LESSON THREE: Nonfiction Text Features
LESSON DESCRIPTION
Students use nonfiction text features to help comprehend text. Students identify elements of plot as they begin the short story, “Ta-Na-e-ka: by Mary Whitebird. Students write the second journal response of the unit.
GRADE-LEVEL EXPECTATIONS
R3A Students will apply information in illustrations, title, chapter headings, table of contents, glossary, charts, diagrams, graphs, captions, and maps to comprehend text.
LESSON MATERIALS
§ Sources of literature
§ Supplies
o Markers
o Blank transparencies
o Chart paper
o Student writing Journals
o Formative Assessment scoring guide
§ Handouts provided
o None
§ Words to know
o nonfiction
o text features
FORMATIVE ASSESSMENT
Students point out nonfiction text features of a chapter of the text and explain why they are helpful to the reader. (Assess in step five of Learning Activities.) Scoring guide provided.
LEARNING ACTIVITIES
1. Students examine Chapter One of The Lewis and Clark Expedition by Susan Bursell.
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Questions for Students |
What do you notice about this text? (headings, pictures, inserts that resemble handwriting and torn pages) |
2. Students choose one text feature in which to focus: for example: headings. Students view the text and identify each example of this text feature. This can be done by individuals at the overhead or in groups with the book copies.
3. Students repeat steps for identifying other text features. Introduction may not be identified.
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Questions for Students |
What information do we get from these? How does this help us to understand the book? How does this help us predict the contents of the book? |
4. Review text features (illustrations, title, headings, captions, and maps). Groups students to Create poster to serve as an anchor chart.
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Questions for Students |
What features are in this book that might be in other nonfiction books? Are they only in books or might they be seen in other nonfiction texts such as magazines articles? |
5. Preview Chapter One and discuss the information from the chapter title and sub-headings.
6. Students examine the book to determine if the remaining chapters follow a similar pattern.
7. Students repeat for each text feature. Groups add to their charts.
8. Students read the first four pages of the book. Discuss how the information from the text features integrates with the information from the paragraphs.
9. Students read the last four pages and discuss within their group.
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Idea |
Students discuss a different chapter to use as an assessment of text feature knowledge. |