Comparing Structure in Information Texts
CONCEPTUALCompare and contrast the overall structure of events, ideas, concepts, or information in two or more informational texts, identifying patterns such as chronology, comparison, cause/effect, or problem/solution
Mastery Evidence
- Identify the organisational structure of two texts on the same topic
- Explain how one text uses cause/effect while another uses problem/solution to present information
- Analyse why an author chose a particular structure for their informational text
Assessment Prompt
“If [child] reads two non-fiction texts about the same topic that are organised differently — one in time order and one comparing two sides — can they describe those structural differences and explain how each one shapes the reader's experience?”
Curriculum Standards1 alignment
RI.5.5Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical SubjectsCompare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.
Prerequisites1
- Structure of information textshardAges 9—10
Show full prerequisite tree
- Structural terminology hard
Informational text structure (chronology, cause/effect, problem/solution) builds on text structure terminology knowledge
- Text Features & Presentation soft
Understanding how parts build on each other connects to language/structure contribution to meaning
- Expressive and Sensory Language hard
Identifying language contribution requires literary language understanding
- Listening to Texts Read Aloud hard
Recognising literary language requires listening comprehension of stories/poetry
- How Many in Total? soft
Sorting and categorising objects uses the same counting/cardinality skills from maths
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Non-Fiction Text Features soft
Non-fiction structures knowledge supports analysing text presentation
- Main Topic of Informational Texts hard
Non-fiction structures build on Y1 informational text main topic
- Connecting Ideas in Texts soft
Understanding how text structure conveys information builds on prior work identifying connections between ideas in informational text
- Main Topic of Informational Texts hard
Describing connections in informational text builds on identifying main topic and key details
- Main Topic & Key Details hard
Identifying logical connections between paragraphs builds on multi-paragraph main idea work
- Main Topic of Informational Texts hard
Multi-paragraph main idea analysis builds on identifying main topic and key details in simpler texts
- Representing numbers with objects (age 8+) soft
Cross-subject: understanding informational text connections (e.g. texts with charts/graphs) benefits from data representation literacy in maths
- Pictograms and tally charts hard
Constructing simple pictograms/tables is prerequisite to scaled versions
- Pictograms and tally charts (age 6+) hard
Constructing pictograms, tally charts, and bar charts requires these display vocabulary terms
- Sorting into categories hard
Constructing pictograms and tally charts requires classifying and counting objects first
- Comparing groups: more or fewer soft
Sorting categories by count benefits from ability to compare quantities
- Counting objects to 20 soft
Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Counting objects to 20 hard
Counting objects in each category requires being able to count sets of objects
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Sorting Data into Categories soft
Data representation formats (pictograms, tally charts) support organising data
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Pictograms and tally charts (age 6+) hard
Organising and representing data requires data, tally, frequency, and category vocabulary
- Sorting into categories hard
Organising data in categories builds on classifying and counting objects in categories
- Comparing groups: more or fewer soft
Sorting categories by count benefits from ability to compare quantities
- Counting objects to 20 soft
Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Counting objects to 20 hard
Counting objects in each category requires being able to count sets of objects
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Pictograms and tally charts (age 6+) hard
Drawing scaled bar charts and pictograms requires axis, scale, label, and frequency vocabulary
- Sorting Data into Categories hard
Drawing picture/bar graphs extends organising and representing data
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Pictograms and tally charts (age 6+) hard
Organising and representing data requires data, tally, frequency, and category vocabulary
- Sorting into categories hard
Organising data in categories builds on classifying and counting objects in categories
- Comparing groups: more or fewer soft
Sorting categories by count benefits from ability to compare quantities
- Counting objects to 20 soft
Counting a set helps when comparing groups, but younger children (GB age 4) can compare using matching without formal counting to 20
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Counting objects to 20 hard
Counting objects in each category requires being able to count sets of objects
- One-to-one counting hard
Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
Unlocks0
No topics build on this one.