Visit the ReadWriteThink Webbing Tool and the Essay Map and familiarize yourself with their use so you can explain them to students. If you are using a book other than Danger! Volcanoes, you will want to find books that deal with a similar topic. The Natural Disaster Booklist includes books that relate to the theme of this lesson. Obtain copies of additional books that use a cause-and-effect structure. These words include cause, effect, because, if, and then. Familiarize yourself with the structure of the text and locate key words that signal cause-and-effect relationships. This lesson uses Danger! Volcanoes by Seymour Simon. Obtain and familiarize yourself with an expository text that uses a cause-and-effect structure.
Alaska Native Stories: Using Narrative to Introduce Expository Text, which has students compare expository texts to narrative texts.Using Science Texts to Teach the Organizational Features of Nonfiction, which looks at the ways that nonfiction texts are set up.You might want to prepare students by conducting the following lessons: Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).īefore completing this lesson, students should have background information about what expository texts are, how they are structured, and how they are different from fiction. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.ġ2. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.ġ1. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.Ħ. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).ĥ. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. Among these texts are fiction and nonfiction, classic and contemporary works.ģ. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world to acquire new information to respond to the needs and demands of society and the workplace and for personal fulfillment.
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