ELPD Standards:

5. Build upon the ideas of others and articulate their own working collaboratively.
Common Core State Standards:
- Informational 5: Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic
menus, icons) to locate key facts or information in a text efficiently (RI. 2.5)
- Informational 7: Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text
(RI. 2.7)
Learning Objectives:
Content
- I can identify text features in a nonfiction text and tell the purpose.
- I can locate key information efficiently using text features
Language
- I can describe how I use text features using academic language.
o What I mean by academic language is using our What is a text feature? chart and our sentence frame.
- I can read and define vocabulary words.
Formal Assessment:
N/A
Informal Assessment:
Temperature checks at the end of the lesson (thumbs up, thumbs in the middle, thumbs down)
Instruction:
Good afternoon students! Yesterday, we finished up our vocabulary words and began learning what text features are.
Today, we are going to continue working on text features!
Before we begin working on text features, we are going to read our I can statements.
- Lets read this together in a level one voice
- Can I have all eyes looking here please
Lets continue working on text features.
First, I want us to review our text feature cards

Pair students up with a partner with yellow/red sticker cards.

I am going to show you a text feature and I want you and your partner to talk about what it is then we will share aloud
Allow students enough time to talk to their partners
Say high five to gain students attention and share aloud.
Text Feature cards:
Glossary- A list of words in ABC order relating to specific vocabulary within the book
Index- A list of important topics in a book with the page number next to them
Timeline- Displays events in the sequence of when they occurred (Things that happen in order)
Heading- Divides the text into sections and identifies the main topic of a page or chapter
Cold Print- Dark words, calls attention to words that are important
Caption- Words underneath a picture or photograph that explain what it is or is about
Title- Gives the reader an idea of what the book will be about
Table of Content- Identifies the key topics in a book
Now, we are going to practice identifying or looking for text features. I am going to give you a text and we are going to identify/find
text features.
(Have Text Feature cards out for students to reference)
- Give students their own copy of text
- Lets read this together in a level one voice. We are going to read this in unison (unison means we are going to read this
together)
GRR
I do: Now, when I look at this text, the first text feature I see is a title.
- What is a title again?
- Highlight the paper then have students highlight their own
We do: Now, talk to your partner about another text feature you see
- High five now what text feature did you and your partner talk about?
As students answer the teacher should ask:
- Why do you think that text-feature is helpful?
- What is its purpose?

- Have students highlight their papers

You do: Now, find another one on your own and highlight it
- What did you highlight?
- Have student tell what they highlighted by doing a round robin and share what they highlighted
o Now, when our partner is talking we are listening
After each student says what text feature they found have the rest of the students highlight it.
The teacher should be monitoring to make sure all students are highlighting correctly.
Now, we are going to practice talking about text features using this sentence frame: I looked at the ___________ to find my answer.
You are going to practice with your partner (red goes first then yellow)
How did you know what this text was about?
- Title
How did you know what faces meant?
- Glossary
How did you know what the picture was about?
- Caption
Have students share the sentence with their partner then share it aloud in group.
Now, give me a thumbs up or thumbs down if you would be able to find a text feature when reading?
Group is done for today so you may push in your chairs and go back to your seats quietly.
Differentiation:
- The text feature cards have the definition of what it is as well as a visual in order for all learners to understand.
- Gradual Release of Responsibility (I do, We do, you do)

Materials:
- I can statements
- Text Feature cards
- Anchor Comprehension Poster 2
o Teacher version and student copies

Highlighters and sticky tabs