Lesson plan - Study Island



|Reading Lesson: Text Features |Grade Level: 4 |

|Lesson Summary: Students will learn to use a table of contents, glossary, and index to locate information. The teacher will ask students to examine these features |

|in some of the class texts that they have with them. Students will practice locating page numbers for topics chosen by the teacher in these texts. The teacher will|

|then explain the use of a glossary and an index. Students will read the selection. The teacher will provide questions about where certain topics might be found in |

|the selection, and students will identify the section as noted in the table of contents. Students will use the Activity Worksheet for Independent Practice and |

|review answers for closing. Advanced learners will provide glossary entries for words of their choice and the teacher will work with struggling learners to locate |

|text features and use a glossary. |

|Lesson Objectives: |

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|The students will know… |

|that text features can be used to give an overview of the contents of text. |

|that text features can be used to locate information. |

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|The students will be able to… |

|identify a table of contents, glossary, and index in a book. |

|understand how to use a table of contents, glossary, and index to locate information. |

|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: |

|Ask students to turn to the front of one of their textbooks (science or social studies work well). |

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|Ask them to find the table of contents. |

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|Ask them to explain what it is and how to use it. |

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|Note students who have little or no knowledge of a table of contents or how to use it. |

|Whole-Class Instruction |

|Materials Needed: a copy of the Activity Worksheet* for each student, a copy of the table of contents for “Learning to Play the Piano”* for each student, |

|textbooks, and pencils |

|Procedure: |

|Presentation |

|Using the textbooks from the Pre-Assessment section, point out the parts of the table of contents: headings, part and chapter titles, and dot leaders to page |

|numbers. |

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|Give students a topic listed in the table of contents and ask them to find the correct page number. Repeat for several more topics. |

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|Show students how to find the glossary at the back of the textbook. Tell them that the glossary defines important words that appear in the book. Give them a term |

|to find and read the definition. |

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|Show students how to find the index at the back of the textbook. Tell them that the index helps you find the page number where a term or topic is found in the |

|book. Give them a term or topic and ask them to locate it on the textbook page where it is found. |

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|Guided Practice |

|Give each student a copy of the table of contents for “Learning to Play the Piano.”* |

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|Ask the students to identify this text (a table of contents). |

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|Give students questions, and ask them to decide in which chapter the answer might be found. |

|Should I keep the top of the piano open or shut? (Chapter 2) |

|How do I get my fingers to hit the right notes? (Chapter 6) |

|How do I know what notes to play? (Chapter 4) |

|What should I do to get ready to play the piano? (Chapter 3) |

|What kind of piano do I need? (chapter 1) |

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|Independent Practice |

|Give each student a copy of the worksheet*. Explain that for each item they will choose the letter of the text feature that will work best in answering the |

|question. |

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|Closing Activity |

|Go over the answers to the worksheet. Ask students to explain why they chose certain text features to answer the questions. |

|Advanced Learner |

|Materials Needed: Access to a library or teacher-supplied short, familiar trade books, paper, and pencils |

|Procedure: |

|Remind students that a glossary gives definitions for important words found in a book. |

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|Tell students they will be writing 5 glossary definitions for a book of their choice. They need to find the words and define them as they are used in the book. |

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|Allow students time to locate the words they want to define and write their glossary entries. |

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|Students may share their glossary entries with the group. |

|Struggling Learner |

|Materials Needed: textbooks |

|Procedure: |

|Each student should have a copy of the same textbook. |

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|Ask students to quickly find the table of contents, index, and glossary. Give assistance and reteach as needed. |

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|When students are proficient at finding these text features, have them locate page numbers for topics in the table of contents and index. |

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|Have them find and read glossary entries. |

*see supplemental resources

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