Activities

1. Using a non-fiction article, label the text features.

2. Using a given informational text, complete a story map.

3. Read two short informational books and using a Venn diagram record the text features that are similar and different.  Comment on the text features that were most helpful in understanding the information.

4. Read a short article and then read the given question to the article.  Read the corresponding short essay that responds to the question.  Label each paragraph of the short essay according to its intended purpose.

5. Read an informational text with multiple headings and determine if changing the order of the sections would have a positive or negative effect.  Explain your findings.

6. Read a plain page of informational text without text features.  Design a textbook page with the informational text, adding in text features that will help the reader comprehend the text.

Answer Key/Rubric

1. Student uses the given non-fiction article, and labels the text features correctly.   Student understands that the author includes text features to organize the article and help the reader understand the text better.  Some text features the student may label are, maps, illustrations, photographs, charts, graphs, captions, titles, subtitles, headings, subheadings, special print, etc.
   
   
2. Student uses the given informational text and correctly completes the story map.  The story map boxes may include: who, what, where, when and why.  Student completes all boxes accurately. 
   
   
3. Student reads two short informational books and using a Venn diagram records the text features that are similar and different.  Student comments on the text features that were most helpful in understanding the information and gives an adequate response on how the feature was helpful.
   
   
4. Student reads a short article.  Student then reads a given question about the article and a short essay that responds to the question.  Student labels each paragraph of the short essay according to its intended purpose.  Student labels the first paragraph as the INTRODUCTION.  The student finds the HOOK in the introduction and labels it.  The student also locates the CLAIM and general idea about the forthcoming essay and correctly labels it.  The following paragraph is labeled as BODY PARAGRAPH 1 or EXAMPLE 1.  Student labels the TOPIC SENTENCE in the first body paragraph.    Student correctly labels the SUPPORTING DETAILS.  Student identifies and labels EVIDENCE if provided.  The student does this for each body paragraph which contains a subsequent example.  The student labels the CONCLUSION.  Student identifies the RESTATED CLAIM within the conclusion and labels it.  The student identifies briefly RESTATED EXAMPLES in the conclusion and labels.
   
   
5. Student reads the informational text with multiple headings and determines if changing the order of the sections will have a positive or negative effect.  Student explains findings.  Student takes into account the order of information and determines if the sequence of presented information is important.  Student takes into account the development of ideas and determines if the information in each section is linked or dependent upon information in previous sections.  Student conclusions are accurate and logical.
   
   
6. Student reads the plain page of informational text without text features.  Student designs a textbook page using the informational text and adds in text features that will help the reader comprehend the text.  Student divides the informational text into logical sections and uses titles, heading and subheadings as needed.  Student correctly includes helpful text features such as maps, illustrations, photographs, charts, graphs, captions, special print, etc.