LESSON ONE: Identify Text Features in Nonfiction
LESSON DESCRIPTION
Students identify text features in a nonfiction passage and the role of text features as a tool to aid the readers’ understanding.
GRADE-LEVEL EXPECTATIONS
R3C Using details from text
§ evaluate adequacy of evidence
§ determine author’s purpose based on text analysis
§ analyze details from text for
o word choice and connotation
o selection of details
o organizational effectiveness
o accuracy of information
§ analyze multiple text
o by comparing and contrasting details
o by determining importance of information
o for authors’ viewpoints
§ identify problem solving processes and explain the effectiveness of solutions
LESSON MATERIALS
o Teacher provided
§ Supplies
o Overhead projector and transparencies
o Formative assessment score guide
§ Handouts provided
§ Words to know
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o evaluate |
o author's purpose |
o analyze |
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o connotation |
o compare |
o contrast |
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o nonfiction |
o text features |
o graphic organizer |
FORMATIVE ASSESSMENT
Students read a nonfiction passage without text features and will select three text features that would aid the readers’ understanding of the passage. Students write a separate paragraph explaining how the text feature selection aids the reader’s understanding. A formative assessment prompt and scoring guide are provided for the students.
The nonfiction passage is provided by the teacher. The teacher may re-type a nonfiction passage, removing all text features, or the teacher may create a nonfiction passage without text features.
*A few days before this lesson, students receive instructions to locate a nonfiction passage the teacher should instruct each student to find and bring to class a nonfiction passage that uses several text features. This may be from a magazine or newspaper, a textbook, a pamphlet, consumer product information, etc. It may be necessary to review text features, although students should be familiar with these from previous grades. As an alternate, the teacher may use the Internet to retrieve appropriate passages for teaching the lesson. Ebscohost is a good source for magazine articles containing text features. Do a primary search for the desired text feature(s). http://www.epnet.com/thisMarket.php?marketID=5
LEARNING ACTIVITIES
1. Ask students to think about the kinds of things authors/editors/publishers do, particularly outside of the writing itself, to aid readers understanding of the passage, especially nonfiction passages. The teacher lists these on the board and may include the following: defining new words, using a picture or diagram, breaking the writing into pieces with titles, numbering steps in a process, etc.
To identify nonfiction text features, students might find it helpful to imagine the passage is written in a foreign language. This will cause students to focus on what they see rather than what they might read.
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Questions for Students |
What things can/do authors, editors and publishers do to help a reader understand what they write? What are some of the text features you’re already familiar with? |
2. In small groups students share the nonfiction passages they brought to class. Each group makes a list of the text features identified in its various passages. Discuss each group’s list with the entire class and compile a list of the text features on the board. Lead students in a discussion about the purpose of each text feature. List the purpose beside each text feature on an overhead projector.
Students may identify that some text features may serve similar purposes. For example, a diagram or a photo aids readers visualize something. Conversely, the same text feature may serve different purposes depending upon the passage. For example, a subheading may simply break up a very long passage or point out a new main idea.
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Questions for Students
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Why do authors, editors and publishers use text features? How do particular text features help us understand nonfiction passages? What kinds of information do text features provide that the written passage doesn’t give? |