The goal of this lesson is to develop the awareness of text features and to reinforce using the information from them to support comprehension.

• Through observation and anecdotal notes, assess each student’s progress. Use the Exit Ticket (L-3-1-3_ Exit Ticket.docx) to determine which students have met the goal of the lesson.

Focus Question: How does identifying and analyzing text features help a reader understand the text?

Choose a page of a textbook or nonfiction text that includes a graphic, such as a photograph, an illustration, a map, or a chart. Display the page with a document camera or use another method to allow the entire class to view it. Ask, “What is this text feature?” (Students identify the text feature specific to that text and page.) “Why do authors include text features such as photographs, illustrations, maps, and charts in their texts?” (to help the reader gain knowledge that will increase understanding of the text)

Explain that text features are used to help the reader understand what the author wrote.  Sometimes we gain additional information from these features. Sometimes they clarify the information that the author wrote. Either way, the words and the visuals work together to make the author’s message clear to the reader.

Choose a nonfiction text (leveled reader, TIME For Kids, or other text). The topic of the book you choose can support skills and concepts being taught in other curricular areas.  Read the book to students, stopping to think aloud about the text features. As you encounter text features, stop to think aloud about the following questions:

• What is this text feature about?
• Why did the author choose to include this text feature?
• How does the text feature support what the author wrote?

After reading aloud and analyzing several text features, allow students the opportunity to try. Read a page aloud, showing the text feature. Ask students to turn to a partner and discuss if the text feature supported what the author wrote. Have students explain why or why not. Students should also share what information the text feature provides. Ask students if the author would have been able to convey that information without the use of the text feature. Finally, ask if the author should have chosen a different text feature to better support his or her ideas.

When you are satisfied that students can identify and analyze text features, allow students the opportunity to demonstrate this knowledge independently. Allow each student to choose a nonfiction text. Give students the following directions:

1. Read the book.
2. Read the book a second time, analyzing the text features.
3. On a sheet of paper, write the title of the book at the top. Draw a three-column chart. Choose four text features from the book and list them in column 1. For each text feature, record the page number in column 2. In column 3, explain how the author uses the text feature (to increase understanding, to give additional information, or it really doesn’t support the text). 

Collect the charts to assess if students can identify and analyze text features.

Extension:

• If students need additional practice with text features, conference with them and do a one-to-one think aloud, providing specific feedback about the information a text feature supports in the text.
• Ask students to find examples of text features in the books they are reading, including textbooks. Create a running class chart of examples of text features.
• Have students who are ready to move beyond the standard research a famous person. Have them tell the biography of that person through text features. Students should be able to defend their choices of text features using information they learned about that person.