Lesson: Identify Nonfiction Text Features (part 2)
SWBAT identify and use text features related to nonfiction reading. (inset text box, bolded vocabulary, glossary, index)
Identify nonfiction text features â€“ part 2 (lesson #3)
1.Â QQ (5 min.) â€“ List three differences between fiction and nonfiction texts.Â
2.Â Mini lesson â€“ (20 min.)
a.Â Name the teaching point: Good readers use the structure of nonfiction texts to help them comprehend what they have read.Â Today we will be able to recognize and use four text features: inset text boxes, bolded vocabulary, glossary, index.Â
b.Â Use the mentor text to think aloud about how you would use these text features. Â (mentor text Tundra by Lynn Stone)
c.Â 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 four new text features.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 (see text resources) for each text feature
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 ii.Â Â There are photos of the interactive notebook pages in the lesson files.
3.Â Students practice the reading strategy â€“ (10 min.)
a.Â With a partner and a pile of nonfiction books students should search for the four text features and place labeled stickies where they find them.Â
b.Â Quick debrief of partner work and share of student findings.Â
4.Â Independent reading time (20 min.)
a.Â Students select a text from their pile and read independently for 20 minutes and complete at least two nonfiction features slips as they read.Â
5.Â Exit slip (5 min.)
a. Â Of the four text features we learned about today, which one do you think is the most useful?Â Explain your response using examples from your reading today.Â
6.Â Homework (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 was a continuation of the lesson from the day before.Â Since we were adding four new text features to our notebooks using the same process as yesterday we managed to work really efficiently.Â
Today, I pre-cut the examples for the interactive notebook flaps and this did save a few minutes of note taking time.Â
Students exit slips were solid again today and their level of enthusiasm and engagement is very high.
During the paired practice time I had the students completing the â€œHow I Used Nonfiction Text Featuresâ€ Slips.Â In the future I would skip this for the paired practice.Â It slowed the kids down and added an unnecessary step during paired work.Â I will continue to have them use it as they read on their own.Â (Iâ€™ve already reflected this change in the lesson plan above.)
Creating the interactive notebook pages for the four text features was a bit time consuming.Â However, the students were really engaged, and referenced their notes a lot during the paired and independent practice.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
|NF text features chart 2 IMG 0097 Notes||
|NF text features notes 2a IMG 0105 Notes||
|NF text features notes 2b IMG 0106 Notes||
|NF text features notes 2c IMG 0107 Notes||
|Exit Ticket with lines for OEQ s Assessment||
|nonfiction reading log Homework||
|Quick Questions with lines for OEQ s Starter / Do Now||
|How I Used Nonfiction Features Classwork||
|Good Readers of Nonfiction... Notes||