Lesson: Nonfiction Feature Analysis
SWBAT locate specific text features in nonfiction texts and categorize them on a feature analysis chart.
Nonfiction Feature Analysis (lesson #4)
1.Â Â QQ (5 min.) â€“ Name five nonfiction text features
2.Â Mini lesson â€“ (20 min.)
a.Â Name the teaching point:Â Good readers analyze what features nonfiction texts have to offer and use them wisely to understand the text.Â Today we will learn three more text features and identify the eleven text features we have learned in a variety of texts.Â
b.Â Using the teacherâ€™s readerâ€™s notebook as a model and the document camera have students copy the word, definition, and illustration for each of the three new text features.Â (labels, diagrams, cut-away diagrams)
Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â i.Â Â To organize the readerâ€™s notebook use a half page notebook foldable for each text feature
c.Â Â Use the mentor text to think aloud about how you would use these text features.Â (common student text Incredible Insects Q&A by Sally Tagholm)
d.Â (I) - Using the document camera to project the feature analysis chart, model for students how you would complete the chart for the mentor text Tundra.Â
e.Â (We) - Invite students to help complete the chart for the common student text Incredible Insects.Â
3.Â Students practice the reading strategy â€“ (10 min.)
a.Â (You) â€“ have reading pairs complete the chart for one text of their choosing from their text collection.Â
b.Â Share findings with whole group
Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â i.Â Â Possible discussion of what makes a quality nonfiction text.Â
4.Â Independent reading time â€“ (20 min.)
a.Â Students select a text from their pile and read independently for 20 minutes continuing to complete nonfiction features slips as they read.Â (Must complete at least 1)
5.Â Exit slip â€“ (5 min.)
a.Â Â Which text feature did you find the most today in your explorations?Â Why do you think authors use this feature so often?Â Use todayâ€™s findings to support your answer.Â
6.Â Homework â€“ (3 min.)
a.Â Nonfiction independent reading for at least 20 minutes and complete nonfiction IR log.Â
1. What went well?
2. What would you change?
3. What needs explanation?
This lesson is a continuation of the past two dayâ€™s lessons, so Iâ€™ve worked all of the kinks out in the prior lessons.Â
The students did a great job working with their partners on the feature analysis.Â The referenced their notes a lot and had great conversations deciding what features were represented in their texts.Â
The students are also independently discovering features we havenâ€™t formally discussed yet, such as: maps, graphs, and timelines.Â Their exit slips continue to show understanding of text features and their homework reflects their knowledge of the text features too.Â
I wouldnâ€™t change anything.Â Since this is the third day using basically the same instructional process, I finally got it right.
Since this was our third day adding text features to our knowledge base, I also added doing the feature analysis.Â
Hereâ€™s how we created the interactive notebook tabs:Â
To create the flip tabs in the notebooks I pre-cut the tab paper, and photocopied all the necessary examples onto one piece of paper.Â Then, I used the paper cutter to cut apart each example to be glued under the tab.Â The gluing doesnâ€™t take much time at all; and as long as the kids use a scant amount it dries almost instantly.Â Â Â Â
|Nonfiction Feature Analysis Chart Activity||
|NF text features notes 3a IMG 0108 Notes||
|NF text features notes 3b IMG 0109 Notes||
|Exit Ticket with lines for OEQ s Assessment||
|nonfiction reading log Homework||
|Quick Questions with lines for OEQ s Starter / Do Now||
|Good Readers of Nonfiction... Notes||
|Incredible Insects Reading Passage||