were not killing off the main character | |
00:59 | because they're the ones who needs to solve the problem | |
01:01 | and killing them off early in the movie simply is | |
01:04 | not interesting . So let's apply that then to nonfiction | |
01:07 | text structure , that structure we saw on the previous | |
01:11 | page with rising events and a problem to solve , | |
01:14 | and characters that does not apply to most nonfictional texts | |
01:17 | . So what is nonfiction text structure ? It refers | |
01:21 | simply to the ways the authors organized the information , | |
01:23 | and they're non fiction texts . The fictional text story | |
01:26 | maps just isn't going to work , and I gotta | |
01:28 | have some visual clues along the left for you . | |
01:30 | So you see these building structures that I have along | |
01:33 | the screen and based simply on the structure of each | |
01:36 | building . You can probably determine a little bit about | |
01:38 | it . You can tell that thesis one from the | |
01:41 | top here , this one's going to become a house | |
01:43 | . This top one here looks like it might be | |
01:45 | the frame for a skyscraper . This might be maybe | |
01:48 | the apartment building in progress , and this other structure | |
01:51 | of the bottom does not look like any structure that's | |
01:54 | probably going to house people . To me , it | |
01:56 | looks a little bit more like the Eiffel Tower or | |
01:58 | something that's being designed for aesthetic appeal . So what | |
02:04 | is in it ? for you to learn about nonfiction | |
02:06 | text structure again . Nonfiction doesn't have that nice plot | |
02:10 | line that we're all really familiar with . That helps | |
02:12 | us anticipate what's going to happen in movies . So | |
02:15 | we need some kind of structure to help you understand | |
02:18 | and know what's going to come up in the nonfiction | |
02:20 | text that you read . So if you know these | |
02:22 | text structures that we're going to cover on the next | |
02:24 | several slides , this will really help you understand where | |
02:27 | the articles going . What's the main idea and what | |
02:29 | is the purpose for writing , just like we mentioned | |
02:33 | earlier Over on the left , Just checking out the | |
02:35 | frame structure of these buildings helped you determine a lot | |
02:38 | about the purpose they might be used for . But | |
02:41 | just looking at the structures of these buildings , I | |
02:43 | can get a good idea as to how they will | |
02:45 | be used and what the purpose of them is . | |
02:47 | When you determine text structure , which you'll be asked | |
02:50 | to do in the rest of this session , the | |
02:51 | first thing I want you to do is simply just | |
02:53 | remember the S from the sq three R that we've | |
02:56 | already talked about and just give the passage a good | |
02:58 | skim . Ah , lot of times the author is | |
03:00 | going to give away their purpose right in the title | |
03:02 | and headings . And then you will also be looking | |
03:05 | for some keywords . I'm giving you a handout that | |
03:07 | has some of the key words that help cut a | |
03:09 | giveaway some of the different structures . And second , | |
03:13 | after you finish reading something , always ask yourself , | |
03:15 | What was the authors purpose behind that ? They're trying | |
03:18 | to propose a solution where they're trying to get me | |
03:21 | to see a relationship between cause and effect . And | |
03:23 | we'll go through these wisdom tangible example so that you | |
03:26 | can see let's check out the two that I have | |
03:29 | linked here . So the first one is a NA | |
03:31 | article about Daniel Radcliffe and right at the top of | |
03:34 | this article . When I skim it , I see | |
03:36 | a really big give away . The title says Q | |
03:39 | and A . Daniel Radcliffe and one of the structures | |
03:41 | that were going to be looking at on the next | |
03:43 | slides is called the question and answer structure faced on | |
03:46 | the title . Just by skimming that I have a | |
03:48 | pretty good idea that the structure used in this article | |
03:51 | is simply going to be . The author writes a | |
03:53 | question or asks Daniel question , and they right exactly | |
03:57 | what he said . And if I skimmed down , | |
03:59 | I could see that's exactly what's happening . So time | |
04:02 | for kids is asking a question . And then they | |
04:04 | are providing the verbatim answer that Daniel Radcliffe provided . | |
04:08 | Let's go back and look at another example , watching | |
04:10 | out for vultures . Let's see if we could determine | |
04:13 | the text structure for this one by looking at the | |
04:15 | title or if we need to skim a little further | |
04:18 | . So I'm watching out for vultures . We kind | |
04:20 | of have a sub headline or subtitle . Here . | |
04:22 | Farmers giving medicine to cows are accidentally poisoning vultures again | |
04:28 | . So we see that we have a cause here | |
04:31 | and in effect . So I'm guessing this will probably | |
04:33 | be a cause effect Structured article on If I read | |
04:36 | through . If I can't always determine it right away | |
04:40 | , I'll look at the beginning . The first paragraph | |
04:42 | . What's good for 1 may not be for all | |
04:43 | , especially in the Animal kingdom , and talks about | |
04:46 | a drug that is good and provides pain relief . | |
04:48 | But it is toxic to vultures . I get that | |
04:51 | at the beginning of the article And if I scroll | |
04:54 | down to the end of the article , the way | |
04:57 | a drug given to a cow could end up killing | |
04:58 | a vulture is one example of how interconnected the food | |
05:01 | chain is . So I can see that much of | |
05:02 | this article really seems to be intended to help me | |
05:07 | understand the relationship between a drug that we're giving to | |
05:11 | cattle and the effect that it's killing vultures . So | |
05:13 | this is definitely they cause affect kind of structure . | |
05:17 | Now , let's look at those different types of text | |
05:19 | structures that I've kind of been hinting at , and | |
05:21 | then we'll apply them to some articles to hopefully really | |
05:24 | clear this up for everyone . There are six major | |
05:27 | nonfiction text structures description , sequence , compare and contrast | |
05:31 | , problem solution , cause and effect in question and | |
05:33 | answer beneath each . You see that I have provided | |
05:36 | a description . We're gonna walk through these one at | |
05:38 | a time , so I'm not gonna read this lied | |
05:40 | to you . But I do want you to have | |
05:42 | it for reference when you're working through the activity later | |
05:44 | , where you need to determine which text structure is | |
05:46 | being used . You'll also see that I have included | |
05:49 | some key words that help signify which structures being used | |
05:53 | . So these air some signal words that will help | |
05:55 | you identify which text structures being used . Let's go | |
05:58 | through each , though one at a time . So | |
06:00 | when authors are using description as their nonfiction text structure | |
06:04 | , their purpose is to define a topic , an | |
06:07 | idea , person , place or thing . Something is | |
06:10 | being described by its features , characteristics for examples . | |
06:14 | So in this article about undersea volcanoes , the primary | |
06:17 | purpose of this article is not to persuade us it's | |
06:20 | not to compare undersea volcanoes with undersea mountains . It's | |
06:24 | not to propose a problem and a solution . It's | |
06:28 | definitely not a question answer type of format . It's | |
06:31 | simply trying to describe undersea volcanoes by communicating their characteristics | |
06:37 | and features with us . So if you skim this | |
06:38 | article that's on the screen , you'll see that the | |
06:41 | information provided does just that . So in our session | |
06:45 | , when you're asked to provide a graphic organizer that | |
06:47 | supports the text structure that you have identified , probably | |
06:50 | what you want to do is to create a concept | |
06:52 | map so descriptive text structures have a main idea . | |
06:56 | Main topic . This would be undersea volcanoes , and | |
06:59 | then there are details provided about that main idea within | |
07:02 | the article . Please remember here that just about every | |
07:05 | article is going to have a nice element of description | |
07:08 | . So before you just say , Oh , yes | |
07:10 | , it's definitely the descriptive text structure because I see | |
07:13 | some details provided . Make sure that the authors primary | |
07:16 | purpose is not one of the other text structures . | |
07:19 | So keep that in mind because a lot of these | |
07:21 | text structures will kind of relate to one another , | |
07:23 | just as with the physical text structures many of them | |
07:27 | involved would , and many of them involves , um | |
07:29 | , iron and nails , and many of them evolves | |
07:32 | in similar elements . But a structure does have a | |
07:35 | primary purpose when it's all said and done . And | |
07:37 | that's what you're trying to decide is what is the | |
07:40 | primary structure being used in the articles that I give | |
07:43 | you the second type of text structure that you will | |
07:46 | often see a sequence thes describe events or items in | |
07:51 | the order that they happen or they tell you how | |
07:53 | to do something , or they will tell you how | |
07:55 | to make something so a lot of times you will | |
07:57 | see the transitions for a second . Next Finally , | |
08:00 | you know after that , and this article here is | |
08:03 | describing how mummies were made , and that is definitely | |
08:06 | something that had to be done in a particular sequence | |
08:08 | or order of events . And so the author decided | |
08:11 | to use sequence as their text structure because they're working | |
08:14 | through a process with us third text structure that you'll | |
08:18 | often see a nonfiction is compare and contrast . And | |
08:20 | here is an article from The New York Times that | |
08:23 | is comparing to baseball stadiums . And I can tell | |
08:27 | right from the title again , the title is a | |
08:28 | really good giveaway that this is a compare contrast structure | |
08:31 | coming up says to new baseball palaces , oneness , | |
08:34 | stoic . And when it's scrappy , I could just | |
08:36 | skim through the multimedia pictures . I can see a | |
08:39 | picture of New York Stadium and I see a picture | |
08:42 | of the Mets new home . And based on this | |
08:44 | , I can pretty much take a very well educated | |
08:48 | yes , that this article is comparing and contrasting Yankee | |
08:51 | Stadium in the Mets New Stadium . If I begin | |
08:54 | reading these articles , my guess is confirmed . If | |
08:56 | you look at the second paragraph , you can see | |
08:59 | he's a really nice compare contrast being used by the | |
09:02 | author Yeah , their rights . What's more , each | |
09:05 | stadium subtly reflects the character of the franchises that built | |
09:08 | them . Yankee Stadium is the kind of stoic , | |
09:10 | self conscious monument to history that benefits the most successful | |
09:14 | franchise American sports . The new home of the Mets | |
09:17 | , meanwhile , or , in contrast , is scrappy | |
09:20 | or more light hearted . It plays with history . | |
09:22 | Fast and loose is if it were just another form | |
09:24 | of entertainment . So when you're looking at tech structures | |
09:27 | and you find words like meanwhile or on the other | |
09:29 | hand , or in contrast to , you'll have a | |
09:31 | good hint there that the author is using a compare | |
09:34 | contrast structure to really show the difference between two items | |
09:39 | if you identify Compare contrast , is this text structure | |
09:41 | in one of our readings . Here's a couple of | |
09:44 | really nice graphic organizer is that you can use to | |
09:47 | defend your identification of the text structure . You may | |
09:50 | use a van diagram , or you can use a | |
09:52 | T chart , and you could put the two stadiums | |
09:56 | name in the rectangle the top , and then list | |
09:58 | the reasons they are alike unless the reasons that they | |
10:01 | are different . 1/4 common nonfiction text structure is the | |
10:05 | cause and effect text structure . Here we have another | |
10:09 | article from The New York Times that is talking about | |
10:12 | how climate change the cause is changing people's behavior in | |
10:16 | their vacation patterns . That's the effect . This one | |
10:19 | is much harder to distinguish from the title time for | |
10:22 | a vacation climate change in the human clock . I | |
10:25 | could see that there's two things mentioned . A change | |
10:27 | in the clock . I'm not sure if this is | |
10:29 | maybe problem and solution or cause and effect , but | |
10:31 | if I skimmed through the article , I'll get some | |
10:34 | information . The first paragraph talks about how climate change | |
10:38 | has caused birds to lay their eggs earlier and bears | |
10:41 | emerge from hibernation sooner . So again , I'm seeing | |
10:44 | a pretty good hint here that this is cause and | |
10:46 | effect because it's talking about the cause of climate change | |
10:49 | on animals , which would be the effect on animals | |
10:52 | . And then the next paragraph goes into . As | |
10:55 | it turns out , humans are not excluded from such | |
10:57 | behavioral changes . Over the last 30 years , a | |
10:59 | new study has found that peak park attendance has shifted | |
11:02 | by about four days , probably in response to climate | |
11:06 | change . The author goes on to quote some experts | |
11:09 | . Let's say , because you know , July is | |
11:11 | hotter now than it used to be . People are | |
11:12 | visiting , um , some of the national parks earlier | |
11:15 | in the year . Now we're in the second column | |
11:17 | , where it says it makes the Birdie National Park | |
11:19 | . Visitors peeked in terms of the days they visited | |
11:23 | most often on July 10th in 1979 and now it's | |
11:26 | nine days earlier . July 1st cause and effect and | |
11:29 | problem and solution can often be very closely related . | |
11:33 | It's very difficult for an author to write a piece | |
11:35 | about something having a problem and addressing a solution without | |
11:40 | also addressing the cause of the problem . So whenever | |
11:43 | I'm thinking that I have cause effect , I always | |
11:45 | want to skim through the entire article and read it | |
11:48 | to make sure that no proposed solutions are indicated in | |
11:52 | this piece . And as you can see , this | |
11:53 | article does not mention anything about how we need to | |
11:56 | stop climate change or the solutions to this . It's | |
11:59 | simply writing about a cause , climate change and the | |
12:03 | effect people are visiting national parks when it's not quite | |
12:06 | so hot . Here's some great graphic organizers for cause | |
12:09 | and effect , so you can have one cause this | |
12:11 | would be the climate change , global warming and then | |
12:14 | the effect . So there were effects on animals or | |
12:16 | effects on on birds , bears and people . There | |
12:20 | was effects on different national parks were being affected differently | |
12:24 | . So we have kind of the one cause and | |
12:26 | multiple effects you can often have , sometimes several causes | |
12:30 | that lead to a cumulative effect . So it's basically | |
12:33 | the same . Graphic organizer just reversed problems . Solution | |
12:36 | for Problem Solution The main purpose of the author is | |
12:39 | to communicate and share with the solution to a problem | |
12:43 | . So in this New York Times article , we | |
12:45 | can see that hospitals have had the problem of employees | |
12:49 | not washing their hands as often as they should . | |
12:51 | So one of the solutions to that problem is they | |
12:54 | put in these little electric eyes that kind of spying | |
12:57 | on people , and if , as they come in | |
12:59 | and leave a room , attracts whether or not they | |
13:01 | go to the sink and actually wash their hands . | |
13:03 | And this kind of electric I spying on employees really | |
13:08 | counting how many times they really wash their hands had | |
13:12 | an effect where the weekly rate of hand washing was | |
13:15 | 85% and went up to 91% . Now that is | |
13:19 | a cause and effect . But the main point of | |
13:21 | this article is really talking about a unique , innovative | |
13:23 | solution to the problem of getting people to wash their | |
13:26 | hands as often as they should in the medical industry | |
13:29 | . So here we have a problem solution tech structure | |
13:32 | . I will often use the fish bone graphic organizer | |
13:35 | when I am pulling apart this problem solution tech structure | |
13:39 | . So the problem and this one is people are | |
13:41 | not washing their hands as often as they need . | |
13:43 | Teoh , in this article talks about that problem and | |
13:46 | some of the other solutions that were opposed . So | |
13:49 | I talked about , you know , simply education was | |
13:51 | a proposed solution . You need to wash your hands | |
13:53 | more . This is why but again , a lot | |
13:55 | of those previous solutions only got hand washing up to | |
13:59 | 85% . If you come across an article that has | |
14:02 | several different problems and talks about one solution to address | |
14:05 | them all , then you could go with this graphic | |
14:07 | organizer shown beneath the fish bone . So here is | |
14:11 | an interesting article . Is this problem solution or cause | |
14:14 | and effect ? So we look at this article . | |
14:16 | Can Venice be saved ? You see that the first | |
14:19 | part of the article talks about how business is , | |
14:23 | Ah , beautiful city . It's It's built on a | |
14:25 | Siris of canals that serve as its streets , but | |
14:29 | the city is sinking . You see , In the | |
14:31 | second paragraph , city was built on a soft , | |
14:33 | marshy land in a lagoon or shallow body of water | |
14:36 | , and over the years the buildings have been sinking | |
14:40 | . So there's our problem . Meanwhile , climate changes | |
14:43 | have caused a nearby Adriatic Sea to rice , and | |
14:46 | we have , like a problem , and it caused | |
14:47 | in the same paragraph . So this is a problem | |
14:49 | , solution or cause and effect . E could tell | |
14:52 | from this main heading here , though , that the | |
14:54 | author really is wanting to focus on a problem . | |
14:57 | They put it in blue , and they gave it | |
14:59 | a heading to . The problem is every year from | |
15:01 | October to March , strong winds and high tides cause | |
15:03 | terrible floods . These floods could destroy homes and businesses | |
15:07 | . The sea water has damaged art treasures and historic | |
15:09 | buildings . Some experts say Venice will sink eight inches | |
15:12 | in the next 50 years . A plan to save | |
15:15 | the city again . We have a color change in | |
15:18 | a heading here to show us that this is important | |
15:20 | and that sounds very much like a solution . So | |
15:22 | we have a problem and then we're following it up | |
15:24 | with a solution . Group wants to Save Venice It's | |
15:27 | come up with a $2 billion plan to stop the | |
15:29 | flooding . The plan is called Project Moses . Huge | |
15:32 | underwater gates . We placed a three interests is to | |
15:34 | the Venice Lagoon . What act his dams to hold | |
15:36 | back the seawater . Some people think this is harmful | |
15:39 | . They think shutting out seawater might hurt the lagoons | |
15:42 | , fish and plant life . Somehow balance between the | |
15:44 | two sides has to be worked out . So this | |
15:46 | problem solution or cause and effect in this case , | |
15:49 | we really need to look at how much time the | |
15:51 | author spent on each . There's plenty of cause climate | |
15:54 | changes . The weather is causing the water to rise | |
15:57 | . But really , this author spends most of the | |
15:59 | time structuring out at least an argument where there is | |
16:01 | a problem and then a solution . I would say | |
16:04 | I don't think this is the most well structured , | |
16:06 | a well written piece because it is hard to determine | |
16:10 | if it is simply cause an effect , or if | |
16:12 | really , this is a problem solution piece . There's | |
16:15 | not a lot of time devoted to the solution , | |
16:18 | just a couple of paragraphs . Just avoid classifying an | |
16:22 | article Is problem solution just a the end of If | |
16:25 | someone has spent the entire time talking about natural environments | |
16:29 | to receive the polar bears are losing their habitat . | |
16:31 | And then at the very last part , the author | |
16:33 | says , somebody needs to do something . We need | |
16:35 | to raise money and stop this just a few sentence | |
16:39 | at the end saying something needs to be done . | |
16:41 | We need to stop this . That is not enough | |
16:43 | attention on a solution for that to change from a | |
16:46 | cause effect text structure to problem solution . So if | |
16:50 | you're going to classify a text structures problem solution , | |
16:52 | make sure the author has spent and dedicated a portion | |
16:55 | of that piece a good chunk of that piece to | |
16:58 | really focusing on a solution beyond . Just somebody needs | |
17:01 | to do something . We need to raise money , | |
17:03 | but really a specific solution , and you can see | |
17:05 | in this article the specific solution is Project Moses , | |
17:09 | and the author does go on to describe those gates | |
17:11 | . If this piece just said water is rising in | |
17:14 | Venice because of floods and hurricanes and climate changes , | |
17:19 | and we need to do something to save Venice . | |
17:21 | We need to raise a bunch of money and save | |
17:23 | Venice . Then it would not be a problem solution | |
17:25 | structure because really no specific solution was given and very | |
17:29 | little time was given to it . Most of that | |
17:31 | focus of the of an article like that would be | |
17:33 | on the causes and the effects . And , you | |
17:35 | know , just we need to do something is not | |
17:37 | enough for it to be a problem solution . Tech | |
17:39 | structure . And then the last text structure is question | |
17:43 | . Answer . That's the one we looked at with | |
17:45 | the Harry Potter interview with Daniel Radcliffe earlier . That | |
17:48 | was really , really easy to identify , so we | |
17:51 | won't spend much time on it . You'll see it | |
17:54 | often in magazines where the magazine list out there question | |
17:57 | . So National Geographic kids said , You have a | |
18:00 | hero . What were you like ? Is a child | |
18:02 | ? What's normal day for you ? And then you | |
18:04 | just have the authors ? Answer here doesn't always have | |
18:06 | to be an interview . It could be some common | |
18:09 | questions about a topic and to the author almost uses | |
18:12 | the question is the topic sentence and then goes on | |
18:14 | to answer it . But whenever you see this format | |
18:17 | where you have a clear question written all by itself | |
18:19 | and then an answer , that's an easy one . | |
18:21 | You're dealing with the question and answer text structure , | |
18:24 | so that seems pretty simple when I pull out really | |
18:28 | clear examples of each . But remember , many nonfiction | |
18:30 | texts will include some elements of multiple text structures . | |
18:35 | They will be descriptive . They might even describe things | |
18:37 | in a certain order , so you're not sure if | |
18:39 | it's description or sequence . They'll talk about problems . | |
18:42 | Still , talk about cause and effect . So your | |
18:45 | job is to determine the primary text structure being used | |
18:50 | to do that . Remember to skim , look at | |
18:52 | the title , look at the headings and look for | |
18:54 | the keywords , and then really spend a lot of | |
18:56 | your time focusing on the author's purpose . How much | |
18:59 | time and space did they devote to do the different | |
19:01 | elements ? So sit down and put yourself in their | |
19:04 | shoes and try and figure out why were they writing | |
19:06 | this article ? And let's look at this hyperlinked example | |
19:08 | here that we've seen earlier in our course . So | |
19:11 | we have bells , the buffalo a giant of a | |
19:14 | find . Now , in this non fiction piece , | |
19:17 | I have to try to figure out which text structure | |
19:19 | is being used someone to eliminate some of the ones | |
19:22 | right off the bat . It's definitely not question and | |
19:25 | answer . Another one I think I can eliminate right | |
19:27 | away is sequence . This doesn't seem to be telling | |
19:30 | me how to do something . Information is provided , | |
19:33 | but it doesn't seem critical that it's a step 123 | |
19:35 | or this had to come before this . So I'm | |
19:37 | gonna eliminate those two right off the bat . Problem | |
19:40 | and solution , cause and effect description and compare contrast | |
19:43 | or what I have left . So let's look at | |
19:46 | the problem and solution . I don't see anything mentioned | |
19:49 | at the beginning of the article about this frog being | |
19:52 | a problem . This article is not written from the | |
19:54 | point of view of Oh , it's such a problem | |
19:56 | that this ancient frog is gone . So because there's | |
20:00 | not a problem mentioned anywhere at the beginning of the | |
20:02 | piece , I'm going to get that one right off | |
20:03 | the plate as well . Now I'm left with cause | |
20:06 | and effect . Compare contrast and description . So let's | |
20:09 | see if we confined causes and effects . I don't | |
20:12 | see really any effects anywhere , except that this frog | |
20:14 | is gone . But this is a prehistoric frog . | |
20:18 | So I don't see this is being really focused on | |
20:21 | the effect of the frog being gone . I don't | |
20:23 | see any mention of to the causes . This is | |
20:26 | not talking about the media or any kind of drastic | |
20:29 | changes that wiped out these frogs . So I don't | |
20:31 | see any causes or effects anywhere through here when I | |
20:34 | look at headings or topics of paragraphs . So now | |
20:39 | I'm simply down to This is either a descriptive piece | |
20:42 | or this is a compare and contrast piece . So | |
20:45 | let me skim through . I see Giant is emphasized | |
20:48 | that this is an important find that we found this | |
20:51 | information about this humongous frog that lived long ago . | |
20:54 | It was a surprising discovery far from home . Why | |
20:59 | wasn't it found in South America where it lived ? | |
21:01 | And I could go through its talking again about how | |
21:04 | this is one of the very large frog . It's | |
21:06 | giving me some really good information about the frog . | |
21:08 | I have some details at the beginning on how how | |
21:11 | large it grew . I know where it was found | |
21:15 | . I know where it lived and then I get | |
21:21 | again some more information about this frog . Not only | |
21:24 | was it huge , it was powerful out of protective | |
21:25 | shields and really good details about the frog . And | |
21:28 | then I do have a comparison chart right here . | |
21:30 | Now , before I go up , it's definitely compare | |
21:32 | contrast . I will remind myself that wait a second | |
21:35 | . I didn't get any compare contrast information until this | |
21:38 | late in the article . Pretty much the end . | |
21:40 | And at this point we're talking . We are comparing | |
21:42 | and contrasting just the size of bells , Abu Foe | |
21:46 | to the American bullfrog and the Goliath frog . Those | |
21:50 | American bullfrog and Goliath frog are not mentioned anywhere so | |
21:54 | far in this article . So in a compare contrast | |
21:56 | piece , we would have been comparing American Bullfrog and | |
22:00 | the Goliath Frog to Belleville Buffo frequently , constantly through | |
22:04 | the peace , not just a the end . So | |
22:06 | even though a small element of compare contrast comes in | |
22:10 | at the end , that is not the primary purpose | |
22:13 | of this text structure . This text is filled with | |
22:16 | description characteristics , details about this new frog they found | |
22:22 | . So based on that , I feel comfortable identifying | |
22:25 | this text structure as description . So sometimes when you | |
22:29 | are trying to determine which text structures being used , | |
22:32 | ah , process of elimination helped . If you have | |
22:34 | any questions about text structure or are struggling with the | |
22:37 | activity , please let me know right away . |
DESCRIPTION:
This video discusses nonfiction text structures and how they affect nonfiction comprehension of the genre.
OVERVIEW:
Nonfiction Text Structures is a free educational video by Jen Jonson.It helps students in grades 4 practice the following standards RI.4.5.
This page not only allows students and teachers view Nonfiction Text Structures but also find engaging Sample Questions, Apps, Pins, Worksheets, Books related to the following topics.
1. RI.4.5 : Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text..