1.10.B
ELA1st Grade
The Standard
discuss how the use of text structure contributes to the author's purpose
Texas Essential Knowledge and Skills for English Language Arts and Reading
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students notice how an author organizes a text, such as story order, steps, or grouped facts. They name why the author wrote. They explain how the organization supports that reason.
What Mastery Looks Like
- Given a short text, students can identify how it is organized and why the author chose that structure. A student might explain, “The directions are in order so readers can make the snack.”
Common Misconceptions
- Students may confuse the author’s purpose with the text’s topic. They may name the beginning, middle, and end without explaining why that order helps. Some assume every author writes only to entertain.
How to Assess It
- Read a four-step hand-washing text. Ask students to complete: “The author puts the steps in order so readers can _____.”
Lesson moves
Ways to Teach It
Give pairs four picture cards showing how to plant a seed; students order them and explain why directions need that order.
After a read-aloud, ask, “Why did the author tell the events in this order, and how does that help the reader?”
Play Structure Sort: students place text cards under Story, Steps, or Grouped Facts, then match each to an author’s reason.
Examine a recipe, school rule poster, and toy ad; discuss how each is organized to teach, guide, or persuade.
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