Using Text Features for Comprehension

Building academic language

Word

• Explain to learners that they will first learn new vocabulary words that will help them understand the texts they’ll read today.
• Give student-friendly definitions for the words while the class completes the Vocabulary Instruction Chart. Provide students with the definition, part of speech, and an example.
• Model coming up with your own sentence, using the word "establish." For example, “I will establish a plan for cleaning the basement this weekend.”
• Instruct learners to talk to a shoulder partner and choose two vocabulary words. Have them each use the words in a sentence, taking turns.

Sentence

• Display and distribute a copy of the Gaining Information from the Text and its Features worksheet to each student. Read aloud the information box at the top. Have a student read aloud the example sentences.
• Explain to students that after reading each sentence, they will see what question it answers. Then, they will write the information in their own words.
• Direct students to circle any vocabulary words they see in the sentences. Have them underline any words they wish to talk about. Define and provide images of any new words, as needed.
• Model thinking aloud about the first sentence, which answers the question "When did it happen?" Point out that the sentence gives a year, which is a date. With that information, we know when the event happened. Show learners how to write the answer, and have them record it on their worksheets.
• As a class, engage learners in completing the second question "Where did it happen?" Invite them to pick out the information from the sentence and guide you in writing the answer on the lines.
• Put students into partnerships and assign each as Partner A or Partner B. Instruct Partner A to lead the process on the question, "Why did it happen?" Encourage Partner B to rephrase, agree, and disagree. Have Partner B lead the process on the question, "How did it happen?"

Discourse

• Display and distribute a copy of the Working Together: Text and Text Features worksheet to each student. Have a student read aloud the information at the top of the worksheet to review.
• Read aloud the text, and have students circle any vocabulary words they see. Have them underline words they wish to discuss. Define and provide images of new words, as needed.
• Model labeling the text features (illustration, map) and have students discuss with a partner what type of information is in each type of text feature.
• Record information about the map in the graphic organizer, and have learners write it down.
• Instruct students to encourage their partners to record information about the second text feature.
• Direct students’ attention to the text feature with the carved tree, and explain that you will model filling out sentence frames using that text feature and the text. Display the following sentence frame and model completing it.
  • The illustration shows ____ and the text says ____. The illustration adds information about ___.