Day: Date:

Subject: Literacy- Grade 3- Informational Text Features Introduction

Common Core Standard(s):

CCSS.ELA-LITERACY.RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and
the words in a text to demonstrate understanding of the text (e.g., where,
when, why, and how key events occur).
CCSS.ELA-LITERACY.RI.3.5
Use text features and search tools (e.g., key words, sidebars, hyperlinks)
to locate information relevant to a given topic efficiently.
CCSS.ELA-LITERACY.RI.3.2
Determine the main idea of a text; recount the key details and explain
how they support the main idea.

Objective(s):
Students will be able to locate text features in informational text.
Students will be able to make predictions about the informational
text from the text features.
Students will be able to use a graphic organizer to prepare to
read a selection of informational text.

Resources/Materials List:
Informational Text: Trouble In the Ocean, one copy per student
Prereading Organizer, one copy per student
Projection of Informational Text for Smartboard

Procedure:
1. Distribute the Nonfiction Text: Trouble in the Ocean printable
and set up your projection or overhead transparency of the same
printable, if you have chosen to use one, to refer to as you discuss the
selection.
2. Explain to students, that at first look, they are going to identify
text features and not read the article. Lead students through the
handout, having them look over the article and notice the special text
features: title, headings, photos, etc. Have students comment on the
differences they see on the article page compared to a page in a
favorite story. You might open a book of fiction for them to review.
3. Walk students through the reading tools. As they identify each
text feature, highlight them on the projected article. Point out that
photographs, diagrams, and charts are examples of graphic aids that
illustrate information and help readers visualize what is in the text. For
 example, the photograph helps readers visualize the animals that are
endangered . Graphic aids sometimes offer additional information that
is important.
4. Model think-aloud strategies for pre-reading by asking questions
and making observations about the text features.
Example: The title tells me I'm going to read about something that is wrong
in the Ocean, but I am not sure what it is going to be! Certain words are
boldfaced these are important, so I'll try to remember them. There is a
photograph I can use that to get a clear picture in my mind of what I'm
reading.
5. Have students use the Prereading Organizer to make predictions
about the reading. Discuss some of the predictions that students
make; be sure to ask them how or why they formed their ideas.
6. Students should read "Trouble in the Ocean" quietly to
themselves. Remind them to pay attention to the text features.
7. Once students have finished their prereading organizer and
finished reading, have the group come together, and discuss if their
predictions were accurate.

Plans for differentiation:

Because the beginning part of this lesson is a group format, with the teacher
leading the identification of text features, most students will be able to
follow along. When it comes time to fill out the prereading organizer, lower
students may struggle with this task. If you put them into a small group and
having a paraprofessional work with or have the teacher support. Also, this
group may benefit from hearing the text read aloud to them during the final
stages of the activity. For advanced students, the teacher can provide
additional articles on related topics to continue the exploration of text
features and informational text.

Plans for accommodation/modification:

There are no IEP students that need accommodation/modification.

Assessment:
Through observation, class discussion, and individual conferencing, the
teacher will assess students and their understanding of text features in a
non-fiction text. The Prereading organizer will also be used as evidence of
learning and comprehension.

Whats next?
The next step to this lesson would be applying the skills and knowledge of
text features to larger texts. Using National Geographic Kids! books would be
a way to expand from articles to books.
Reflection:
This lesson has not been taught yet.