1. Learning Objective: Today we will identify the structure of a cause and effect text.
Do gestures with students.
What are we going to do?

2. What are we Identifying today?
Structure of a cause and effect text!
Have students share with partners the object then call on 3 non volunteer to share today’s objective

3. The Importance of Identifying Cause and Effect Structures
Understanding cause and effect helps you connect events that you learn about in your lessons.
You can think about why events happened and what happened because of an event. If you understand what caused something to happen in history or in a science experiment, you can predict what might happen when similar events happen in the future.
Understanding causes and effects helps you organize information in your head.
Read the importance and have students share other reasons why it is important to know text structures of expository text

4. What would happen on a rainy day?
Allow students to share with partners. Have A tell B and B tell A. Walk around and make sure students are sharing ideas
Allow about 2 minutes for discussion
Then call on a volunteers to share responses
These are examples of cause and effect relationships!

5. Cause and Effect Text Structures
Text structure is how a text is organized such as compare and contrast, sequence, and cause and effect.
A cause happens before an effect.
An effect happens as a result of a cause.
A cause can tell you why something happened.
An effect can tell you what happened.
Concept development
Review meaning of text structure
Pair share meaning of text structure
Call on non volunteer to share meaning
Introduce meaning of cause and effect text structures
All students to discuss meaning of cause and effect text structure and call on a non volunteer to share meaning
Introduce signal words
Have students o discuss some of the signal words and call on a non volunteer go to next slide

6. More on Cause and Effect
When you read about why something happened, you are reading about a cause. Sometimes an event will have more than one cause.
When you read about what happened because of something else, you are reading about an effect. Sometimes there will be more than one effect of a single cause.
Concept development
Review meaning of text structure
Pair share meaning of text structure
Call on non volunteer to share meaning
Introduce meaning of cause and effect text structures
All students to discuss meaning of cause and effect text structure and call on a non volunteer to share meaning
Introduce signal words
Have students o discuss some of the signal words and call on a non volunteer go to next slide

7. When will you find cause and effect writing?
Most of the time, you will see causes and effects in the same lesson.
Cause and Effect signal words let you know that the author wants you to learn about causes and effects. When you see these words, you will know to pay careful attention to causes and effects.
Concept development
Review meaning of text structure
Pair share meaning of text structure
Call on non volunteer to share meaning
Introduce meaning of cause and effect text structures
All students to discuss meaning of cause and effect text structure and call on a non volunteer to share meaning
Introduce signal words
Have students o discuss some of the signal words and call on a non volunteer go to next slide

8. More on Cause and Effect The chart below shows some common cause and effect signal words:
Concept development
Review meaning of text structure
Pair share meaning of text structure
Call on non volunteer to share meaning
Introduce meaning of cause and effect text structures
All students to discuss meaning of cause and effect text structure and call on a non volunteer to share meaning
Introduce signal words
Have students o discuss some of the signal words and call on a non volunteer go to next slide

9. Example: There was a bad storm last night, as a result the electricity in the neighborhood went off for two hours.
Read example sentence
Do a think aloud on identifying signal words and ask self question “ does this passage tell what happens and why it happened”
Review non-example: tell students to discuss with partner why this is not a cause and effect passage. Call on a volunteer to share what they discussed
Ask a volunteer if they think they know what text structure it is and why

10. Let’s practice! Creating multi-flow maps can help you diagram cause and effect structures in text!
Suppose you read a sentence that starts, "The pool was closed because…." If you kept reading, you would find out what caused the pool to close. The word because is a signal word that lets you know that you will be reading about a cause and an effect. You can create a flow map to show this!
broken pipe
pool closed
(cause)
(effect)

11. Sometimes there can be many causes and only one effect
Sometimes there can be many causes and only one effect. The diagram below shows many causes. Think of another possible cause of missing the bus and write it in the multi-flow map.
You wake up late.
You lose your shoe.
You miss the bus.
If only one of the things happened, you might have been on time. But all three made you miss the bus.

12. Sometimes there are many effects for only one cause
Sometimes there are many effects for only one cause. The diagram below shows two effects. Think of another possible effect of an alarm that doesn’t go off and write it in the multi-flow map
Miss breakfast
Alarm doesn’t go off

13. Steps to identifying cause and effect structures in texts.
Read the text
Look for signal or clue words in the text and then underline them
Decide whether this text has cause and effect structure
Check for understanding filling in a multi-flow map

14. Let’s Practice!
Steps to identifying cause and effect structures in text
There are possible reasons why my father is in excellent health, even though he is over eighty years of age. For one thing, he is in excellent condition because he has stopped smoking cigarettes. He quit smoking cigarettes because whenever he climbed stairs he would invariably stop several times and cough loudly. His good health is also due to his cutting down on the wrong kinds of food.
Read the text
Look for signal or clue words in the text and then underline them
Decide whether this text has cause and effect structure
Check for understanding filling a multi-flow map
He stopped smoking
My father is in good health
Cutting down the wrong kinds of foods

15. Let’s Practice!
The invention of the rocket has sometimes had negative effects on human society. For example, these devices have been used in warfare. As a result people have sometimes been killed. Rocket technology has improved with time, so rocket engines have come to possess greater range. Deadly “warheads” can be sent to reach targets far away from the launch site. As a result of the development of nuclear power, a rocket with a nuclear warhead can be the cause of the deaths of millions of people in a few moments.
Steps to identifying cause and effect structures in text
Read the text
Look for signal or clue words in the text and then underline them
Decide whether this text has cause and effect structure
Check for understanding filling a multi-flow map
Used in warfare
People have been killed
Invention of rockets
Rockets have improved in time, now millions could die

16. Let’s Practice!
Even though Arizona and Rhode Island are both states of the U.S. they are strikingly different in many ways. For example, the physical size of each state is different. Arizona is large, having an area of 114,000 square miles, whereas Rhode Island is only about a tenth of the size, having an area of only 1,214 square miles.
Steps to identifying cause and effect structures in text
Read the text
Look for signal or clue words in the text and then underline them
Decide whether this text has cause and effect structure
Check for understanding filling a multi-flow map

17. Let’s Practice!
Hurricanes are high-speed windstorms that start over the ocean and can have winds as fast as 250 km/hour. Hurricanes usually occur over oceans, near the equator. They are formed when warm, wet air is forced upward by heavier cool air. The air pressure drops quickly from the outer edge towards the center. Next, the winds move in a circular pattern around the center, “eye,” of the hurricane. In the “eye,” the winds stop and the clouds lift, but the ocean below remains violent. The average hurricane covers an area of at least 240 km. When the storm is over land, these winds destroy life and property.
Steps to identifying cause and effect structures in text
Read the text
Look for signal or clue words in the text and then underline them
Decide whether this text has cause and effect structure
Check for understanding filling a multi-flow map
Warm , wet air is forced upward by cooler air
The air pressure drops quickly from the outer edge toward the center
Hurricanes
Winds move in a circular pattern around the “eye”

18. Now you are going to do this on your own!
Steps to identifying cause and effect structures in text
Read the text
Look for signal or clue words in the text and then underline them
Decide whether this text has cause and effect structure
Check for understanding filling a multi-flow map 1 2
On your own! You will read each of the paragraph and decide whether it is has cause and effect structure. Underline signal or clue words. Then check for understanding by filling in a multi-flow map. 3

19. 4 5 6

20. 7 8

21. What text structure did we identify today?
Cause and Effect structures in text!
Why is it important to identify cause and effect text structures?
Closure
Ask students following questions
What text structure did we identify today?
Why is it important to identify cause and effect text structures?

22. Closure Martha was late to school because her alarm clock was broken.
Tom and Jerry are very different animals, but they do share some similarities. They both enjoy annoying one another.
Sam did not want to move to Chicago, therefore he begged his parents if they could stay in Texas.
Using white write yes if it is cause and effect text structure and no if it is not
Release students into independent practice if 80% of students understand remain in guided practice if students do not understand
Step 1 Read text
Step 2: Identify signal words
Step 3: Ask yourself is this tell what happened and why it happened