Teacher: Mrs.

Seay Date: Monday: 1/23/17

Title of Lesson: Text Features Cooperating Teacher: Deborah Torres

Core Components
Subject, Content Area, or Topic
Language Arts
Non-fiction Text features
Student Population
AM Class:
14 Gifted students
23 students
7 Girls
16 Boys
PM Class:
8 students with IEPs
20 students
10 Girls
10 Boys
Learning Objectives (for the Week)
ELA Objectives:
ELA. 4.6.3: Text features: Use text features such as type, heading and graphics, to predict
and categorize information in both print and digital texts.
ELA. 4.6.4: Questioning: Formulate Questions that might be answered in the selection
ELA. 4.6.5: Prior Knowledge/making connections: Use prior knowledge and build additional
background knowledge as context for new learning.
ELA. 4.7.1: Produce clear and coherent writing in which the development and organization
are appropriate to the task, purpose and audience.
ELA. 4.1.1a: Present accurate directions to individuals and small groups
ELA. 4.1.1b: Use evidence to support opinions
ELA. 4.4.1: Use context to clarify meanings of unfamiliar words and phrases
ELA. 4.4.2: Use knowledge of roots, affixes, synonyms, antonyms, and homophones
ELA. 4.4.3: Use word-reference materials including glossary, dictionary and thesaurus
Virginia Essential Knowledge and Skills (For the Week)
SOL Objectives:
4.6 A, B, F, I, K, L: The student will read and demonstrate comprehension of nonfiction
texts. a) Use text structures, such as type, headings, and graphics, to predict and
categorize information in both print and digital texts. b) Formulate questions that might be
answered in the selection. f) Draw conclusions and make simple inferences using textual
information as support. i) Use prior knowledge and build additional background
knowledge as context for new learning. k) Use reading strategies throughout the reading
process to monitor comprehension. l) Read with fluency and accuracy.

4.7: The student will write cohesively for a variety of purposes. a) Identify intended
audience. b) Focus on one aspect of a topic. c) Use a variety of pre-writing strategies. d)
Organize writing to convey a central idea. e) Recognize different modes of writing have
different patterns of organization. f) Write a clear topic sentence focusing on the main
idea. g) Write two or more related paragraphs on the same topic. h) Use transition words
for sentence variety. i) Utilize elements of style, including word choice and sentence
variation. j) Revise writing for clarity of content using specific vocabulary and information.
k) Include supporting details that elaborate the main idea.

4.1 A, D: The student will use effective oral communication skills in a variety of settings.
a) Present accurate directions to individuals and small groups. d) Use evidence to
support opinions.

4.4 A, B, C: The student will expand vocabulary when reading. a) Use context to clarify
meanings of unfamiliar words. b) Use knowledge of roots, affixes, synonyms, antonyms,
and homophones. c) Use word-reference materials, including the glossary, dictionary,
and thesaurus.
Materials/Resources
One-to-one student devices (lap tops)
Promethean Board
Independent Worksheets (3 different levels) (The Box activities)
Power Point Presentation on Text Structures
Achieve 3000 (American Indians: Once They Fished & Book fair in Somalia)
Garage Sale Treasures Worksheet
Word Study Words
Core Clicks (uploaded on to their classroom): Celebrating Chinese New Year
Google Classroom
 Time
Process Components
(min.)
5 Min *Anticipatory Set
Since we just learned about Non-fiction Text structures, what do you think non-
fiction text features are? What do you think the similarities are and the
differences are?
1 Min *State the Objectives (grade-level terms)
I can
- Identify text features in texts
- Make connections in the text using text features
- Understand why text features are important to understanding the non-
fiction text.
7 Min *Instructional Input or Procedure
Go over text features: Guide Words, Title Page, Table of Contents, Index,
Glossary, Heading & subheading, Key words, Illustrations & photographs,
captions, diagrams, labels, text box, Maps, charts, etc.

Show the students where on the wall the text features are located (above the
dictionaries & backpacks)

Allow the students to answer what they think each text feature is before giving
them the answer.

20 Min *Guided Practice

(until 5 Go over the PowerPoint.
Min The PowerPoint consists of scenarios and the students must decide which text
before feature is being used.
rotations)
5 Min *Closure
3, 2, 1: With their table, they will name 3 things you learned, two things you
still dont understand and one thing that was interesting.
80 Min *Rotations*
(All 20 Min/ Rotation
together Teacher: Fluency/Guided Reading
for The Box: Library
rotations) Word Work: 4 Square/ Vocabulary (On Google Classroom)
Achieve 3000 (on the computer Scaffolded)
20 Min *Independent Practice
The Box: Leveled Independent Work scaffolded for each student: text
structure cards (differentiated) High: Martin Luther King Jr. article, High
extended: Non-fiction text feature scavenger hunt; On-level: Identifying Text
features task cards, Extension: Martin Luther King Jr. article, Low Level: Non-
fiction text features worksheet (S on the top right), Extension: Identifying Text
features task cards.
 Word Work: Dictionary Skills- (definitions, prefixes, suffixes, ABC order &
guide guides/ vocabulary synonyms) (Vocabulary: addicted, bizzare, herd,
debated & tempted) (Suffixes: -ment (the result of) -ness (state of being))
*Modeling
Teacher Rotation: Fluency TW read the Garage Sale Treasures, then the
group will Choral Read, then they will go over the comprehension questions on
the worksheet.
*Check for Understanding
During Whole Group: ask at the end of the PowerPoint, does everyone
understand text features.
Achieve 3000 answers & scores (American Indians & They Fished)
Meet with teacher: Fluency/Running Records
Assessments
Fluency with Garage Sale Treasures
Achieve 3000 scores
Answers to Text Structures Box Activities
Word study final product
Teacher observations
Homework:
On Weekly Calendar:
High AM: The Secret Garden Reading Contract
On-Level AM: Strawberry Girl
On-Level PM: Class Dismissed
Below PM: I survived the Eruption of Mount St. Helen
Differentiation Strategies (enrichment, accommodations, remediation, or by
learning style).
Leveled Independent work 3 different worksheets (for the Box) for low level, on level
and higher level.
For Gifted Cluster Class: Give less prompts and ask more critical thinking questions
For Inclusion Class: Give more prompts and point out key words and allow them to look at
the wall for help.
Classroom Management Issues (optional)
Class will move to different rotations on a bell. They have already mastered this
skill.
If a student is disruptive, then they will be given a mark on their weekly planner
that goes home.
If the entire classroom is doing a great job, they are given a marble. (5
marbles/day)
Lesson Critique. To be completed following the lesson. Did your students meet the
objective(s)? What part of the lesson would you change? Why?

Many of the AM students (gifted cluster) understand text features and just needed to be
reminded about them.
Many of the PM students did not understand text features, so it was much more important
to go over them in much more detail.
 I would change the way that I grouped my students, I would have chosen carefully how I
grouped them, rather than by random. Some of the students got a little bit rowdy next to
their friends.

My students did meet the objectives and they have done a great job throughout the day
connecting the text features to their books in science and in reading. I think that they
understood how to use the text features and why it is important.
*Denotes Madeline Hunter lesson plan elements.