Text Structures: Problem and Solution

Active learning engages students with problem-solution texts through hands-on tasks that reveal how authors organize ideas. When students move beyond passive reading, they notice subtle hints of problems and weigh evidence for solutions, which strengthens comprehension of informational structures.

• Grade 6
• Language Arts
• 4 activities
• 25 min–50 min

Learning Objectives

1. Analyze how authors introduce problems and develop potential solutions in informational texts.
2. Differentiate between explicitly stated and implicitly suggested problems within a given text.
3. Evaluate the effectiveness of proposed solutions by identifying supporting evidence and potential biases.
4. Explain the cause-and-effect relationship between a problem and its presented solution.

Problem-Based Learning

⏱ 25 min·Pairs

Pairs: Text Highlight Challenge

Pair students with informational articles on topics like plastic pollution. One color-marks the problem, another the solutions; partners justify choices and note if implied or stated. Pairs share one example with the class.

Prepare & details

Analyze how an author introduces a problem and develops its potential solutions.

Facilitation Tip: During the Text Highlight Challenge, circulate to ask pairs: 'Does the author say the problem directly, or do you have to read between the lines?' to push their analysis.

Setup: Groups at tables with access to research materials

Materials: Problem scenario document, KWL chart or inquiry framework, Resource library, Solution presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Problem-Based Learning

⏱ 40 min·Small Groups

Small Groups: Solution Critique Circle

Groups read a text on urban green spaces. Identify problem and solutions, then rate each solution's strength on a rubric for evidence and feasibility. Discuss as a circle, rotating speaker roles.

Prepare & details

Differentiate between a stated problem and an implied problem in a text.

Facilitation Tip: In the Solution Critique Circle, remind students to anchor evaluations in the text by asking: 'What evidence from this paragraph supports your claim?' before debating.

Setup: Groups at tables with access to research materials

Materials: Problem scenario document, KWL chart or inquiry framework, Resource library, Solution presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Problem-Based Learning

⏱ 50 min·Small Groups

Whole Class: Problem-Solution Jigsaw

Divide a long article into problem intro, solution proposals, and evaluation sections. Groups master their part, create posters, then teach the class in a jigsaw rotation.

Prepare & details

Evaluate the effectiveness of proposed solutions presented in an informational text.

Facilitation Tip: For the Problem-Solution Jigsaw, assign each group a unique text so they see varied examples of how problems and solutions connect in informational writing.

Setup: Groups at tables with access to research materials

Materials: Problem scenario document, KWL chart or inquiry framework, Resource library, Solution presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Problem-Based Learning

⏱ 30 min·Individual

Individual: Mini-Text Creation

Students write a short paragraph on a school issue, stating or implying a problem with a solution. Swap with a partner for peer feedback on structure clarity.

Prepare & details

Analyze how an author introduces a problem and develops its potential solutions.

Facilitation Tip: During Mini-Text Creation, model how to embed a problem and solution in the first two sentences so students grasp the structure before elaborating.

Setup: Groups at tables with access to research materials

Materials: Problem scenario document, KWL chart or inquiry framework, Resource library, Solution presentation template

• Analyze
• Evaluate
• Create
• Decision-Making
• Self-Management
• Relationship Skills

Teaching This Topic

Teachers have success when they treat problem-solution texts like case files students must dissect. Avoid over-simplifying by labeling every paragraph as a 'problem' or 'solution'; instead, guide students to notice transitions such as 'due to' or 'as a result' that signal relationships. Research shows that when students create their own texts using the structure, their comprehension of informational patterns deepens significantly.

What to Expect

Successful learning looks like students confidently distinguishing implied problems from explicit ones, critiquing solution quality using textual evidence, and organizing their own texts with clear problem-solution patterns. By the end, they should articulate why some solutions succeed and others fall short based on facts, not assumptions.

Watch Out for These Misconceptions

Common Misconception

During Text Highlight Challenge, some students assume every highlighted section is a problem.

What to Teach Instead

During Text Highlight Challenge, ask pairs to categorize their highlights as 'problem,' 'solution,' or 'other' before moving on, so they practice distinguishing between text types before discussing.

Common Misconception

During Solution Critique Circle, students accept any proposed solution as equally valid.

What to Teach Instead

During Solution Critique Circle, require each group to list three pieces of evidence from the text before voicing an opinion, ensuring their critiques are text-based rather than personal preference.

Common Misconception

During Problem-Solution Jigsaw, students think problem-solution structure only appears in stories.

What to Teach Instead

During Problem-Solution Jigsaw, have groups underline transition words like 'therefore' or 'consequently' to highlight how nonfiction texts explicitly connect problems and solutions.

Assessment Ideas

Exit Ticket

After Text Highlight Challenge, collect each student's annotated text and have them write a one-sentence reflection naming one explicit problem and one implied problem they identified during the activity.

Quick Check

After Mini-Text Creation, display three student examples on the board and ask the class to vote (thumbs up/down) on whether each text clearly states a problem and a solution, then discuss as a class.

Discussion Prompt

During Solution Critique Circle, circulate and listen for groups using phrases like 'the text says...' or 'because...' to justify their evaluations, then ask the class to share one piece of evidence they heard that convinced them of a solution's strength.

Extensions & Scaffolding

• Challenge students to find a real-world problem in the news and write a one-paragraph argument proposing a solution, including an explicit transition word to connect the problem and solution.
• Scaffolding: Provide sentence starters like 'The main problem is..., which can be solved by...' for students who struggle to begin their mini-text.
• Deeper exploration: Have students compare two texts on the same problem, one with a strong solution and one with a weak solution, and write a paragraph analyzing the differences in effectiveness.

Key Vocabulary

Problem	A difficult situation or a matter that needs to be resolved. In texts, this is the challenge or issue the author focuses on.
Solution	A means of solving a problem or dealing with a difficult situation. Authors present these as ways to address the identified problem.
Implicit	Suggested or understood without being stated directly. An implicit problem is hinted at through details or evidence rather than announced outright.
Explicit	Stated clearly and in detail, leaving no room for confusion or doubt. An explicit problem is directly named or described.
Cause and Effect	The relationship between events or things, where one event (the cause) makes another event happen (the effect). Problems are often causes, and solutions are effects.