Cause+and+Effect

TEKS
 * __Cause and Effect__**
 * Reading/Comprehension of Informational Text/Expository Text-Identify explicit cause and effect relationships among ideas in texts;

Objective: Students will be able to identify cause and effect in expository text
 * __Cause and Effect Lesson:__**

//Mini Lesson Day 1 and 2// 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. 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). Questioning: Where do they think they might see cause and effect? What type of book or text might contain this kind of structure?

3. Introduce the graphic organizer [|causeeffect_chart.pdf] or the organizer you prepared on chart paper. Discuss the importance of organizing ideas and concepts from informational text. Questioning: 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?

4. As you begin to read //a PERSUASIVE TEXT// and or //NONFICTION SUN TEXT// aloud, model the thought process behind discovering cause-and-effect relationships also put several cause and effect relationships in your chart.

//Think Aloud for Non Fiction//:, "As I begin reading....., I see that there are lots of interesting pictures of ....in this book. I bet I will learn some new information about...... when I read this book." After reading the second page of the book say, "I wonder what **causes** .....? 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.

5. After you have modeled several cause and effect relationships, ask students to think about other cause-and-effect relationships they can listen for as you finish reading the book aloud to them. Fill in the graphic organizer by guiding students to share the cause-and-effect relationships they heard while listening to the book. Questioning: "What happens after ....?" and This should spark some ideas about cause-and-effect relationships that you can then write on the chart paper.

7. 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. The cause comes first in the situation not necessarily stated first in the sentence. Practice a few examples from the C/E Game.

8. Distribute or put up on the projector the Cause-and-Effect Graphic Organizer Rubric and review it with students. Explain that you will use it to assess the organizers they create in their groups or individually and that they will be using their graphic organizers. Look at your chart that you made together and grade your model. They will practice throughout the week and on Friday they will assessed.

Explanation: //What is Cause and Effect?// What happens and why is called cause and effect. Why something happens is the cause. What happens because of the cause is the effect. · A cause is the reason that something happens. · An effect is the result, or what happens because of the cause.

Day 2-4
 * Mini lessons**: [|Cause and Effect Video] Show the video and practice whole class, PowerPoint.[[image:http://www.wikispaces.com/i/mime/32/application/vnd.ms-powerpoint.png height="32" link="http://tves3rdgradereading.wikispaces.com/file/view/Cause+Effect.ppt"]] [|Cause Effect.ppt]

[|Cause and Effect Graphic Organizers.pdf]
 * Guided Reading:** Students will practice identifying Cause and Effect at their instructional reading level, you can any of the graphic organizers, the arrow one is the one for the common ass. Play C/E Game
 * Independent:** In reading Reading Response Letter, students describe and cause and effect relationship, Student practice C/E in their RR Journal
 * Intervention/Centers:** C/E Game, or Worksheet
 * Cross Curricular:** Practice C/E in Science and Social studies text. //Mistakes That Worked: 40 Familiar Inventions and How They Came to Be//

//**More Cause and Effect Key Words:**// Since, because, thus, therefore, so due to, as a consequence, accordingly, for this reason, if…then, as a result, in order to,next, effects of, how to, is caused by, so that, when…then, finally, how, leads/led to, steps involved, begins with, first
 * __Additional Resources:__**

Cause and Effect Game from the library [|Cause and Effect Game.pdf] [|Cause and Effect Graphic Organizers.pdf] [|cause and effect.docx] [|Cause Effect.ppt] [|Cause and Effect Graphic Organizer Rubric.pdf] [|causeeffect_chart.pdf] [|Cause and Effect Lesson Plan.pdf] [|Cause and Effect Game to Make with Students]

[|Cause and Effect Matching Worksheet.pdf] [|causeeffect worksheet and answers.pdf] [|Cause and Effect Worksheet and Answers Underline.pdf] [|causeeffect write the cause.pdf] [|Cause and Effect Barrack Obama.pdf] [|CauseandEffectFill in Effect.pdf] [|Cause and Effect Americas WS to go with PEarson.pdf]

__**Cause and Effect with Fiction:**__

[] //Goldilocks and the Three Bears//. · Ask, “What caused Goldilocks to eat the porridge from the little bowl? (It was just right). “What caused Goldilocks to sit in the little chair?” Keep asking cause and effect questions such as, “What caused the chair to be broken into bits?” Point out key words that you use “caused” and key words that students use in their response such as “because.”

Extensive Plans [|Cause-Effect_Unit 1.doc] [|Unit 2- Cause Effect .doc] [|Cause and Effect Lesson Plan.pdf]


 * __Links__**:

//Mistakes That Worked: 40 Familiar Inventions and How They Came to Be// by Charlotte Foltz Jones and think this book is a fun way to talk about real-life cause and effect scenarios. From post-it notes to Velcro, this is a highly entertaining book! Pearson Book: A Whole New World, 4th Grade Level Why Mosquitos Buzz in Other Peoples' Ears Alexander and the Terrible, Horrible, No Good, Very Bad Day Chicken Little - Steven Kellog Runaway Bunny Very Hungry Caterpillar Rosie's Walk Snowy Day Bringing the Rain To Kapiti Plain Big Bad Bruce Jumanji Muggie Maggie Chocolate Fever Pamela Camel by Bill Peet Just For You by Mercer Meyer Today was a Terrible Day by Patricia Reilly Giff Legend of the Bluebonnet by Tomie de Paola The Terrible EEK! If You Give A Moose A Muffin If You Give A Pig A Pancake Sylvester and the Magic Pebble by William Steig The Day Jimmy’s Boa Ate the Wash - Noble, Trinka Hakes. Five Little Monkeys Jumping On The Bed - Christeow, Eileen The Grouchy Ladybug - Carle, Eric If you Give a Moose a Muffin - Numeroff, Laura. If you give a Mouse a Cookie - Numeroff, Laura. The Napping House - Wood, Audrey and Don. One Fine Day - Hogrogian, Nonny. The Runaway Bunny Brown - Wise, Margaret. Why Mosquitoes Buzz in People’s Ears -Aardema,Verna The 3 Pigs
 * __Books__**:

Common Assessment: Second Nine Week CE ASS: It has a short passage and two questions. There is also one question worth a majority of their grade. It is worth 12 of the 14 points on the whole test. The students can use their book from the week to fill in the graphic organizer or they can use the passage to fill in the graphic organizer. It is the teachers choice. Use the rubric to grade the performance part of the CA. Total Points for this is 14. [|cause anad effect common ass.doc] [|Cause and Effect Graphic Organizer Rubric.pdf] [|causeeffect_chart.pdf]