Unwrapping the Standard (KUD): “What do we want students to know, understand and do?”
LAFS.4.RI.2.5: 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.
CCR Anchor Standard: Analyze the structure of texts, including how specific sentences, paragraphs, and larger
portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
Cognitive Complexity: Level 3: Strategic Thinking & Complex Reasoning
Understand “Essential understandings”: Ideas transferable to other contexts.


Authors purposefully choose to organize and structure information in a text to help the reader deepen their
understanding.
Understanding how an author structures a text affects the strategies the reader uses and how the reader
approaches the text.
Know*
Declarative knowledge: Facts, vocab., information
Know* what is meant by:
 Text Structure
 Chronological Order (e.g., first, next, later
finally)
 Compare/Contrast (e.g., like, unlike, similar,
different, on the other hand)
 Cause/Effect (e.g., as a result, consequently,
because, therefore, so)
 Problem/Solution (e.g., solve, effect, so forth)
 Descriptive (e.g., spatial words, next to,
beside, on top of)
Do
Procedural knowledge: Transferable skills, strategies, and processes.
Retrieval:
 Identify various text structures that are used in
informational text.
 Identify key words that signal structure of a text.
Comprehension:
 Explain why a particular text structure is used in an
informational text.
 Explain how events, ideas or concepts fit into the
overall structure of a text.
Analysis:
 Describe the overall text structure found in an
informational text (e.g., chronology, comparison,
cause/effect, problem/solution).
 Describe the structure of events, ideas, concepts, or
information in a text or part of a text.
Knowledge Utilization:
 Experiment with what would happen if the author
had organized the text using a different structure.
Prerequisite skills: What prior knowledge do students need to be successful with this standard(s)?

Key words, text features, illustration, timeline, headings, table of contents, captions, bold print, subheadings,
glossaries, indexes, electronic menus, icons, hyperlinks, sidebars, search tools, relevant information.
*Key vocabulary that the teacher and student will interact with throughout the learning process. These terms are not intended to be a
vocabulary list for drill and practice.
Uni-Dimensional Scale**: “How will we know if and when they’ve learned?”
LAFS.4.RI.2.5: 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.
Score
Learning Progression
Rev. Pasco County Schools, 2014-15
In addition to score 3.0 performance, the student demonstrates in-depth inferences and
applications that go beyond what was taught.
4.0*
For example, I can:
 Experiment with what would happen if the author had organized the text using a
different structure.
*Teachers can and should develop complex (4.0) learning targets for and along with their students to increase the meaningful, relevant,
and authentic application for the students.
3.5
3.0
Target
(Standard)
2.5
2.0
I can do everything at a 3.0 and I can demonstrate partial success at score 4.0.
I can:
 Describe the structure of events, ideas, concepts, or information in a text or part of a
text.
 Describe the overall text structure found in an informational text (e.g., chronology,
comparison, cause/effect, problem/solution).
I can do everything at a 2.0 and I can demonstrate partial success at score 3.0.
I can:
 Explain why a particular text structure is used in an informational text.
 Explain how events, ideas or concepts fit into the overall structure of a text.
 Identify various text structures are used in informational text.
 Identify key words that signal structure of a text.
Know what is meant by: Text Structure, chronological order, compare/contrast, cause/effect,
problem/solution, and description.
1.5
I can do some things at a 2.0 with some success.
1.0
With prompting and/or support, I am unable to complete 2.0 tasks.
**A 3.0 represents proficiency. Level 4.0 extends beyond the cognitive complexity of the standard, while a level 2.0 outlines the
necessary declarative and procedural knowledge leading to the standard.
Rev. Pasco County Schools, 2014-15