Text Features: Reading that Makes Sense

  • Third Grade, Fourth Grade
  • Reading
  • 80 minutes
  • Standards: RI.3.5, RI.4.7
  • no ratings yet
August 14, 2015
by Leslie Diaz

Improve your students' comprehension of non-fictional reading through this lesson that teaches them about text features. Students will find their own text features and explain why they aid in the reading process.

Learning Objectives

Students will understand the purpose behind text features and how they can be of help to them in making sense of non-fictional text.

Download Lesson Plan

Lesson

Introduction (20 minutes)

  • Explain to students that text features are the elements of books, newspapers, and magazines that enhance a reader's experience by pointing out important information and making the text simpler to understand.
  • Explain the following non-fictional text features with your class: table of contents, index, glossary, titles, headings/subheadings, text (bold, color, italics), bullets, asterisks, pictures, illustrations, captions, side bars, diagrams, maps, tables, and time lines.
  • Display all of the text features and their definitions to the class, using the whiteboard, projector, or an interactive whiteboard.
  • Emphasize the importance of each text feature and allow students to discuss any prior experience they have with these text features.
  • Read the Presidio of San Francisco worksheet and identify the text features on the page. Allow your students to discuss how the vocabulary box would help readers better understand the passage.
  • Divide your students into into groups of two or three.

Explicit Instruction/Teacher Modeling (10 minutes)

  • Pass out the various forms of text to your student groups, along with Text Features Book Pages.
  • Explain that they must find different text features that are listed on the board. They should use them as models to draw, and write an explanation on their book page.
  • Model to students what they are supposed to do by using a book and drawing an example of the Text Feature Book Page on the board.
  • Write the name of the title feature and its purpose next to your drawing.

Guided Practice/Interactive Modeling (10 minutes)

  • Repeat your example with a different book, but this time take input from the class.

Independent Working Time (20 minutes)

  • Let students begin working on their book page.
  • As students work, walk around the classroom providing support to students as needed.

Extend

Differentiation

  • Enrichment: For students in need of a greater challenge, have students add other text features that they find that were not discussed in the lesson and have them add these to their book pages.
  • Support: For students that need extra help, allow them to use magazine cut outs to identify the text features and have them glue them to their book pages.

Review

Assessment (10 minutes)

  • Walk around the room while students are working and observe whether or not they are able to understand the concept of text features.
  • Collect students' completed assignments.
  • If extra practice is needed, give students a copy the Jamestown worksheet have them identify the text features.

Review and Closing (10 minutes)

  • Ask students to discuss if they found new text features not identified in the slideshow presentation.
  • Give students a chance to answer any questions they might have about the lesson.

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