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Students will be able to use and identify nonfiction text features.
- Hold up a high-interest nonfiction text and a familiar fiction text for the students to see.
- Ask students to think about how nonfiction and fiction texts differ and why. Students might say that nonfiction texts are about real-world things, they help us to learn things, find information, and explain things. Fictional texts are about imaginative things and are made up.
Beginning: Have ELs turn to a partner to repeat the definition of nonfiction and fiction, either in English or their home language (L1). If needed, provide a sentence stem. For example: "A fiction book is __."
Intermediate: Have ELs turn to a partner to repeat the definitions of fiction and nonfiction.
Explicit Instruction/Teacher modeling(5 minutes)
- Open the nonfiction text and slowly take a picture walk through the book.
- Explain that when we read nonfiction, we use something special called text features to help us learn.
- Point out the different kinds of text features in the book paying special attention to the glossary, index, captions, illustrations, text boxes, etc.
- Identify the purpose for each text feature. A glossary helps us to learn the meaning of words, and index helps us to find the page for certain information, captions tell us what a section is about, etc.
- Write a list on the board of the names of each text feature for reference.
Beginning: Ask students the purpose of each feature. Provide sentence frames for student input. For example: "A ____ helps the reader ____ and ____."
Intermediate: Ask students the purpose of each feature. Provide sentence frames for student input. For example: "An index helps readers ____."
Guided Practice(10 minutes)
- Read aloud a few pages of a nonfiction text and as you read, pause and ask students to identify a text feature from the list on the board.
- Invite students to come up and point out the text feature out to the rest of the class.
- Review the different text features as needed.
- Pair ELs with sympathetic non-ELs and have them discuss each feature before inviting volunteers to the board.
- Provide sentence frames for discussion.
Intermediate: As partners, have students discuss each feature before inviting volunteers to the board.
Independent working time(15 minutes)
Pass out the Exploring Text Features worksheets and have students complete the worksheet using a nonfiction book of their choosing.
- Allow ELs to continue working with a partner to complete their diagrams.
- Allow students to use sentence starters. For example: "This feature is a ____. I know this because ____."
Intermediate: Allow ELs extra time to complete the Exploring Text Features worksheet.
Support: Pair two students up to read a nonfiction book together and complete the Exploring Text Features worksheet.
Enrichment: For students who finish early, have them complete the Table of Contents Mystery #1 and Table of Contents Mystery #2 worksheets.
Collect the worksheets to assess whether students are able to identify and utilize the text features of their nonfiction texts.
Beginning: Provide oral directions in simplified sentences and ask them to repeat the instructions.
Intermediate: Allow students to explain their work orally as you review work.
Review and closing(5 minutes)
Answer questions as needed and review the purpose of text features with the class.
Beginning: Have students discuss text features in English or L1 in partnerships.
Intermediate: Before reviewing text features as a class, provide written discussion questions.