Cause and Effect Structure

Fifth Grade Reading, ESL

by Jennifer Sobalvarro August 21, 2018

Use this lesson to help your ELs see patterns and signal words in the cause-and-effect text structure. It can be a
stand-alone lesson or used as support for the lesson Eyeing the Effects of Weather.

Objectives

Objectives

Academic

Students will be able to identify multiple effects that match corresponding causes using evidence from a text.

Language

Students will be able to identify cause and effect relationships with signal words using graphic organizers.

Materials and preparation Key terms

Class set of Cause and Effect: Structure

Four chart papers with a different sentence TIER 2
from the third paragraph of the Cause and
Effect: Structure worksheet placed around the because: this word introduces a reason for something
room
Class set of Nonfiction Text Structures Part 2: cause: something that makes something else happen
Cause and Effect (optional)
effect: the result of something that happened before
Teacher set of Illustrating Cause and Effects
it
Reading Log
Vocabulary Cards
Glossary TIER 3
Class set of Cause and Effect Graphic Organizer
(optional) signal words: a word that gives clues about some
Teacher copy of Teach Background Knowledge other information in a text
Template
Teacher copy of Write Student-Facing Language text structure: refers to how the information is
Objectives Reference written in a text

Attachments

Nonfiction Text Structures Part 2: Cause & Effect (PDF)

Illustrating Cause and Effects Reading Log (PDF)
Teach Background Knowledge Template (PDF)
Write Student-Facing Language Objectives Reference (PDF)
Cause and Effect Graphic Organizer (PDF)
Cause and Effect: Structure (PDF)
Vocabulary Cards: Cause and Effect Structure (PDF)
Glossary: Cause and Effect Structure (PDF)

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Introduction (5 minutes)

Display and read the passage in the Cause and Effect: Structure worksheet. Highlight the key terms (i.e.,
because, due to, since) in the first paragraph as you read through the text.
Ask students to share their thoughts on the text structure of the passage. Allow a few students to share
their ideas. They should notice that there are a lot of cause-and-effect relationships and the words you
highlighted are signal words that help them understand the text structure better. (Note: display the chart
in the Nonfiction Text Structures Part 2: Cause and Effect worksheet for a visual aid of the different text
structures.)
Have a volunteer read the student-friendly language objective: “I can identify the cause-and-effect text
structure with signal words using graphic organizers.”

Building Academic Language

Word (7 minutes)

Define text structure and signal words. Tell students to look at the worksheet you highlighted and
write the signal words on the board. Have students say the words as students write them on the board.
Draw a two-box flow chart with the heading "Cause" in the first box that points to the second box with the
heading "Effect." Define the words cause and effect.
Organize the signal words into the two-box flow chart so that the cause signal words (e.g., "since," "due
to," "if," "cause") are in the "Cause" box, and the same is true for the "Effect" box (e.g., "then,"
"because," "as a result," "effect"). Allow students to provide input on the signal words placement.
Have students turn and talk to their partner for one minute and answer the following question: “How do
the ideas about cause-and-effect text structure relate to something you already know?” Allow volunteers
to share their answers aloud.

Sentence (8 minutes)

Display the Cause and Effect: Structure worksheet again and choose a sentence from the first paragraph
to dissect that has a signal word, a cause, and a effect (e.g., "Since the droplets get heavier and heavier,
they eventually fall as rain."). Draw a two-box flow chart labeled "Cause" and "Effect" and place the
events in the chart.
Ask students to work in groups with three-minute rotations to complete a carousel activity with the
sentences written on the chart papers posted around the room. Assign each group their own color and
allow them to work for three minutes to label the signal word “SW,” the cause “C,” and the effect “E.”
Then, have the groups rotate so that they're at a new chart paper so they can complete a two-chart flow
chart with the sentence. Have students rotate one last time to check the answers on the next chart
paper.
Ask groups to share aloud if they had to change information from a different groups' chart. Ask them to
share struggles they saw from the chart paper they corrected.

Discourse (8 minutes)

Display and distribute the Cause and Effect: Structure worksheet and read aloud the text in its entirety.
Then, ask a volunteer to read it aloud while the other students choral read. Lastly, ask another student to
tell what the text is about in one sentence (e.g., "It talks about rain in general and gives an example of
too much rain.").
Tell students to use the signal words listed on the board to label the signal word “SW” in the text. Have
them switch partners to reread the text and label the cause “C” and the effect “E” for each signal word.
Ask volunteers to share their answers with the class and correct any misconceptions as necessary. Allow
advanced ELs to explain their reasoning for at least one cause-and-effect relationship.
Have volunteers share their cause-and-effect relationships that do not have signal words. If time remains,
have them discuss aloud when the word because does or does not show a cause-and-effect relationship.

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Additional EL adaptations

Beginning

Allow students to use their home language (L1) or their new language (L2) in all their conversations.
Allow them to use the Illustrating the Cause and Effects Reading Log worksheet during their readings to
help them visualize the cause-and-effect relationships.
Provide word banks and phrases for students to help them complete the flow charts in the formative
assessment with the Cause and Effect Graphic Organizer worksheet. Allow them to reread the text in
partners and then aloud again before completing the writing assignment. Shorten the assignment if
necessary.
Pre-teach vocabulary from the passage on the Cause and Effect: Structure worksheet by providing written
and visual definitions (e.g., precipitation, monsoon, water droplets).
Have learners repeat instructions and key vocabulary to the teacher before their independent and
partner work.

Advanced

Challenge students to identify the cause-and-effect relationships in the Cause and Effect: Structure
worksheet that do not have signal words. Ask them to explain how they know that it’s a cause-and-effect
relationship.

Formative Assessment of Academic Language (7 minutes)

Ask students to reread the passage in the Cause and Effect: Structure worksheet.
Have students draw three two-box flow charts on the back of the paper. Have them complete the flow
charts so that they write three total cause-and-effect relationships.
Ask students to share their answers with their partners and adjust their answers as necessary.

Review and closing (5 minutes)

Ask students to answer the following question in partners: “What do you wonder or what is still hard to
understand about cause-and-effect text structure?” Allow volunteers to share their ideas with the whole
class.
Explain to students that understanding how to look for clues, or signal words, in texts will help them
understand their nonfiction reading. Remind them that when they preview texts, they should always look
for signal words to help them understand the context for what they'll read.

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Name Date

Nonfiction Text Structures Part 2

Cause & Effect
PART 1 Reviewing Text Structures
Directions: Review both the key features and signal words for each type of nonfiction text.

TEXT STRUCTURE SIGNAL WORDS VISUAL

Order & Sequence before, after, finally, first,

The text revolves around second, next, then, after
chronological events or a list
of steps in a procedure

Compare & Contrast similarities, differences,

The author explains how two whereas, unlike, share,
or more things are alike or both, however, unlike
different

Cause & Effect because, therefore, as a

The author describes an event result, due to, led to, since
or several events (the cause)
and the events that follow (the
effect)

Description characteristics are, for

example, directions,
Text explains a topic, idea,
person, place, or thing by listing another, in addition
characteristics and examples

Problem & Solution if... then, this led to, one

?
The text gives information about solution, challenge
a problem and explains one or
more solutions

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Name Date

PART 2 Read & Respond

Directions: While reading the passage, underline signal words that offer clues about the text structure.

It’s important to remember that, although many people found fame and fortune during the Gold Rush, not everyone’s
story had such a happy ending. Certain classes and races had their rights trampled on during the rush for gold.

As a result of word getting out about gold in California, workers from China flooded into San Francisco. At first, the other
miners were welcoming everyone was free to seek fortune in California. However, since more and more Chinese citizens
participated in mining for gold, the other miners began to worry that these new settlers would take away jobs and
opportunities from them. Ultimately, because of intense discrimination, Chinese-American miners began to struggle for
their rights.

Cite evidence from the text when completing this chart.

CAUSE EFFECT

Word got out about the Gold Rush in

California.

Other miners began to worry that these

new settlers would take away jobs and
opportunities from them.

List the signal words in this passage. Given that Chinese immigrants
(hint: cause and effect) faced discrimination, I would infer
that they started to feel ...

_______________________
_______________________

_______________________
_______________________

_______________________

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 Illustrating Cause and Effects Reading Log
Name: ______________________________________ Date: _____________________

t Cause and effect are connected events. A cause is the first event and the effect is the resulting
action or event that happens after the cause. For example: A boulder rolls down a hill and smashes
a backyard fence. The cause was the rolling boulder and the resulting action (effect), was the
smashed fence. In fiction, cause and effect ideas take place all the time!!
Read. Ready? Go!
Directions: List and illustrate three cause and effect events from your reading.

Title: _____________________________ Reading Range:

Author: ___________________________ From page: _______ to page: _______

#1 Reading Cause: Effect:

Illustrated Panel 1) Illustrated Panel 2)

#2 Reading Cause: Effect:

Illustrated Panel 3) Illustrated Panel 4)

#3 Reading Cause: Effect:

Illustrated Panel 5) Illustrated Panel 6)

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 Teach Background Knowledge
Lesson Topic:
Choose a topic from the main content
lesson that will help ELs understand the
main content lesson. Your non-ELs will
already have knowledge about this topic.

Total Lesson Time:

(20 - 30 minutes)

Student-Facing Language
Objective:
Example: I can learn new vocabulary
using pictures and sentence frames.

Student ELP Level(s):

Consider each student’s ELP level and
their academic strengths when choosing
scaffolds for the lesson.

Groupings (pairs, small-groups, a teacher-led group)

Potential Scaffolds:
Choose some of these material supports
and instructional scaffolds based on each
EL’s individual strengths and needs.
Word banks, word wall, and bilingual glossaries
Sentence frames, sentence stems, and paragraph frames
Home language materials
Reduced linguistic load, repetition, rephrasing and modeling
Practice new academic skills with familiar topics

Materials & Resources List

List the materials you’ll use in the lesson.

Key Vocabulary Words (5-8 words)

List the words with student-friendly
definitions in English. Provide
definitions in student’s home language
when appropriate.

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Introduction
Access EL’s prior knowledge about the
lesson topic with a brief comprehension
check.

Potential activities:
Creating captions for images
Opinionnaires
Carousel brainstorming
Conversations with sentence starters
Time estimate for Introduction
(3 - 5 minutes)

Explicit Instruction of
Background Knowledge
Model a learning activity that embeds
the teaching of academic language and
background knowledge.

Potential activities:
Lunch brunch discussion
Teacher-created, adjusted text and
questions
Brief videos or visuals
Text-based instruction
Home-language connections
Pre-teach a small number of
vocabulary words
Show real-world objects
Complete word family or bilingual
glossaries
Word walls or word bank creation

Time Estimate for Explicit Instruction

(4 - 6 minutes)

Guided Practice
Provide an opportunity for students (in
pairs or small groups) to practice the skill
or information taught during Explicit
Instruction, offering appropriate
scaffolds as needed.

Time Estimate for Guided Practice

(5 - 7 minutes)

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 Formative Assessment
Ask students to show comprehension of
new background knowledge and
associated skills through an oral or
written task. Provide appropriate
scaffolds dependent on their ELP level.

Potential assessments:
Act out concepts
Hands on tasks
Drawings, models, or graphs
Graphic organizer completion
Captions of images
Reading response or content
area logs
Retellings
Role plays
Audio or video recordings
Oral interviews

Time estimate for Assessment

(5 - 7 minutes)

Review and Closing

Refer to the student objective and relate
information to future lessons. Allow
students to share thoughts about
whether they reached their objective
and/or mention lingering questions.
Provide sentence stems or frames for their
discussion.

Time estimate for Review and Closing

(3 - 5 minutes)

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 Write Student-Facing Language Objectives
A student-facing language objective: A teacher-facing language objective:
begins with “I can...” begins with “Students will be able to...”
is designed to raise students' self-awareness of and is designed to raise students' self-awareness of and
promote their language development. promote their language development.
incorporates a language function, grammar structure, and incorporates a language function, grammar structure, and
supports or scaffolds. supports or scaffolds.
is easy to understand for students at all levels of is intended to guide the teacher’s lesson planning
English proficiency. and instruction.

Steps to convert a teacher-facing objective to a student-facing objective:

1. Replace “Students will be able to” with “I can.”
2. Simplify challenging words but maintain key vocabulary words you’ll address in the lesson.

Students will be able to describe a character with adjectives using graphic organizers.
Language Grammar Support/
Function Structure Scaffold

I can talk about a character with adjectives using graphic organizers.

Language Grammar Support/
Function Structure Scaffold

Language Functions Grammar Structures Supports/Scaffolds

locate create identify nouns adverbs graphic organizers sentence starters

show describe infer modals academic vocabulary teacher modeling strategic grouping
sort ask questions interpret verb forms adjectives word banks/walls home language supports
tell brainstorm collect conjunctions phrases
contrast classify compare sentence structure prepositions
pronouns complex sentences
comparatives

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N a me Da te

Cause and Effect Graphic Organizer

Directions: Record the cause and effect relationships in the graphic organizer.

Cause Effect

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 Name Date

Cause and Effect: Structure

Cause and effect are connected events. Cause (First) Effect (Then)

A cause is the first event and the effect is

It rained for three months There were floods.
the second event, or resulting action,
in India.
that happens after the cause.

Directions: Label the signal words “SW,” and underline and label the cause “C” and the effect “E” in different
colors. Some signal words may include the following: “because,” “due to,” “lead to,” “since,” “as a result,” and “
if-then” sentences.

INDIA
BAY
OF
ARABIAN BENGAL
SEA

LAKSHADWEEP ANDAMAN & NICOBAR ISLANDS

INDIA INDIA

INDIAN OCEAN

Precipitation, or rain, happens because warm air is filled with heavy water droplets and rain

falls. When the sun heats up water, it leads to water droplets rising into the air. Water droplets

join together in the sky and make clouds. The droplets get bigger in the clouds due to water

droplets bumping into each other. Since the droplets get heavier and heavier, they eventually

fall as rain.

While most rain does not last very long, monsoon seasons can last for months. A monsoon is a

seasonal wind system from the Indian Ocean. It blows from the southwest in the summer and

the northeast in the winter. When the wind system hits the southwest, heavy rain begins.

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 Name Date

Every summer, India has storms that never seem to end. The rain can last for up to five months.

As a result, large amounts of water cover southern Asia and the Indian Ocean. People and

wildlife rely on these seasonal monsoons because the storms help water the crops and

replenish rivers. If a monsoon strikes too early in the summer, then dangerous floods can wipe

out whole towns. But if a monsoon happens too late, then the lack of water can cause droughts

and famine. Famine and drought can cause thirsty plants and hungry people. The balance

between the right amount of rain can affect many people.

Challenge: Find cause-and-effect relationships that do not have typical

signal words or phrases.

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Vocabulary Cards
EL Support Lesson Plan: cause and effect structure

cause effect
CAUSE

EFFECT

something that makes the result of something

something else happen that happened before it

because text structure

this word introduces refers to how the information

a reason for something is written in a text

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Vocabulary Cards
EL Support Lesson Plan: cause and effect structure

signal words

a word that gives clues

about some other
information in a text

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 Glossary for EL Support Lesson PLAN:
cause and effect structure

Word Definition Visual

CAUSE
something that makes
cause something else happen

the result of something

effect that happened before it
EFFECT

this word introduces

because a reason for something

refers to how the

text structure information is written 
in a text

a word that gives clues

signal words about some other
information in a text

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