Reading Informational Text

Main Topic Identification

When we read an informational text, we learn about something real. The text may teach us about animals, weather, plants, people, or places.

The main topic is what the whole text is mostly about.

Think of it like this: if a book, page, or paragraph could say, “I am about one big thing,” that big thing is the main topic.

Why is the main topic important?

Finding the main topic helps us understand what we are reading. It helps us know the big idea before we look at the small facts.

How to find the main topic

1. Look at the title.

2. Look at any pictures.

3. Read the words and think: “What is this mostly about?”

4. Notice words that are used again and again.

5. Pick the answer that tells the whole topic, not just one small fact.

Main topic or detail?

A main topic is the big subject.

A detail is a small fact about the topic.

• Main topic: dogs

• Details: Dogs can bark. Dogs have fur. Dogs can be pets.

All of the details tell more about dogs. So the main topic is dogs.

Helpful questions to ask

• What is this whole text about?

• What do all the facts go together to teach me about?

• Is my answer a big topic or just one detail?

Let’s learn with examples.

Example 1

Text: “Cats have soft fur. Cats use whiskers. Cats like to nap.”

Step 1: What words do we see again? We see cats.

Step 2: Are “soft fur” and “like to nap” the whole topic? No. Those are details.

Main topic: cats

Example 2

Text: “The sun is very hot. It gives Earth light. Plants need sunlight to grow.”

Step 1: What are all the sentences about? They are about the sun.

Step 2: Is “hot” the main topic? No. “Hot” is only one fact.

Main topic: the sun

Example 3

Text: “Bees fly from flower to flower. Bees collect nectar. Bees help plants make seeds.”

Step 1: What is named again and again? Bees.

Step 2: Do all the facts tell about bees? Yes.

Main topic: bees

Example 4

Text with title: Rainforest Animals

Text: “Monkeys swing in trees. Toucans have big beaks. Frogs live in the wet rainforest.”

Step 1: Look at the title. It says Rainforest Animals.

Step 2: The details tell about different animals in the rainforest.

Step 3: Is the text only about frogs? No. Frogs are just one detail.

Main topic: rainforest animals

Tips to help you choose the best answer

• If one answer is too small, it is probably a detail.

• If one answer matches all the sentences, it is probably the main topic.

• The title often gives a big clue.

• Pictures can help show the topic too.

Let’s compare.

Text: “Fish live in water. Fish use fins to swim. Some fish are bright colors.”

• fish = main topic

• live in water = detail

• use fins to swim = detail

• bright colors = detail

Remember: the main topic is big enough to hold all the details.

Try this thinking job

If a text says:

“Leaves grow on trees. Leaves can be green, red, or yellow. Leaves help plants.”

Ask: What is the whole text mostly about?

The answer is leaves.

Why? Because every sentence tells us something about leaves.

What if the text has many facts?

That is okay. Informational texts often give many facts. Your job is to find the one big thing all the facts are about.

Many details can fit under one main topic.

• Main topic: penguins

• Details: Penguins waddle. Penguins swim. Penguins have feathers.

Summary

The main topic is what the whole informational text is mostly about.

To find it, look at the title, pictures, and repeated words. Then ask yourself, “What do all these facts tell me about?”

Choose the big subject, not one small detail.

When you can find the main topic, reading gets easier and clearer.

Informational Text Retelling

Today we will learn how to retell an informational text.

An informational text is a book or passage that gives real facts. It teaches us about the world. It may tell us about animals, weather, plants, people, or places.

To retell means to tell the important parts again in your own words.

When we retell an informational text, we tell the main facts we learned. We do not add our own opinions.

What is a fact?

A fact is something true that we can learn from the text.

• Fact: Frogs can jump.
• Fact: Rain comes from clouds.

An opinion is what someone thinks or feels.

• Opinion: Frogs are cute.
• Opinion: Rainy days are the best.

When you retell an informational text, use facts, not opinions.

What should we include in a retelling?

• The topic: What is the text mostly about?
• The main facts: What important things did the text teach?
• Only true details from the text.

What should we leave out?

• Our own opinions
• Tiny details that are not very important
• Things that were not in the text

How to retell an informational text

1. Read or listen carefully.
2. Ask, “What is this mostly about?”
3. Find 2 or 3 important facts.
4. Tell the facts in order so they make sense.
5. Use your own words.

Helpful retelling starters

• This text is about ___.
• I learned that ___.
• It also says ___.
• Another fact is ___.
• In the text, I learned ___.

Example 1: One big fact

Text: "The sun is a star. It gives Earth light and heat."

Think: What is the text about? It is about the sun.

Important facts:

• The sun is a star.
• The sun gives Earth light and heat.

Retell: This text is about the sun. I learned that the sun is a star. It gives Earth light and heat.

Example 2: Two facts about an animal

Text: "Beavers build homes called lodges. They use sticks and mud. Beavers live near water."

Think: What is the text mostly about? It is about beavers.

Important facts:

• Beavers build homes called lodges.
• They use sticks and mud.
• Beavers live near water.

Retell: This text is about beavers. I learned that beavers build homes called lodges. They use sticks and mud. They live near water.

Not a good retell: Beavers are amazing and I want one for a pet.

This is not a good retell because it adds an opinion.

Example 3: Pick the most important facts

Text: "Plants need water, sunlight, and air to grow. Roots take in water. Leaves help make food for the plant."

Think: What is the text mostly about? It is about how plants grow.

Important facts:

• Plants need water, sunlight, and air to grow.
• Roots take in water.
• Leaves help make food for the plant.

Retell: This text is about plants. I learned that plants need water, sunlight, and air to grow. Their roots take in water. Their leaves help make food.

Example 4: Retelling from a text with more details

Text: "Firefighters help keep people safe. They put out fires. They also help in emergencies, like car crashes. Firefighters wear special gear to protect their bodies."

Step 1: Topic — firefighters

Step 2: Main facts

• Firefighters help keep people safe.
• They put out fires.
• They help in emergencies.
• They wear special gear for protection.

Retell: This text is about firefighters. I learned that firefighters help keep people safe. They put out fires and help in emergencies. They wear special gear to protect their bodies.

Let’s practice thinking

If a text says, "Penguins are birds. They cannot fly. They use their wings to swim," a good retell would tell the facts about penguins.

• Good retell: Penguins are birds. They cannot fly. They use their wings to swim.
• Not a good retell: Penguins are funny and my favorite animal.

The second one is not a good retell because it tells a feeling, not facts from the text.

Tips for a strong retell

• Start by naming the topic.
• Tell the biggest facts.
• Keep your retell short and clear.
• Use facts from the text only.
• Do not add "I like" or "I think".

Questions to ask yourself

• What is this text mostly about?
• What facts did I learn?
• Did I use only information from the text?
• Did I leave out my opinion?

Summary

Retelling an informational text means telling the important facts again in your own words.

First, name the topic. Next, tell 2 or 3 important facts. Last, make sure you do not add opinions or things that are not in the text.

When you retell well, you show what you learned from reading.

Navigational Text Features

When we read an informational book, we do not always start on page 1 and read every word. Sometimes we want to find one fact fast. Navigational text features help us do that.

These features are special parts of a book that help us look for information. They are like helpers that point us to the right place.

In this lesson, you will learn about four important navigational text features:

• table of contents
• glossary
• index
• bold print

1. Table of Contents

A table of contents is usually near the front of a book. It tells the names of the parts or chapters in the book. It also tells the page number where each part begins.

If you want to learn about one topic, the table of contents helps you turn to the right page.

Example:

• Baby Animals ........ 2
• Animal Homes ........ 6
• What Animals Eat ........ 10

If you want to read about animal homes, you go to page 6.

2. Glossary

A glossary is usually near the back of a book. It gives the meanings of words in the book.

If you see a word you do not know, you can look in the glossary to learn what it means.

Example:

• habitat - the home of a plant or animal
• predator - an animal that hunts other animals

If you do not know what habitat means, the glossary can help you.

3. Index

An index is also usually near the back of a book. It is a list of topics and the page numbers where you can find them.

The index helps when you want to find one exact topic fast.

Example:

• bears ........ 4, 12
• birds ........ 7
• nests ........ 8

If you want to learn about birds, the index tells you to look on page 7.

If you want to learn about bears, you may need to look on more than one page: pages 4 and 12.

4. Bold Print

Bold print means some words are darker and thicker than other words. Authors use bold print to make important words stand out.

Bold words are often important topic words. Sometimes you can find these words again in the glossary.

Example:

The fox lives in a den.

Here, den is in bold print. That tells you it is an important word to notice.

How These Features Help

• The table of contents helps you find a big part of the book.
• The glossary helps you learn what a word means.
• The index helps you find a small topic or exact subject.
• Bold print helps important words stand out.

Worked Example 1

You have a book about weather. The table of contents says:

• Sunny Days ........ 2
• Rainy Days ........ 5
• Snowy Days ........ 9

Question: You want to read about snow. Where should you go?

Answer: Go to page 9.

Why? The table of contents shows where each part begins.

Worked Example 2

You are reading a plant book. You see the word stem, but you do not know what it means.

Question: Which text feature should you use?

Answer: Use the glossary.

Why? The glossary tells the meanings of words.

Worked Example 3

You want to find out about frogs in an animal book. The index says:

• frogs ........ 3, 11
• lizards ........ 6
• snakes ........ 8

Question: Which pages should you check?

Answer: Check pages 3 and 11.

Why? The index lists the topic and all the pages where it appears.

Worked Example 4

Read this sentence:

A bee lives in a hive.

Question: Which word is in bold print?

Answer: hive

Why? It looks darker and thicker than the other words. That tells us it is important.

Tips for Using Navigational Text Features

• Look at the front of the book for the table of contents.
• Look at the back of the book for the glossary and index.
• Watch for bold words as you read.
• Ask yourself, “Do I need a page number or a word meaning?”

If you need a page number for a big section, use the table of contents.

If you need a page number for one small topic, use the index.

If you need to know what a word means, use the glossary.

If you want to spot an important word in the text, look for bold print.

Let’s Remember

Navigational text features help readers find information quickly. They make nonfiction books easier to use.

• Table of contents: helps you find a section.
• Glossary: helps you learn a word.
• Index: helps you find a topic.
• Bold print: shows important words.

When you know how to use these features, you can be a smart and speedy reader.

Visual Text Features help us learn from a page.

When we read informational text, we do not only read the words in the sentences. We also look at the pictures and other parts on the page. These parts are called visual text features.

Visual text features give us clues. They can help us understand what the text is about, find important facts, and learn something new.

Here are some visual text features you may see:

• Photograph – a real picture
• Illustration – a drawing
• Caption – words that tell about a picture
• Diagram – a labeled picture that shows parts
• Chart – information shown in rows, boxes, or bars
• Map – a picture that shows where places are

Let’s learn how each one helps us.

1. Photographs

A photograph shows what something really looks like. A photograph can help us notice details.

For example, if a book is about frogs, a photograph might show a green frog sitting on a leaf. From the photograph, we can learn that the frog is small, green, and has long legs.

When you look at a photograph, ask:

• What do I see?
• What is happening?
• What fact does this show me?

2. Illustrations

An illustration is a drawing. Illustrations can show ideas clearly. Sometimes they show something that is hard to photograph.

For example, an illustration of a plant may show the roots under the ground. That helps us see the whole plant.

When you look at an illustration, ask:

• What is this drawing showing me?
• What can I learn from it?

3. Captions

A caption is a short sentence or a few words near a picture. A caption tells about the picture.

A caption helps us know exactly what we are seeing. It can give a fact that is not easy to guess from the picture alone.

Example caption: This baby penguin stays warm under its parent.

From the picture, we may see a baby penguin. From the caption, we learn the fact that it stays warm under its parent.

When you read a caption, ask:

• What does this caption tell me?
• How does the caption help me understand the picture?

4. Diagrams

A diagram is a picture with labels. It helps us learn the parts of something.

For example, a diagram of a flower might have labels for petal, stem, and leaf.

A diagram helps us match the name of each part to the picture of that part.

When you look at a diagram, ask:

• What parts are labeled?
• What does each label name?

5. Charts

A chart shows information in an easy way. It may use boxes, rows, columns, or pictures.

A chart helps us compare facts.

For example, a chart about pets might show:

• Dog – barks
• Cat – meows
• Bird – chirps

This chart helps us quickly see which sound each pet makes.

When you look at a chart, ask:

• What information is being shown?
• What facts can I compare?

6. Maps

A map shows where things are. It can show land, water, roads, parks, or rooms in a place.

A map helps us understand location, or where something is.

For example, a map of a zoo may show where the lions are, where the birds are, and where the pond is.

When you look at a map, ask:

• What place does this map show?
• Where is each thing on the map?

How visual text features help us read

Visual text features help us in many ways.

• They help us see what the text is about.
• They help us find facts.
• They help us understand parts and places.
• They help us learn even when the words are short.

Good readers look at the words and the visual text features.

Worked Example 1: Photograph and Caption

You see a photograph of a bear catching a fish in a river.

The caption says: Bears catch fish for food.

Question: What fact do you learn?

Answer: You learn that bears catch fish to eat.

How we know: The photograph shows the bear with a fish. The caption tells the reason: it is for food.

Worked Example 2: Diagram

You see a diagram of a bird. The labels say beak, wing, and tail.

Question: What does the label wing name?

Answer: It names the bird’s wing.

How we know: The line from the word wing points to that part of the bird.

Worked Example 3: Chart

You see a chart about weather.

• Monday – sunny
• Tuesday – rainy
• Wednesday – cloudy

Question: What was the weather like on Tuesday?

Answer: Tuesday was rainy.

How we know: The chart gives one weather word for each day.

Worked Example 4: Map

You see a map of a park. The playground is next to the pond. The picnic tables are near the trees.

Question: What is next to the pond?

Answer: The playground is next to the pond.

How we know: The map shows the playground beside the pond.

Tips for looking at visual text features

1. Stop and look carefully.
2. Name the feature. Is it a photograph, caption, diagram, chart, or map?
3. Ask what it teaches you.
4. Connect it to the words on the page.

Let’s practice thinking

If you see a picture of a spider and a caption that says, Spiders have eight legs, the caption gives you a fact. If you see a labeled picture of the spider, the diagram can help you find the legs. If you see a chart of animals and number of legs, the chart can help you compare the spider to other animals.

That means different visual text features can work together to help you learn.

Remember:

• A photograph shows a real picture.
• An illustration is a drawing.
• A caption tells about a picture.
• A diagram shows parts with labels.
• A chart organizes facts.
• A map shows where things are.

When you use visual text features, you become a stronger reader. You can find facts, understand pictures, and learn more from informational text.

Brief Summary

Visual text features are the helpful parts we look at on a page, like photographs, illustrations, captions, diagrams, charts, and maps. They help us understand the topic, find facts, learn parts, and see where things are. Good readers use the words and the visual text features together.

Author's Purpose in Informational Text

When we read, we can ask, "Why did the author write this?" The answer is called the author's purpose.

In informational text, the author writes to teach us true facts. The author may want to do this in different ways.

Today we will learn 3 author's purposes in informational text:

• describe — to tell what something is like
• explain a process — to tell how to do something or how something happens
• answer a question — to give facts that answer something the reader wants to know

When you know the author's purpose, you understand the text better.

1. Describe

Sometimes an author wants to describe. That means the author tells about a person, place, animal, or thing.

A describing text may tell:

• what it looks like
• what parts it has
• what it does
• what makes it special

Clue words and ideas for describe:

• has
• is
• looks like
• can
• colors, sizes, and parts

Example of describe:

"A turtle has a hard shell. It has four legs and a tail. Many turtles move slowly."

This text tells what a turtle is like. The author's purpose is describe.

2. Explain a Process

Sometimes an author wants to explain a process. A process is a set of steps. It can tell how to do something or how something happens.

A process text may:

• go in order
• have steps
• use words like first, next, then, and last

Clue words and ideas for explain a process:

• first
• next
• then
• last
• how to
• steps

Example of explain a process:

"First, put a seed in the dirt. Next, water the seed. Then, place it in the sun. Last, wait for it to grow."

This text tells how to plant a seed. The author's purpose is explain a process.

3. Answer a Question

Sometimes an author wants to answer a question. The text gives facts to help the reader learn the answer.

The question may be written in the title or at the start. Sometimes the question is hidden, and the facts in the text answer it.

Clue words and ideas for answer a question:

• a title that asks something
• who, what, where, when, why, or how
• facts that help answer one big question

Example of answer a question:

"Why do birds have feathers? Feathers help birds stay warm. Feathers also help many birds fly."

This text answers the question "Why do birds have feathers?" The author's purpose is answer a question.

How to Figure Out the Author's Purpose

You can ask yourself these questions while you read:

1. Is the author telling what something is like?
   If yes, the purpose may be describe.
2. Is the author giving steps in order?
   If yes, the purpose may be explain a process.
3. Is the author giving facts to answer something?
   If yes, the purpose may be answer a question.

Look for text clues. Titles, headings, pictures, labels, and step words can help you.

Worked Example 1

Text: "A fox has red-brown fur. It has pointed ears and a bushy tail. A fox can run fast."

Think: Is this telling what something is like? Yes. It tells about the fox's fur, ears, tail, and what it can do.

Answer: The author's purpose is describe.

Worked Example 2

Text: "First, wash your hands. Next, get your bread and cheese. Then, put the cheese on the bread. Last, eat your sandwich."

Think: Does this have steps in order? Yes. It uses the words first, next, then, and last.

Answer: The author's purpose is explain a process.

Worked Example 3

Text: "Where do frogs lay eggs? Frogs lay eggs in water. The eggs can hatch into tadpoles."

Think: Is the text answering a question? Yes. The question is "Where do frogs lay eggs?" The facts answer it.

Answer: The author's purpose is answer a question.

Worked Example 4

Text: "How does snow form? Water in clouds gets very cold. Then it turns into ice crystals. The ice crystals fall as snow."

Think: This one is a little trickier. It starts with a question: "How does snow form?" The sentences tell how it happens.

Answer: The author's purpose is answer a question, because the whole text is answering one question.

Be Careful!

Some texts can do more than one thing, but usually one purpose is the main purpose.

For example, a text about making applesauce may describe apples a little. But if most of the text gives steps, the main purpose is explain a process.

A text about rain may tell the steps of how rain happens. If the title is "How Does Rain Fall?" and the facts answer that question, the main purpose may be answer a question.

Try This Thinking

• If it tells what something is like → describe
• If it tells steps in order → explain a process
• If it gives facts to answer something → answer a question

Quick Practice

1. "A bee has six legs. It has wings and a fuzzy body."

Purpose: describe

2. "First, open the book. Next, turn to page 2."

Purpose: explain a process

3. "What do pandas eat? Pandas mostly eat bamboo."

Purpose: answer a question

Summary

The author's purpose is the reason the author wrote the text. In informational text, the author may want to describe, explain a process, or answer a question.

Good readers look for clues in the words and in the way the text is written. Ask yourself: Is this telling what something is like, giving steps, or answering a question?

When you ask that question, you can find the author's purpose.

Chronological Sequencing means putting events in the order they happen in time.

When we read nonfiction, we often learn about things that happen first, next, and last. We use chronological sequencing to keep the events in the right order.

This helps us understand history, like what happened long ago, and science, like how something grows or changes.

Time-order words are clue words that help us. They tell us when something happens.

• first
• next
• then
• after
• last
• finally
• before
• later

When you read, ask yourself:

• What happened first?
• What happened next?
• What happened last?

You can also look for special nonfiction features that help show order. Some books and articles use:

• numbered steps
• headings
• captions
• pictures that show each step
• timelines

A timeline is a line that shows events in order from earliest to latest.

Chronological sequencing is important because if we mix up the order, the text may not make sense. For example, a seed cannot become a flower before it is planted.

Let’s learn how to do it.

1. Read or listen carefully.
2. Look for time-order words.
3. Think about what happens at the beginning.
4. Find what happens in the middle.
5. Find what happens at the end.
6. Put the events in order.

Worked Example 1: A Simple Daily Order

Read these events:

• I wake up.
• I go to school.
• I eat breakfast.

Which event happens first?

Step 1: Think about your morning. You wake up before you eat. You eat before school.

Correct order:

1. I wake up.
2. I eat breakfast.
3. I go to school.

This is chronological order because the events are in the order they happen in time.

Worked Example 2: A Science Process

Read these steps about a plant:

• The plant grows leaves.
• A seed is planted in the soil.
• The seed gets water.

Let’s put them in order.

Step 1: A seed must be planted before it can grow.

Step 2: After planting, the seed gets water.

Step 3: Then the plant grows leaves.

Correct order:

1. A seed is planted in the soil.
2. The seed gets water.
3. The plant grows leaves.

This is how chronological sequencing helps us understand a science text.

Worked Example 3: A History Example

Read this short nonfiction passage:

"First, the people built a small town. Next, more families came. Then, the town grew bigger. Finally, a school was built."

What happened after more families came?

Look at the time-order words: first, next, then, finally.

The passage says:

1. First, the people built a small town.
2. Next, more families came.
3. Then, the town grew bigger.
4. Finally, a school was built.

Answer: After more families came, the town grew bigger.

Worked Example 4: Using Pictures and Steps

You are reading directions for washing hands. The pictures show:

• dry hands
• put soap on hands
• turn on water
• rinse hands

Let’s put the steps in order.

Step 1: Turn on water.

Step 2: Put soap on hands.

Step 3: Rinse hands.

Step 4: Dry hands.

Correct order:

1. Turn on water.
2. Put soap on hands.
3. Rinse hands.
4. Dry hands.

Even when a text uses pictures, we can still find the order of events.

Tips for Finding Chronological Order

• Look for words like first, next, and last.
• Check the pictures to see what happens earlier and later.
• Think: Does this make sense in real life?
• Look for numbers on steps: 1, 2, 3.
• Remember that nonfiction texts often teach events or steps in order.

Let’s Practice Thinking

If a chick hatches from an egg, which happens first?

• The chick comes out.
• The egg is laid.

Answer: The egg is laid first.

If you read, "First it rains. Then a rainbow appears," what happens last?

Answer: A rainbow appears last.

If a text says, "Before the butterfly flies, it comes out of the chrysalis," what happens first?

Answer: It comes out of the chrysalis first.

Why This Skill Matters

Chronological sequencing helps you understand what you read.

It helps you learn from science books, history books, and how-to books.

It also helps you retell facts in the right order.

Summary

Chronological sequencing means putting events in the order they happen in time.

We can use time-order words like first, next, then, and last to help us.

When reading nonfiction, think about what happens at the beginning, in the middle, and at the end. That will help you understand the text better.

Compare and Contrast in Nonfiction

When we read nonfiction, we read to learn true facts.

Sometimes a nonfiction text tells about two things. We can think about how they are the same and how they are different.

This is called compare and contrast.

• Compare means tell how things are the same.
• Contrast means tell how things are different.

We can compare and contrast animals, plants, places, weather, and many other things in nonfiction books and articles.

Why do readers do this?

Comparing and contrasting helps us understand the facts better. It helps us notice important details in the text.

What words can help us?

Authors often use clue words to show compare and contrast.

• Words for same: both, also, same, too
• Words for different: but, different, however

When you read, look for facts about the first thing and facts about the second thing. Then ask:

1. What is the same?
2. What is different?

How to compare and contrast

1. Read about the first thing.
2. Read about the second thing.
3. Find facts that match. These are similarities.
4. Find facts that do not match. These are differences.

Worked Example 1: Cat and Dog

Read these facts:

• A cat has fur.
• A dog has fur.
• A cat says meow.
• A dog says bark.

Compare: What is the same?

Both animals have fur.

Contrast: What is different?

A cat says meow, but a dog says bark.

This means:

• Same: both have fur
• Different: they make different sounds

Worked Example 2: Frog and Fish

Read these facts:

• A frog can jump.
• A fish can swim.
• A frog lives near water.
• A fish lives in water.

Let us think carefully.

Compare: What is the same?

Both animals need water.

Contrast: What is different?

A frog can jump, but a fish can swim. A fish lives in water, but a frog lives near water.

This means:

• Same: both are connected to water
• Different: they move in different ways and live in different places

Worked Example 3: Summer and Winter

Read these facts:

• Summer is hot.
• Winter is cold.
• In summer, people may swim.
• In winter, people may wear coats.
• Both summer and winter are seasons.

Compare: What is the same?

Both are seasons.

Contrast: What is different?

Summer is hot, but winter is cold. People may swim in summer, but they may wear coats in winter.

This means:

• Same: both are seasons
• Different: the weather and clothes are different

Worked Example 4: Two Trees

Read these facts:

• An apple tree grows apples.
• An orange tree grows oranges.
• Both trees grow fruit.
• Both trees need sun and water.

Compare: What is the same?

Both trees grow fruit. Both trees need sun and water.

Contrast: What is different?

An apple tree grows apples, but an orange tree grows oranges.

This means:

• Same: both are fruit trees and both need sun and water
• Different: they grow different kinds of fruit

A good way to answer

When you answer a compare and contrast question, you can use sentence frames like these:

• Both ___ and ___ have ___.
• ___ and ___ are the same because ___.
• ___ is ___, but ___ is ___.
• One difference is ___.

Here are some examples:

• Both cats and dogs have fur.
• Summer and winter are the same because both are seasons.
• A frog can jump, but a fish can swim.
• One difference is that apple trees grow apples, but orange trees grow oranges.

Tips for reading nonfiction

• Look for true facts.
• Read slowly.
• Notice clue words like both and but.
• Think: same or different?
• Use facts from the text in your answer.

Let us practice thinking

If a text says:

• Bees and butterflies both have wings.
• Bees make honey.
• Butterflies do not make honey.

You can say:

• Same: Both bees and butterflies have wings.
• Different: Bees make honey, but butterflies do not.

Remember

Compare means same.

Contrast means different.

In nonfiction, we use facts from the text to tell how two things are alike and unalike.

Summary

When you compare and contrast in nonfiction, you read about two things and look for facts. Some facts show how the things are the same. Other facts show how they are different.

Look for clue words like both and but. Then use the facts to tell your answer clearly.

Cause and Effect helps us understand what happens in a story or in an informational text.

A cause is why something happens.

An effect is what happens because of the cause.

We can ask two helpful questions:

• What happened? That tells us the effect.
• Why did it happen? That tells us the cause.

When we read nonfiction, we learn true facts. Cause and effect helps us connect one fact to another fact.

Here is a simple way to think about it:

• Cause: first thing
• Effect: next thing

Sometimes the cause comes first in the sentence.

Example: It rained, so the grass got wet.

• Cause: It rained.
• Effect: The grass got wet.

Sometimes the effect comes first in the sentence.

Example: The grass got wet because it rained.

• Effect: The grass got wet.
• Cause: It rained.

The order of the words can change, but the cause is still why, and the effect is still what happened.

Some clue words can help us find cause and effect.

• because
• so
• since
• if...then

These words are clues, but sometimes a sentence has no clue word. We can still think: Why did this happen?

How to Find Cause and Effect

1. Read the fact carefully.
2. Ask, What happened?
3. Ask, Why did it happen?
4. Match the cause to the effect.

Worked Example 1

Text: The sun went down, so it got dark outside.

Step 1: What happened?

It got dark outside.

Step 2: Why did it happen?

The sun went down.

Answer:

• Cause: The sun went down.
• Effect: It got dark outside.

Worked Example 2

Text: Plants need water. Because the plant got water, it grew.

Step 1: What happened?

The plant grew.

Step 2: Why did it happen?

The plant got water.

Answer:

• Cause: The plant got water.
• Effect: The plant grew.

Worked Example 3

Text: It was very cold. The pond froze.

This sentence does not use the word because or so, but we can still find the cause and effect.

Step 1: What happened?

The pond froze.

Step 2: Why did it happen?

It was very cold.

Answer:

• Cause: It was very cold.
• Effect: The pond froze.

Worked Example 4

Text: Bees move pollen from flower to flower. Because of this, new plants can grow.

Step 1: What happened?

New plants can grow.

Step 2: Why did it happen?

Bees moved pollen from flower to flower.

Answer:

• Cause: Bees moved pollen from flower to flower.
• Effect: New plants can grow.

Let’s Practice Thinking

Read each fact and think about the cause and effect.

• The ice melted because it got warm.
  Cause: it got warm
  Effect: the ice melted
• The baby cried, so the adult came over.
  Cause: the baby cried
  Effect: the adult came over
• The class planted seeds. Soon, small sprouts came up.
  Cause: the class planted seeds
  Effect: small sprouts came up

Tips to Help You

• Look for what happened first.
• Look for what happened next.
• Ask why.
• Use clue words like because and so.
• Remember: in informational text, the cause and effect are usually true facts.

Why This Matters

Cause and effect helps you understand how the world works.

It helps you learn from science books, animal books, weather books, and other nonfiction texts.

When you can find the cause and effect, you can understand the big idea better.

Summary

A cause tells why something happens.

An effect tells what happens.

To find them, ask: What happened? and Why did it happen?

Look for clue words like because and so, but remember that you can still find cause and effect even when those words are not there.

Problem and Solution in Nonfiction

When we read nonfiction, we read to learn true facts. Nonfiction books and articles teach us about real people, animals, places, and things.

Sometimes a nonfiction text tells about a problem and a solution. A problem is something that is wrong or hard. A solution is what can help fix the problem.

Good readers look for both parts:

• What is the problem?
• What is the solution?

When you can find the problem and the solution, you understand the text better.

What is a problem?

A problem is a real issue in the text. It may be something people, animals, or nature need help with.

• A plant does not get enough water.
• A road is full of trash.
• Baby birds need food.

What is a solution?

A solution is the answer or help for the problem. In nonfiction, the solution should make sense in real life because the text is about true things.

• People water the plant.
• Neighbors pick up the trash.
• The mother bird brings food.

Clue words can help

Sometimes authors use words that help us find the problem and solution. Look for clue words like these:

• problem
• solution
• so
• because
• help
• fix

But not every author uses these exact words. Sometimes you have to think: What went wrong? and What is being done to help?

How to find problem and solution

1. Read the nonfiction text carefully.
2. Ask, What is the trouble?
3. Ask, Who or what needs help?
4. Then ask, What is done to help fix it?
5. Make sure the solution matches the problem.

Worked Example 1

Text: It did not rain for many days. The garden was dry. The class carried watering cans to the garden. Soon the plants looked healthy again.

Step 1: Find the problem.

The garden was dry. It did not get enough water.

Step 2: Find the solution.

The class carried watering cans to the garden. They watered the plants.

Answer:

• Problem: The garden was dry.
• Solution: The class watered the garden.

Worked Example 2

Text: Some sea turtles get hurt by plastic in the ocean. People work to clean the beach and water. They also teach others to throw trash away the right way.

Step 1: Find the problem.

Sea turtles get hurt by plastic in the ocean.

Step 2: Find the solution.

People clean the beach and water. They teach others to throw trash away the right way.

Answer:

• Problem: Plastic hurts sea turtles.
• Solution: People clean up trash and teach others to throw trash away.

Worked Example 3

Text: In winter, birds may have a hard time finding food. Some families put birdseed in feeders. The birds come to the feeders to eat.

Step 1: Find the problem.

Birds have a hard time finding food in winter.

Step 2: Find the solution.

Families put birdseed in feeders for the birds.

Answer:

• Problem: Birds cannot easily find food in winter.
• Solution: Families put birdseed in feeders.

Worked Example 4

Text: A school noticed that the hallway was dark. It was hard for students to see their art on the walls. The school added brighter lights. Now students can see the hallway better.

Step 1: Find the problem.

The hallway was dark. Students could not see well.

Step 2: Find the solution.

The school added brighter lights.

Answer:

• Problem: The hallway was too dark.
• Solution: The school added brighter lights.

Be careful!

Sometimes a text has many facts. Not every fact is a problem or a solution.

Look at this example:

Bees live in groups. They help flowers grow. Some bees cannot find enough safe places to live. People plant flower gardens to help bees.

• Fact: Bees live in groups.
• Fact: They help flowers grow.
• Problem: Some bees cannot find enough safe places to live.
• Solution: People plant flower gardens to help bees.

Ask yourself these questions

• What went wrong?
• What needs to be fixed?
• What did people or animals do to help?
• Does the solution fit the problem?

Let’s practice thinking

If a nonfiction text says, The pond was dirty. Workers cleaned the water.

• The problem is: The pond was dirty.
• The solution is: Workers cleaned the water.

If a nonfiction text says, The room was hot. A fan was turned on.

• The problem is: The room was hot.
• The solution is: A fan was turned on.

Why this skill matters

Finding problem and solution helps you learn from nonfiction. It helps you understand what is happening and how it is fixed.

It also helps you talk and write about what you read. You can say, The problem was ____. The solution was ____.

Summary

In nonfiction, a problem is a real issue or trouble. A solution is what helps fix that issue. To find them, ask: What is wrong? and What is being done to help? When you look for these parts, you understand true information better.

Cross-Text Comparison means we read two texts about the same topic and think about how they are the same and different.

When we compare two texts, we look for facts that match in both texts. We also look for details that are not the same.

This is a smart reading skill because one text may tell us one fact, and another text may tell us even more. When we read both, we can learn a bigger picture.

Let’s learn how to do it.

Step 1: Read both texts.

Make sure the two texts are about the same topic. The topic could be dogs, rain, birds, or trees.

Step 2: Ask, “What is the same?”

Look for facts that both texts tell. These are the same facts.

Step 3: Ask, “What is different?”

Look for details that only one text tells. These are different details.

Step 4: Put the ideas together.

Now you can tell what both texts teach you and what makes each text special.

Helpful question words

• Both: What do both texts say?
• Same: What facts match?
• Different: What does only one text say?
• Only: What detail is in just one text?

What to look for in two texts

• The same topic
• The same fact in both texts
• A different detail in one text
• Pictures, labels, or headings that help you learn more

Example 1

Text A: Frogs live near water. Frogs can jump.

Text B: Frogs can jump. Frogs eat bugs.

Think: What is the same?

Both texts say that frogs can jump.

Think: What is different?

Text A says frogs live near water. Text B says frogs eat bugs.

Answer: Both texts are about frogs. Both say frogs can jump. One text tells where frogs live, and the other tells what frogs eat.

Example 2

Text A: Apples grow on trees. Apples can be red.

Text B: Apples grow on trees. Apples can be green.

What is the same?

Both texts say apples grow on trees.

What is different?

Text A says apples can be red. Text B says apples can be green.

Answer: The same fact is that apples grow on trees. The different details are the colors.

Example 3

Text A: The sun is a star. It gives us light.

Text B: The sun gives us light. It feels warm.

What is the same?

Both texts say the sun gives us light.

What is different?

Text A says the sun is a star. Text B says the sun feels warm.

Answer: Both texts teach about the sun. They both say it gives us light. Each text also gives a different fact.

Example 4

Text A: Bees are insects. Bees help flowers grow.

Text B: Bees help flowers grow. Bees make honey.

Let’s compare.

1. The topic is bees.
2. Both texts say bees help flowers grow.
3. Text A says bees are insects.
4. Text B says bees make honey.

Answer: The texts are the same because both say bees help flowers grow. They are different because each text tells a different extra fact.

A simple way to say your answer

You can use this sentence frame:

Both texts say _____. Text A says _____. Text B says _____.

Here is one:

Both texts say frogs can jump. Text A says frogs live near water. Text B says frogs eat bugs.

Tips for doing well

• Read slowly.
• Make sure the texts are about the same topic.
• Look for one fact that matches in both texts.
• Look for one detail that is different.
• Use words like both, same, different, and only.

Be careful!

• Do not pick texts about different topics.
• Do not say details are the same if only one text says them.
• Do not forget to tell how the texts are different too.

Let’s practice thinking

If Text A says, “Birds have feathers,” and Text B says, “Birds have feathers. Birds lay eggs,” what is the same?

The same fact is: Birds have feathers.

What is different?

Only Text B says: Birds lay eggs.

Summary

Cross-text comparison means reading two texts on the same topic. We find what both texts say and what is different. This helps us learn more by putting ideas from both texts together.

Procedural Text Application means reading steps and doing them in the right order.

A procedural text is a kind of nonfiction reading. It tells us how to do something. We may read a recipe, a craft page, a game direction sheet, or a how-to guide.

When we read a procedural text, we do not just learn facts. We follow the steps one by one.

Introduction: What is a procedural text?

A procedural text gives directions. It helps us make, build, draw, cook, or play something.

It usually has:

• a goal or job to do
• a list of things we need
• steps in order

We must read carefully because the order matters. First comes step 1. Next comes step 2. Then comes step 3.

Main Teaching Point 1: Look for the goal

First, ask: What am I trying to do?

The title often tells the goal. A title might say:

• How to Wash Your Hands
• How to Make a Paper Hat
• How to Plant a Seed

The goal tells us what we will do by the end.

Main Teaching Point 2: Find the materials or things needed

Many procedural texts have a list of items. These are the things you need before you start.

For example, if the text is about planting a seed, the list might say:

• a cup
• soil
• a seed
• water

It is smart to get these things first. Then you are ready to follow the steps.

Main Teaching Point 3: Follow the steps in order

Procedural texts use order words. These words help us know what comes first and what comes next.

Look for words like:

• first
• next
• then
• last

Sometimes the steps are numbered:

1. Open the box.
2. Take out the pieces.
3. Put the pieces together.

The numbers tell the order. We should not mix them up.

Main Teaching Point 4: Read action words

Procedural texts use action words. Action words tell what to do.

Some action words are:

• cut
• fold
• pour
• stir
• draw
• glue
• wash
• turn

When you see the action word, you know the job for that step.

Main Teaching Point 5: Use pictures, labels, and numbers

Procedural texts often have special parts to help the reader. These parts may include pictures, arrows, labels, and numbers.

A picture can show what the step should look like. An arrow can show where something goes. A number can show which step comes first.

These text features help us understand the directions better.

Main Teaching Point 6: Check your work as you go

After each step, stop and ask:

• Did I do this step?
• Did I do it in the right order?
• Am I ready for the next step?

This helps you stay on track.

If you skip a step, the job may not work the right way. If you do steps out of order, you may get confused.

Worked Example 1: How to wash your hands

Goal: Wash your hands.

Steps:

1. Turn on the water.
2. Get your hands wet.
3. Put soap on your hands.
4. Rub your hands together.
5. Rinse off the soap.
6. Dry your hands.

How we apply the procedural text:

We read step 1 and do it: turn on the water.

Then we read step 2 and do it: get hands wet.

We keep going in order until the last step. We do not dry our hands before we rinse. That would be out of order.

What we learn: The steps must be done one after another.

Worked Example 2: How to make a paper line

Goal: Make a straight paper line by folding paper.

Things needed:

• 1 sheet of paper

Steps:

1. Put the paper on the table.
2. Fold the paper in half.
3. Press the fold with your finger.
4. Open the paper.

How we apply the procedural text:

First, put the paper down. Next, fold it. Then press the fold. Last, open it.

When we open the paper, we can see a line where the fold was. If we open the paper before pressing the fold, the line may be hard to see.

What we learn: Small details in steps are important.

Worked Example 3: How to plant a seed

Goal: Plant a seed in a cup.

Things needed:

• a cup
• soil
• 1 seed
• water

Steps:

1. Put soil in the cup.
2. Make a small hole in the soil.
3. Put the seed in the hole.
4. Cover the seed with soil.
5. Pour in a little water.

How we apply the procedural text:

We gather the items first. Then we follow each step in order.

If we pour in water before the soil, that does not make sense. If we forget to cover the seed, the job is not finished.

What we learn: Good readers of procedural texts gather materials and follow every step.

Worked Example 4: Fixing mixed-up steps

Here is a how-to text for drawing a smiley face, but the steps are mixed up:

1. Draw two eyes.
2. Draw a big circle.
3. Draw a smile.

Let’s think: What should come first?

The big circle should come first because it is the face.

Correct order:

1. Draw a big circle.
2. Draw two eyes.
3. Draw a smile.

How we apply the procedural text:

We think about what makes sense. Then we put the steps in the right order and do them.

What we learn: Sometimes we use clues from the steps to fix the order.

Helpful tips for reading procedural texts

• Read the title to know the goal.
• Look for the things you need.
• Read all the steps.
• Follow the order words.
• Use the pictures and numbers.
• Do one step at a time.
• Check your work after each step.

What to do if you get confused

• Go back and read the step again.
• Look at the picture.
• Ask, “What comes first?”
• Check if you skipped a step.

Why procedural texts are important

We use procedural texts every day. We use them when we make food, play a game, build a toy, wash our hands, or do an art project.

When we can read and apply directions, we can do new things by ourselves.

Brief Summary

A procedural text tells how to do something. It has a goal, things you need, and steps to follow.

To apply a procedural text, read carefully, follow the steps in order, watch for action words and order words, and check your work as you go.

If you do the steps in the right order, you can finish the job successfully.