Lesson plan - Study Island



|Math Lesson: Text Features |Grade Level: 3 |

|Lesson Summary: Students will learn how to identify and use text features. They will find information in a table of contents and then complete worksheets on the |

|ways text features help readers understand information. Students will create a glossary or index to display in the classroom. Advanced learners will create a text |

|feature for a book. Struggling learners will bring in a book and identify a text feature and its purpose. |

|Lesson Objectives: |

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|The students will know… |

|• that passages can include text features such as table of contents, chapter headings, glossary, and index. |

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|The students will be able to… |

|identify text features and know when and why they are used. |

|Learning Styles Targeted: |

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|Visual |

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|Auditory |

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|Kinesthetic/Tactile |

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|Pre-Assessment: |

|Display a book that includes text features such as a table of contents, chapter headings, glossary, and index. |

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|Ask students to identify the text features. List the features on the board. |

|Whole-Class Instruction |

|Materials Needed: Worksheet*, copies of text features from books in the classroom or school library that include a variety of text features, poster board, markers,|

|and pens or pencils |

|Procedure: |

|Presentation |

|Explain that text features help readers identify and understand content by providing additional information or organizing text. Text features serve specific |

|purposes. |

|A Table of Contents lists chapter titles and the page numbers the chapters start on. |

|Chapter Headings alert students to specific information covered in that part of a chapter. |

|A Glossary defines words and provides their punctuations. |

|An Index lists important topics in alphabetical order and the pages where they are found in the book. |

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|Guided Practice |

|Distribute Xeroxes of a book’s text features, for example, a table of contents. |

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|Ask students to tell you where to find specific information in the book using the table of contents. Ask questions verbally or write them on the board. |

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|Repeat the process for other text features. |

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|Independent Practice |

|Using the worksheet*, have students identify different ways text features help readers understand information. |

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|Closing Activity |

|Distribute a Xerox of a chapter from a nonfiction book. Ask students to highlight 5 words that could be included in a glossary or 5 topics in the chapter that |

|could be found in an Index. |

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|Have students create a glossary (using a dictionary for help) or an index on a piece of poster board. |

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|Display the students’ work in the classroom. |

| Advanced Learner |

|Materials Needed: books, poster board, and markers |

|Procedure: |

|Have students find examples of that feature in books in the classroom or school library. |

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|Ask students to create their own text feature to go with a book they have chosen and write it on a piece of poster board. |

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|Allow time for students to share their work with the class. |

|Struggling Learner |

|Materials Needed: books |

|Procedure: |

|Ask students to bring in a book from home or find a book in the classroom or school library that includes text features. |

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|Have students choose a text feature and share their example with the class, explaining the text features it contains and how it is used. |

*see supplemental resources

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