Homeroom:

Reminders:

Bring your ID tomorrow.

You will need to show it
to get on the bus for the
field trip.

Wear your wristbands.

Be on your best
behavior. I will go over
expectations in a
moment.

SEATED AND SILENT:

7:53

Purpose 10.31.16:

Finish your editorial. I will elect one person from each group to
type theirs and share it with me today.

Using the large sheet of white paper, begin formatting your

newspaper layout. You can make it as big as you want, use
whatever colors you need, and include different sections. I

Ive put a list of suggested sections on the board. The only required
ones are the advice column and the editorial section.

You may use your devices for research. Let me know if you need
any pictures printed off for your newspaper. You can share them
with me on OneDrive.

Feel free to listen to music while you work.

FOA 10.31.16: 2

nd

NEW SEATING
ARRANGMENTS

TABLE ONE:

NO
COMP
BOOKS!

TABLE FOUR:

A Chelcy C Jalen Davis

A Ethan

B Jailyn H.

B Emmani D Ali

D Anassa

TABLE TWO:

C Cortez

TABLE FIVE:

A Ryan

C Jaden R

A Carlos

B Alexis

D Marlenne

B Vanessa D Matthew

TABLE THREE:

A Luke

C Felix

B Johnna D Thalia

C Ariel

TABLE SIX:
A Kayla
B Sariah

C Jaden K.

FOA 10.31.16: 4th

NEW

SEATING
ARRANGMENTS:
TABLE ONE:
a. Jabbar
b. Meret
c. Allison

d. Janya
e. Bailey
f. Mariah

TABLE FOUR:
a. Jalen Sears
b. Sofia
c. Leyla

TABLE TWO:
a. Jalen King
b. Jennifer
c. Tya

d. Amanda
e. Marquese
f. Jowany

TABLE FIVE:
a. Brooklyn
b. Quinysha
c. Chryssa

TABLE THREE:
a. Jevon Lee
b. Marlon

d. Amaria
e. Emmanuel

d. Otziel
e. Merlyn

d. Moses
e. Isaiah
f. Auntajhia
TABLE SIX:

a.Preston
b. Taylor

d. Cris
e. German

FOA 10.31.16: 5th

NEW SEATING
ARRANGMENTS:

TABLE ONE:
a. Kemone
b. Omarrion
c. Asyah

d. Hannah
e. Duane
f. Caden

TABLE FOUR:
a. Ezinne
b. Aubrey
c. Aniyah

TABLE TWO:
a. Amailen
b. Emely
c. Leilanie

d. Kevin
e. Quashawn
f.

TABLE FIVE:
a. Heather
b. Keshana
c. Isais

TABLE THREE:
a. Emily V.
b. Briance
c. Joana

d. Caleb
e. Treani
f.

d. Jonathon
e. Anthony
f.
d. Demon
e. Elvin
f. Mason
TABLE SIX:

a. Braedon
b. Mason
c. Angelina

d. Breoncia
e. Htee
f.

FOA 10.31.16: 7th

NEW SEATING
ARRANGMENTS:

TABLE ONE:
a. Sammy
b. Steven
c. Abi

d. Briana
e. Fredy
f.

TABLE FOUR:
a. Jasmine
b. Dylan
c. Yami

TABLE TWO:
a. Bethanie
b. Sequoia
c. Eric

d. Maddy
e. Zeb
f.

TABLE FIVE:
a. Jordan
b. Greg
c. Juliet

TABLE THREE:
a. Raniya
b.McKinley
c. Tatianna

d. Makiyah
e. Wesley
f.

d. Ryan
e. Madelynn
f.
d. Linda
e. Allison
f. Marco
TABLE SIX:

a. Connie
b. Omar
c. Puk

d. KJ
e. Dylan
f. Mauricio

FOA 10.31.16: 8th

NEW SEATING
ARRANGMENTS:

TABLE ONE:
a. Triston
b. Kirsten
c. Kaily H.

d. Juan
e.
f.

TABLE FOUR:
a. Alexis F.
b. Darrell
c. Kaitlyn V.

TABLE TWO:
a. Gelon
b. Jose
c. Ricky

d. Alexis W.
e.
f.

TABLE FIVE:
a. Timothee
b. Tia
c. Jacklyn

TABLE THREE:
a. Amanda
b. Ethan
c. Katelynn

d. Miracle
e.
f.

d. Kayla
e.
f.
d. Trevant
e.
f.
TABLE SIX:

a. Anton
b. Kaylee W.
c.

d. Kemari
e.
f.

Text
Structures

Analyze organizational methods used in informational texts

Making Information Clear

Authors

choose structure to
organize information and make
their meaning clear.
use strategies to support
interpretation of text.

Readers

Essential question for unit:

How can I make sure I understand things well and

that other people understand me?

Writing Clarity
Authors

use organization to develop

their point of view

They

use different approaches to

support their purposes

They

pick an organization format that

will help make their ideas clear to the
reader

Readers ask

Why has the author chosen this

particular organization pattern?

Can I see a pattern to the writing?

How are the ideas divided and
presented?

Organizational
Patterns
Description
Chronological

Sequence)

Cause

(Order and

and Effect

Compare/Contrast
Problem/Solution

Description- Notes
DEFINITION

CLUES

The topic is

Imagery

described by

Many Adjectives

listing its

Examples

features,

What is it like?

characteristics,

How does it

or examples.

work?
What is
important to
remember about
it?

VISUALS/
TRANSITIONS

Such as
To Illustrate
Including
Specifically

Description

Author provides descriptive details

or characteristics of a topic.

Description Key
Words
For example
Specifically
Characteristics
include
Next
Another kind
In addition
Spatial words like
near, beyond, over,
etc.

Description Example
1
Coral snakes are distinguished by
their red, yellow/white, and black
colored banding. Most species of are
small in size. North American species
average around 3 feet in length, but
specimens of up to 5
feet or slightly larger
have been reported.

Description Example
2
Geologists classify types of rocks by
closely examining certain
characteristics. They often begin by
looking at the rock through a
magnifying lens to check for crystal
structures, luster, and color.
Breaking the rock shows specimens
fracture or cleavage.

Compare and Contrast- Notes

DEFINITION

CLUES

The author

Likenesses

discusses
similarities
and
differences
between
people, things,
concepts, or
ideas.

VISUALS/
TRANSITIONS

Differences
What is being
compared?
In what ways
are they alike?
In what ways
are they
different?

Both
Instead of
As opposed to
On the other
hand

Comparison and
Contrast

One idea is presented first, followed by a similar or

different way of seeing things.

Compare/Contrast
Key Words

Differ

Same

Alike

Compare

But

Both

Similar

On the other hand

Compare/Contrast
Example (1)
Seurat

painted scenes of everyday life

full of realistic people and objects with
soft edges and lines. He wanted his art
to capture feelings of the moment.

Picasso,

on the other hand, used

distorted images and strange colors to
create mood.

Compare/Contrast
Example (2)
Saturn

is the second largest planet in

the solar system, much larger than
Earth. It is mostly made of hydrogen. It
rotates more quickly too. A day on
Saturn is only about 10 Earth hours
long. But it takes about 30 of our years
to make one full trip around the sun.

Foa 11.2.16 2nd period

Good morning!
Students to pass out comp
books until 11.22.16 are:
1. Jalen Davis
2. Matthew
3. Thalia
Student to pass out graded
work every Monday (unless
otherwise stated):
4. Alexis Simonds

When you receive your

comp book, write
objective and rate
yourself:

I can identify
different types of
text structures
chronological,
cause/effect, and
problem/solution.

Seated and
Silent.
Before the
bell.

Foa 11.2.16 4th period

Good morning!
Students to pass out comp
books until 11.22.16 are:
1. Meret
2. Emmanuel
3. Amanda
Student to pass out graded
work every Monday (unless
otherwise stated):
4. Chyaynne go ahead and pass
out graded work starting today.

When you receive your

comp book, write
objective and rate
yourself:

I can identify
different types of
text structures
chronological,
cause/effect, and
problem/solution.

Seated and
Silent.
Before the
bell.

Foa 11.2.16 5th period

Good morning!
Students to pass out comp
books until 11.22.16 are:
1. Heather
2. Braedon
3. Joanna
Student to pass out graded
work every Monday (unless
otherwise stated):
4. Angelina - go ahead and pass
out graded work starting today.

When you receive your

comp book, write
objective and rate
yourself:

I can identify
different types of
text structures
chronological,
cause/effect, and
problem/solution.

Seated and
Silent.
Before the
bell.

Foa 11.2.16 7th period

Good Afternoon!
Students to pass out comp
books until 11.22.16 are:
1. Bethanie
2. Dylan M.
3. Allison
Student to pass out graded
work every Monday (unless
otherwise stated):
4. Raniya - go ahead and pass out
graded work starting today.

When you receive your

comp book, write
objective and rate
yourself:

I can identify
different types of
text structures
chronological,
cause/effect, and
problem/solution.

Seated and
Silent.
Before the
bell.

Foa 11.2.16 8th period

Good Afternoon!
Students to pass out comp
books until 11.22.16 are:
1. Kayla
2. Miracle
3. Jacklyn
Student to pass out graded
work every Monday (unless
otherwise stated):
4. Alexis Freeman - go ahead and
pass out graded work starting
today.

When you receive your

comp book, write
objective and rate
yourself:

I can identify
different types of
text structures
chronological,
cause/effect, and
problem/solution.

Seated and
Silent.
Before the
bell.

Foa 11.1.16
1.

Answer the question: what is the purpose of authors

using different types of text structures?

2.

Draw the two visuals to use for description and

compare/contrast writing. Label each.

Here is an example of
what your completed
FOAs should look like
EVERY day!!!!

Date;
11.1.16

Objective: I can identify

different types of text
structures.
1. Blah blah blah blah blah
2. Picture one:
Picture two:

1.

Your first
paper
should
look like:
2.

Topic One

Detail

Detail
TOPIC

Detail

Detail

Detail

Topic Two
Signal words:

Signal words:

Your
second
paper
should
look like:

Group names:
Passage One:
Blah blah blah

Passage Two:
Blah blah blah

Chronological /
Sequence- Notes
DEFINITIO
N

CLUES

The author

Events in order of

provides

occurrence

readers with

Dates, times, or

events in

steps

sequence or

VISUALS/
TRANSITIONS

First, Second

Do they happen in Next, Last, Finally

a list of steps
order?
Previously
in a

What items,

procedure.

events or steps
are listed?

Before / After

Chronological /
Sequence
Saris Education

Elementary
School

Story

Middle
School

High
School

or information is told in the order that

the events occurred

Chronology Key
Words
First she sat in the hard
chair
Next she sat in the soft
chair
Finally, she sat in the
babys chair

First

Next

Then

After

Before

Sequential dates

Events

Order

Sequence Example (1)

First, Goldilocks sat in the great big, Papa Bear

chair, but it was too hard.

Then, she sat in the medium sized, Mama Bear

chair, but it was too soft.

Finally, she sat in the little, bitty, Baby Chair, and it

was just right.

Sequence Example (2)

When

the Anglo-Saxons conquered the

British Isles they introduced their
language which was composed of common
everyday words like boat and tree.

Later,

the Normans added French words

like caf.

Problem / SolutionNotes
DEFINITION

CLUES

The author

Problem Solving

gives

A call to action

information

What is the

about a problem

issue?

and explains

Why is it an

one or more

issue?

solutions.

Is anything
being done to
solve the issue?

VISUALS/
TRANSITIONS

As a result
One reason for
Leads to
Problem/
Solution

Problem / Solution
Problem
The beach was
littered with
trash.

Steps
Jeff organized
a beach cleanup party.

A problem is presented and followed by the steps to bring about a solution.

Solution
30 people came
to pick up
trash and soon
the beach was
clean.

Problem / Solution Key Words

Problem

problem is

dilemma is

if-then

because

Steps
so

Solution

that
question-answer
problem is solved
reason why

Problem / Solution (1)

Native

American tribes who lived on the

central plains had to move from place to
place to follow the migrating herds. Since
they could not build permanent homes, they
invented the teepee which allowed them to
move their homes from place to place.

Problem / Solution (2)

Ted

and Sam both wanted to drive the car.

They started yelling at each other. Their
mom came and told them to stop fighting.
She told Ted he could drive the car today,
and Sam would have a turn tomorrow.

Cause and EffectNotes

DEFINITION

CLUES

The author

Series of

explains an

connected

event and how

events where

that event leads

one causes the

to other events.

others.

Cause- Why

What happened

something has

and why?

occurred.

What caused it

Effect- The

to happen?

result or impact

What happened

of the event.

as a result?

VISUALS/
TRANSITIONS

Since
Because
For this reason
As a result
Consequently

Cause and Effect

Cause
The

Effect

author establishes a link between the

way things are now and how they got that
way.

Cause and Effect Key Words

Caus
e

Effec
t

If/then

Reasons

Why

Because

As a result

This led to

Consequently

Due to

Cause/Effect
Cause
Order

doesnt matter:

Effect

Sometimes the cause will be presented first, then

the effect will follow.

Cause/Effect Example
(1)
Cause:

During the experiment, Henry

poured the liquid bromine into the
saline solution.

Effect:

His hypothesis was proved

correct when the solution changed
colors.

Cause/Effect

Cause
Order

still doesnt matter:

Effect

Sometimes the issues are presented with the

effects cited first, then the causes are offered as
explanation.

Cause/Effect Example
Cause: Gorilla meat is a dietary staple
(2)
for nearly 12 million people in Africa.

Effect:

The future of gorillas in the

wild is at risk. Scientists predict that at
the present rate of decline, in 30 years
all the worlds wild gorillas will be
gone.

FOA - 11.3.16 (2nd Period)

JOBS:
Comp books Jalen Davis, Matthew, Thalia
Marlenne please pass out any notes in the back turn-in
bin.
When you get your comp book, write objective:
I can identify five different text structures using
vocabulary, signal words, and texts.
Then answer:
1. What are the three different types of text
structures we took notes on yesterday?
AND
2. What are the three visuals used for each?

Seated
and Silent.
Before
bell.

FOA - 11.3.16 (4th Period)

JOBS:
Comp books Meret, Emmanuel, Amanda
Chyaynne please pass out any notes in the back turn-in
bin.
When you get your comp book, write objective:
I can identify five different text structures using
vocabulary, signal words, and texts.
Then answer:
1. What are the three different types of text
structures we took notes on yesterday?
AND
2. What are the three visuals used for each?

Seated
and Silent.
Before
bell.

FOA - 11.3.16 (5th Period)

JOBS:
Comp books Heather, Braedon, Joanna
Angelina please pass out any notes in the back turn-in
bin.
When you get your comp book, write objective:
I can identify five different text structures using
vocabulary, signal words, and texts.
Then answer:
1. What are the three different types of text
structures we took notes on yesterday?
AND
2. What are the three visuals used for each?

Seated
and Silent.
Before
bell.

FOA - 11.3.16 (7th Period)

JOBS:
Comp books Bethanie, Dylan M., Allison
Raniya please pass out any notes in the back turn-in
bin.
When you get your comp book, write objective:
I can identify five different text structures using
vocabulary, signal words, and texts.
Then answer:
1. What are the three different types of text
structures we took notes on yesterday?
AND
2. What are the three visuals used for each?

Seated
and Silent.
Before
bell.

FOA - 11.3.16 (8th Period)

JOBS:
Comp books Kayla, Jacklyn, Miracle
Alexis please pass out any notes in the back turn-in bin.

When you get your comp book, write objective:

I can identify five different text structures using
vocabulary, signal words, and texts.
Then answer:
1. What are the three different types of text
structures we took notes on yesterday?
AND
2. What are the three visuals used for each?

Seated
and Silent.
Before
bell.

Question
Examples
This story is organized by

comparing Alfreds life to

those of German families
describing a series of events
in Nobels life
discussing what the
scientists role was in
organizing the prize
providing examples of how
people lived in 1925

Which of the following best

describes the organization of
the passage?

Presenting in order the steps of

cave and sinkhole formation

Comparing the formation of a

cave to the formation of a
sinkhole

Describing features of caves and

sinkholes

Presenting basic information

first about caves and then about
sinkholes

Review

What are the 5 organizational patterns?

Why do authors use different types of

organization?

What clues will help you determine the pattern?

Remember
Description

Chronological
Cause/Effect

Comparison/Contrast
Problem/Solution

Identifying Text Structure

Daniel Sullivan was the first to notice the flames

coming from the OLeary barn at around 8:30 pm
on October 8. A problem with the alarm box made
it impossible for the people in the area to call for
the fire department. By 9:30 pm, the entire block
was blazing. In another 3 hours, there were fires
all over Chicago. The heavy wind coming from the
lake only made the fire bigger. It would be another
day before the fire would be completely out. By
that time, 17,500 buildings had been burned.

Identifying Text
Structure
A.

Chronological
order

B.

Compare and
contrast

C.

Cause and
effect

D.

Problem and
solution

E.

Description

Daniel Sullivan was the first to notice

the flames coming from the OLeary
barn at around 8:30 pm on October 8.
A problem with the alarm box made it
impossible for the people in the area
to call for the fire department. By
9:30 pm, the entire block was blazing.
In another 3 hours, there were fires
all over Chicago. The heavy wind
coming from the lake only made the
fire bigger. It would be another day
before the fire would be completely
out. By that time, 17,500 buildings
had been burned.

What is the textual

evidence?

Look for
transitional
words.

Look for
defining
clues.

Daniel Sullivan was the first to notice

the flames coming from the OLeary
barn at around 8:30 pm on October 8.
A problem with the alarm box made
it impossible for the people in the
area to call for the fire department.
By 9:30 pm, the entire block was
blazing. In another 3 hours, there
were fires all over Chicago. The
heavy wind coming from the lake
only made the fire bigger. It would be
another day before the fire would be
completely out. By that time, 17,500
buildings had been burned.

What is the textual

evidence?
Chronologi
cal Order/
Order and
Sequencin
Look for
g
transitional
words.

Look for
defining
clues.

Daniel Sullivan was the first to notice

the flames coming from the OLeary
barn at around 8:30 pm on October 8.
A problem with the alarm box made
it impossible for the people in the
area to call for the fire department.
By 9:30 pm, the entire block was
blazing. In another 3 hours, there
were fires all over Chicago. The
heavy wind coming from the lake
only made the fire bigger. It would be
another day before the fire would be
completely out. By that time, 17,500
buildings had been burned.

Identifying Text Structure

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 they were
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 spread rapidly across the city.

Identifying Text
Structure
A.

Chronological
order

B.

Compare and
contrast

C.

Cause and
effect

D.

Problem and
solution

E.

Description

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 they were 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 spread rapidly
across the city.

What is the textual

evidence?

Look for
transitional
words.

Look for
defining
clues.

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 they were
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
spread rapidly across the city.

What is the textual

evidence?
Cause and
Effect

Look for
transitional
words.

Look for
defining
clues.
Dont be
fooled!

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 they were 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
spread rapidly across the city.

Identifying Text Structure

After the fire, thousands of people were left
homeless. Many escaped the fire 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, gathered the tools
that people needed to rebuild their houses, and
even vaccinated 64,000 people against smallpox.

Identifying Text
Structure
A.

Chronological
order

B.

Compare and
contrast

C.

Cause and
effect

D.

Problem and
solution

E.

Description

After the fire, thousands of people

were left homeless. Many escaped
the fire 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, gathered the tools
that people needed to rebuild their
houses, and even vaccinated 64,000
people against smallpox.

What is the textual

evidence?

Look for
transitional
words.

Look for
defining
clues.

After the fire, thousands of people

were left homeless. Many escaped
the fire 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, gathered
the tools that people needed to
rebuild their houses, and even
vaccinated 64,000 people against
smallpox.

What is the textual

evidence?
Problem
and
Look
Solution
for
transitional
words.

Look for
defining
clues.

After the fire, thousands of

people were left homeless. Many
escaped the fire 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, gathered the tools
that people needed to rebuild
their houses, and even vaccinated
64,000 people against smallpox.

Identifying Text Structure

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. There were changes in where
people lived, as well. The poor people in the city
lived close to the center of the city before the fire.
After the fire, they moved into neighborhoods
that were farther away from the downtown area.

Identifying Text
Structure
A.
B.

C.
D.
E.

Chicago changed in many ways

Chronologic after the fire. Before the fire, most of
the buildings were less than five
al order
stories high. The buildings that were
Compare
constructed after the fire, however,
were some of the first skyscrapers in
and
the country. Before the fire, most of
contrast
the houses were made of wood. After
fire, people chose to build their
Cause and the
houses out of stone or brick. There
effect
were changes in where people lived, as
well. The poor people in the city lived
Problem
close to the center of the city before
and solution the fire. After the fire, they moved into
neighborhoods that were farther away
Description from the downtown area.

What is the textual

evidence?
Look for
transitional
words.

Look for
defining
clues.

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. There were changes in
where people lived, as well. The
poor people in the city lived close
to the center of the city before the
fire. After the fire, they moved
into neighborhoods that were
farther away from the downtown
area.

What is the textual

evidence?
Compare
and
Look
Contrast
for
transitional
words.

Look for
defining
clues.

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. There
were changes in where people lived, as
well. The poor people in the city lived
close to the center of the city before
the fire. After the fire, they moved into
neighborhoods that were farther away
from the downtown area.

Identifying Text Structure

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.

Identifying Text
Structure
A.
B.

C.
D.
E.

Chronologic
al order
Compare
and
contrast
Cause and
effect
Problem
and solution
Description

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.

What is the textual

evidence?
Look for
transition
al words.

Look for
defining
clues.

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.

What is the textual

evidence?
Descriptio
Look n
for
transitional
words.

Look for
defining
clues.

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.

Resources
Comprehension Strategies by Keene, Ellin Oliver, 2002.
When Kids Cant Read by Kylene Beers, 1998
A Reading and Writing Out Loud Presentation
Barbara Yardley, M.Ed.
For additional activities, worksheets and a complete Common Core
teaching unit on Text Structure
visit
http://www.teacherspayteachers.com/Store/Barbara-Yardley/