Student Objective Students will analyze nonfiction text in order to determine why authors use a variety of text features. Materials Activity Blank Text Feature Sticker Chart per group One column of text features stickers per group Several texts which feature a variety of text features text books, magazines, etc. Activate prior knowledge by asking students what they know about text features.
Students will probably list the text features they know. Tell students that today they are going to look at different kinds of text features to find out why authors use them when they are creating stories and other texts. Assign students to work together in cooperative teams of Distribute column of stickers and blank Text Feature Sticker Chart to each group. Model selecting the first sticker and use a think-aloud to determine which column is the best fit for it.
SAY: the first sticker is large bold print. Let me see I don t think it helps readers visualize, because it s letters, not pictures. It doesn t really help organize either. And while something in bold print can explain or define something, it doesn t have to, so I don t think it goes under Informational Aids. Bold print does help you find the words in bold quickly, so I m going to put it under Print Aids. Groups sort the text feature stickers according to their purpose.
They may use the texts to help them decide where to place the text features. Assessment Review the charts and discuss why stickers were placed in each category. See the answer key on page 5. Extensions Post the Text Features poster in your room for students to refer to. Use the stickers to label the text features in a copy of a text.
Students can decide how well the author used text features, which text feature is most helpful, what other text features could be included, etc. Use the written reader response sheet to write about an author s use of text features. Burke 2. Informational aids help the reader understand new or important information.
Organizational aids help the reader find information or connect the ideas. Burke 3. Burke 4. Burke 5. Burke 6. Explain how this text feature makes the information easier to understand. Use details from the set of directions in your explanation. Reading Response Rubric Scorepoint: 3 To achieve a 3, a response must: Identify one text feature Explain how this text feature makes the information easier to understand Use details from the text B.
One text feature from the text is the sketches on the right side of the paper. These sketches help me to put a picture in my head so I know how to do it. Now I know that in Step 4 I need to put the paper clips on the point of the airplane and not on the tail of the airplane. If the didn t have the sketches then I would be wondering why it says paper clips with an arrow and I wouldn t know where to put the paper clips. Writers read mentor texts to study informational writing.
Writers generate ideas and experiment with notebook entries. Writers learn strategies. Determining Importance How do you The modern world is inundated by Facts. Television, the Internet-more information than your grandparents every imagined-is at your fingertips with the click of a button.
Jobs and Checklists for the Class Two-Page Spread The following are examples of jobs you could use for the class two-page spread, along with a checklist of the roles and responsibilities for each. After creating your document, you can double-check your work on a PC, to make sure your.
They will construct meaning as they analyze news articles and. Students complete a needs and wants worksheet,. WHY Through this activity, your child. Fiction What words to you expect to come on the next page? What do you think is going to happen next by looking at the pictures?
What do you think will happen at the end of the story? What do you think. DeMarco Why a scientific poster? One of the. Murphy, to learn about choices, producers and consumers, and counting money. Lisa White lwhite sfsu. The charts below were created as a common language for teachers and students in the Wallingford Public Schools in kindergarten through eighth grade.
The level of the chart selected for use in the classroom. Grade One Barter vs. Money Overview Students share the book Sheep in a Shop, by Nancy Shaw, to learn about choice, making decisions, trade, and the barter system. They complete worksheets on comparing. Haberdashers Adams Federation Schools Abraham Darby Academy Reading Policy Developing reading skills Reading is arguably the most crucial literacy skill for cross-curricular success in secondary schools.
Basil E. Frankweiler, by E. Text features help the reader make sense of what they are reading and are the building blocks for text structure see below. So what exactly are non-fiction text features?
Text features go hand-in-hand with comprehension. If the anatomy of an animal is vitally important to understanding a text, a detailed photograph with labels gives the reader the support he needs to comprehend the text. Text features also help readers determine what is important to the text and to them. Without a table of contents or an index, readers can spend wasted time flipping through the book to find the information they need.
Special print helps draw the attention of the reader to important or key words and phrases. In my experience, readers of all ages, especially struggling readers tend to skip over many of the text features provided within a text. Once they do that, discuss how difficult comprehension was. Then, give them the original text and help them to see the difference it makes in understanding.
The possible inclusion of commercial websites below is not an implied endorsement of their products, which are not free, and are not required for this lesson plan.
When preparing for the lesson, choose one example of each text structure. Arrange the class into five groups. Assign each group a text structure and a passage to read.
Read aloud the five text structures and review the characteristics of each. Explain that students will read a nonfiction passage and answer the following questions:. Move around the room to facilitate discussion in the groups.
Help students understand how transition words or sentences, repetition of key words or ideas, and use of text features support text structure. Other students in the group should make notes on their information page as the student is presenting.
Each student should then have the information page filled in with information about all of the text structures. Tell students to make sure that they have the correct information on their individual information page. Give them an opportunity to make changes at this time. You are impersonating. Stop Impersonating. Lesson Plan. Options Printer Friendly Version Email.
Grade Levels 6th Grade. Craft and Structure. Analyze how a particular sentence, paragraph, chapter, section, or text feature fits into the overall structure of a text and contributes to the development of the ideas. Therefore, students should be provided with a book or article related to a science or social studies objective they already have background information about. Then, they can apply specific text feature tasks including using the glossary to find out the meaning of an unknown bold-faced word.
Students can also make a prediction of what information they think they will learn based on the titles of the chapters in the table of contents or the headings throughout the text. A higher-level thinking activity is to give students paragraphs and have them create the heading to match the content.
Students can also create captions for photographs or illustrations. Each student can be assigned a particular section, chart, or diagram of a text and given the task of being an expert for the information from that visual or text. They are responsible for conveying the information to their classmates. When students are encouraged to actually use text features in reading nonfiction materials, in content areas, and in research projects , they see first-hand the benefit of how text features make understanding information so much easier.
This is when they will automatically seek out text features in nonfiction materials to make the reading comprehension process that much simpler.
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