This is one of the first lessons I've taught about using informational text features with informational text. This kind of reading is so important for 2nd graders because they are now reading to learn, especially in science and social studies. It is worth spending the text highlighting these features for students and modeling how important it is to garner information from them as they read.
Underlined words below are lesson vocabulary words that are emphasized and written on sentence strips for my Reading & Writing word wall. I pull off the words off the wall for each lesson, helping students understand this key 'reading and writing' vocabulary can be generalized across texts and topics. The focus on acquiring and using these words is part of a shift in the Common Core Standards towards building students’ academic vocabulary. My words are color coded ‘pink’ for literature/’blue’ for reading strategies/’orange’ for informational text/'yellow' for writing/’green’ for all other words)
Activate prior knowledge
Explain the concepts
My goal is that students become familiar with the words, prompts and descriptions of each text feature. I’m using the pictures, words, and descriptions in this lesson, but I’m hoping they’ll hear the vocabulary often enough that they’ll not need the pictures at some point.
Model the skill and practice
The Common Core standards encourage students to know and use various text features to locate facts or information in books efficiently. (RI.2.5) Students who can do ‘close reading’ and use these features (charts, map, graphs, captions) to gain information and answer questions will be better readers.
Explain the task
Slides 23-29 have the text feature pictures or descriptions displayed before it names the text feature (by clicking). I would check to make sure the animation and see if it works before you use it for the class. It was powerful to have the kids work as a group to identify these features by picture and description.
Read and find text features
Scaffolding and Special Education: This lesson could be easily scaffolded up or down, depending on student ability.
Students with limited ability should work with a partner because of the reading difficulty and the vocabulary level. Searching for text features and working as a group could be overwhelming because there are so many words. They could also write together about how a text feature helped them or you could use prompts for sentences.
Students with greater ability should be challenged to use deeper reasoning and higher vocabulary when sharing and with the "Apply" activity. They could be a model to the other students by using higher level reasoning - instead of saying 'the map helped me know where he was born' they could share that 'geography helps me determine the birthplace of this character.".