CE+RIT+Below+161


 * Skill: Identify Cause and Effect**


 * Title of Lesson:** Expository Cause and Effect


 * RIT Range: 201-210**

Identifies cause and effect in informational text
 * Objective:**


 * ISBE Standard:**

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 * Resources/Materials: Danger! Volcanoes by Seymour Simon**

chart paper
 * **Introduction:** || 1. Activate prior knowledge about cause and effect by suggesting that a student (or pair of students) act out what happens when he or she eats too much too quickly or when he or she does not get enough sleep. ||
 * || 2. When the student is finished ask the class what the end result is (i.e., a stomachache); explain that this is the //effect//. Ask students to tell you what has //caused// this effect (i.e., shoveling in large amounts of food). Ask students what they think a //cause-and-effect// structure is, soliciting examples that you write on the board or chart paper. Additional discussion questions include: Where do they think they might see cause and effect? What type of book or text might contain this kind of structure? ||
 * **Lesson**
 * Activity:** || 1. Introduce the graphic organizer using either the ReadWriteThink Webbing Tool or the organizer you prepared on chart paper. Discuss the importance of organizing ideas and concepts from informational text. Ask students questions such as:

How will creating this graphic organizer help us to understand what we read? Will this graphic organizer help us to better remember the information? How might we show cause-and-effect relationships on a graphic organizer? ||
 * || 2. As you begin to read //Danger! Volcanoes// by Seymour Simon aloud, model the thought process behind discovering cause-and-effect relationships. For example, say something like, "As I begin reading //Danger! Volcanoes//, I see that there are lots of interesting pictures of volcanoes in this book. I bet I will learn some new information about volcanoes when I read this book." After reading the second page of the book say, "I wonder what causes the volcano to erupt? I bet I will learn that when I read further." After reading the next page say, "I see a key word that makes me think there is a cause-and-effect relationship on this page. The word //cause// tells me that there is a cause-and-effect relationship described here. The eruption of the volcano can cause dangerous slides of lava, rock, ash, mud, and water.'" ||
 * || 3. After beginning the modeling, ask students to think about other cause-and-effect relationships they can find as you finish reading the book aloud to them. ||
 * || 4. Fill in the graphic organizer by guiding students to share the cause-and-effect relationships they heard while listening to the book. Ask guiding questions such as, "What happens after a volcano erupts?" and "Do different types of volcanoes act differently when they erupt?" This should spark some ideas about cause-and-effect relationships that you can then type into the web or write on the chart paper. If you are using the ReadWriteThink Webbing Tool, print it when you are finished. ||
 * **Closure:** || After completing the organizer, review the key words that signal a cause-and-effect relationship (e.g., //if//, //so//, //so that//, //because of//, //as a result of//, //since//, //in order to//, //cause//, and //effect//) Record this list on chart paper for future reference. ||


 * Method of Assessment/Data Collection:** Students will complete the worksheet from the following website independently.
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 * Skill:** Identify Cause and Effect


 * Title of Lesson:** Cause and Effect Literary Text


 * RIT Range:** 201-210


 * Objective:** Determines cause and effect relationships in literary text.


 * ISBE Standard:**


 * Resources/Materials:**