Readers understand that events in the text happen (effects), along with the reason why they happen (causes). When students recognize this relationship, comprehension is increased.
If you see readers who . . .
The cause-and-effect relationship is a basic thinking skill and text structure for all types of reading and subject areas. Students use the understanding of this relationship in all school subjects and in day-to-day living, whether watching TV, playing games, or in friendships. We teach cause and effect every time we demonstrate that one event is the result of another.
Look for clue words that will signal what happened and why it happened. Remember that one event is the result of another.
We explain to the students the importance of cause and effect and how an author may structure and organize a section of the text using the cause-and-effect pattern. Sometimes authors use clue words that signal this relationship. These clues may include because, if, then, since, so, therefore, and as a result of.
Using a text, we read aloud, stopping and pointing out examples we encounter. Through guided practice we ask students to identify the cause-and-effect relationship in different selections we read. At times we must infer the cause, since it is not always stated. If this is the case, we ask ourselves, Why do I think this happened? or Why might this have happened?
Suggested language:
Possible ways to differentiate instruction:
Reconsider materials, setting, instruction, and cognitive processes.
These strategies may provide support before, during, and after teaching this strategy:
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