NONFICTION TEXT FEATURES
Title:
Nonfiction Text Features
Author:
Katherine Cox
Subject:
Language Arts
Grade
Level: Second Grade
IEP
classification(s): Auditory learners
Common
Core Standard(s): CCSS.ELA-Literacy.RI.2.5
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.
Lesson
Goals: After reviewing what nonfiction text
features are and completing a text features toolbox of all the nonfiction text
features, students will read another National Geographic article, and they will
identify two different text features and write in their journals why text features are important and explain how to
locate key facts in a text.
Lesson
Materials: Amelia Bedelia,
Penguins! National Geographic, Nonfiction Text Chart, Nonfiction Text Features
Scavenger Hunt worksheet, chart paper, Text Features Toolbox, National
Geographic article
Instructional Lesson
Methods and Assessment
Anticipatory
Set
1. Show the class a picture of a nonfiction text (Penguins!
by: Anne Schreiber), and a picture of a fiction book (Amelia Bedelia by: Peggy
Parish). I will then ask the students what the different between the two texts
are by looking at the front cover(s).
2. Then we will discuss the different between a
fiction and nonfiction book. I will explain to the students that nonfiction
books are real-life and fiction books are not.
3. I will explain that nonfiction texts are
important because they deal with facts. I will then ask the students if they
know what makes a nonfiction text different from a fictional text. This will be
how I introduce nonfiction text features.
4. We will watch a rap video on YouTube about
nonfiction text features.
Rap Video:
5. Students will then separate into groups of four.
Each group will have an iPad, which they will be instructed to research one
nonfiction text feature per group. Each group will write their answer on the
SmartBoard, sticky note, or in their journal.
6. We will then meet back together. I will read each
nonfiction text feature that each group found. I will ask one person from each
group to explain what their nonfiction text feature is and where it can be
found in a nonfiction book.
7. I will explain that nonfiction text features can
be found in all nonfiction books. I will encourage the students to look for
nonfiction text features when we read Penguins from National Geographic. We
will use this information to create a Text Features Toolbox. The toolbox will
feature key definitions of nonfiction text features.
· At this point, I
will refer to our nonfiction text features chart that we created as a class
last week.
· Example of chart:
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
1.1 Customize the
display of information
Students will see a
fiction and nonfiction book, they will watch a YouTube video, and they will
review a poster that we made as a class. All of the information will
displayed differently, so each class member can learn.
|
4.1 Provide
varied ways to respond
Students will be able
to respond on the SmartBoard, sticky note, or in their journal. Students will
be able to choose the way they want to respond once they find one nonfiction
text feature.
|
7.2 Enhance
relevance, value, and authenticity
I will explain to the students that
nonfiction texts are important because they deal with facts. I will also
explain that nonfiction text features are valuable because they assist the
reader.
|
3.1 Provide or
activate background knowledge
Background knowledge
will be activated via the nonfiction text features chart that we made in
class.
|
4.3 Integrate
assistive technologies
The iPad will be used
for students to research one nonfiction text feature.
|
8.2 Vary levels
of challenge and support
Each group will find
one nonfiction text feature. I will support the students by encouraging them
to look for nonfiction text features when we read, Penguins!
|
1. After
reviewing the nonfiction text features on our chart, I will then give each
student a “Nonfiction Feature Scavenger Hunt” worksheet. They will also each
receive a copy of the Penguins! National Geographic. While I read the Penguins!
National Geographic, the students will fill in the nonfiction features
scavenger hunt worksheet.
2. Before I
begin the Penguins National Geographic article, I will have the students raise
their hand and tell me specific nonfiction text features that they think will
be located in this article. I will also have them predict where these text
features can be located in the article.
3. As I read, I
will ask questions specifically related to nonfiction text features. I will ask
questions such as, “What is the title of this article? Does this article have a
subtitle? Where can I locate the index? Why are some words in bold print?”
4. Since this
particular assignment involves the students listening to me read (while they
read along) and locate nonfiction text features, I will provide students with a
green and a red card. If the students need me to slow down, they will hold up
the red card. If the students are comfortable with the rate we are going or
would like me to speed up, they will hold up the green card. This will allow
time for all of the students to write down the page number and why the author
included the specific nonfiction text feature.
5. After we
completely read the article, students will get into pairs. They will
participate in a “pair share”. The students will share their answers with each
other, and they will make comparisons. Then one student from each pair will
share with the class one text feature they discovered and why it was important
to the text.
6. As the
students share their findings, I will provide feedback by giving each student a
compliment and something the student should work on. I will also allow other
classmates to provide feedback to their peers. As we provide feedback, I will
ask questions that will allow the students to answer their own misconceptions.
By doing this, the students will feel like they have made an accomplishment.
This will allow the students to realize why their previous answer does not make
sense.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
1.2 Provide
alternatives for auditory information
If I am reading
the article too fast, students will be handed a green and a red card. The red
card will be used if a student needs me to slow down, and a green card will
be used if I am reading at an appropriate speed.
|
5.3
Provide ways to scaffold practice and performance
I will ask the
students questions, “What is the title of this article? Does this article
have a subtitle? Where can I locate the index? Why are some words in bold
print?”
|
8.3 Foster
collaboration and communication
The students will
participate in a “pair share”, where they will communicate with their peers.
They will also add/remove items from another students list.
|
3.3 Guide
information processing
As I am reading
the article, I will guide information processing by asking them questions,
and by helping them fill in their scavenger hunt sheet.
|
6.4 Enhance capacity
for monitoring progress
I will monitor
progress by asking questions, and reviewing their worksheet. The students
will complete a peer review, and provide feedback to another student.
|
8.4 Increase
mastery-oriented feedback
I will provide
feedback by giving each student a compliment and something the student should
work on.
|
Guided
Practice
1. As the students read from their nonfiction text
features worksheet, I will have the worksheet displayed on the SmartBoard via
the Elmo. I will write on the worksheet the answers that each student provides.
2. After the worksheet is complete, we will then
verbally discuss where each nonfiction text feature can be located. We will use
the Penguins article, so the students are able to point to where each item is
located.
3. I will then have a T-chart on a piece of chart
paper. Prior to learning about nonfiction text features, we have been
discussing fiction stories. At this point, we will fill in the T chart
together, comparing fiction and nonfiction. Each pair of students should share
one item. Depending on time, I will write their answers or they can write their
answers on the chart paper. The chart should ideally look like this:
Fiction
|
Nonfiction
|
·
Story
|
·
Information
|
·
Beginning,
middle and end
|
·
Jump in and out
|
·
Narrative
elements
·
-Characters
·
-Setting
·
-Problem
·
-Solution
·
-Illustrations
|
·
Text features
·
-Index
·
-Table of
contents
·
-Glossary
·
-Tables, charts
and graphs
·
-Real photos
|
·
Theme or
message
|
·
True
information (facts)
|
·
Read to enjoy
|
·
Read to learn
|
4. After we create the T chart, I will ask the students
if they see any similarities between fiction and nonfiction text features. This
will allow the students to use critical thinking skills. I will ask the
students if this chart meets their expectations?
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
2.2 Clarify
syntax and structure
The t-chart will
be used to clarify any misunderstanding between fiction and nonfiction
texts/text features.
|
5.2 Provide
appropriate tools for composition and problem solving
Chart paper will be
provided, so we can create a t-chart as a class. If there is a problem, we
will discuss it as a class.
|
7.3 Reduce
threats of distraction
We will all
participate in creating the t-chart. Each pair of students will be required
to contribute one item.
|
3.4 Support
memory and transfer
We will create a
t-chart, where students will have to remember what we learned about fiction
texts, and also transfer knowledge about nonfiction texts.
|
6.1 Guide
effective goal setting
When creating the
t-chart, I will assist students in generating answers that meet my
expectations. The goal is to complete a t-chart, comparing fiction and
nonfiction.
|
9.1 Guide
personal goal-setting and expectations
After we create the chart, I will ask
the students if this chart meets their expectations?
|
Independent
Practice
1. I will refer to the nonfiction text features
scavenger hunt that we filled out as a class. We will briefly discuss each
word/definition.
2. I will pass out a text features toolbox to each
student. The students will cut out the toolbox and each word. On each piece of
paper, the students will write the definition of each word. I will have the
definitions projected on the SmartBoard. Students can work together or
independently during this portion of the assignment. Students will be able to
choose who they work with if they decide to work with a partner.
3. Example of the text features toolbox:
4. After the students cut out the text features toolbox
and write the definitions, the students will glue this into their writing
journals.
5. The students will be able to refer back to this
whenever they are working on text features for nonfiction. This will be
available to them at any point during the year.
6. The students will be able to use any materials as
resources for this assignment, since it will be glued into their writing
journal.
7. Before the students get into partners (if they
choose to), we will review how to act in pairs. It will also been known that
each student must create his/her own toolbox and contribute the assignment.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
2.1 Define vocabulary
and symbols
Students will write
definitions in their text features toolbox.
|
4.2 Provide ways
to interact with materials
Students will interact
with scissors, glue, and writing during this activity.
|
8.2 Vary levels
of challenge and support
This assignment might
be challenging for some students who cannot use scissors or glue. I will
support the students by allowing them to get into pairs if they choose.
|
2.5 Illustrate key concepts
non-linguistically
Students will write,
cut, and glue in their text features toolbox. They will define nonfiction
text features. This activity can be done independently.
|
6.4 Enhance
capacity for monitoring progress
The students will get
into pairs and they will review each other’s text features toolbox. The
students can provide feedback to each other.
|
9.2 Scaffold
coping skills and strategies
If the students need
help, they are allowed to get into pairs. This will allow them to cope with
their difficulties. I will also provide the definitions on the SmartBoard if
the students need further assistance.
|
Wrap-up
1. Why are nonfiction text features important? How
do you know this?
2. Where are nonfiction text features located in a
text?
3. Name specific nonfiction text features.
4. How can you use text features to help you when
reading?
5. How are nonfiction and fiction text features
different?
6. I want you to trade your text features toolbox
with another student in the class. If you find anything that has been missed,
write your thoughts on a sticky note and place it on the page that needs more
work. After you do this for one partner, discuss what you added and why.
7. Now I want each of you to reflect on your own
work that you completed today. What did you do well and what could you improve?
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
2.2 Clarify syntax and
structure
I will ask the
students questions, “Why are nonfiction text features important? Where are
nonfiction text features located in a text?” for example.
|
6.2 Support
planning and strategy development
I will ask the students
thought-provoking questions. “How can you use text features to help you when
reading?”
|
7.2 Enhance
relevance, value, and authenticity
“Why are nonfiction
text features important? How do you know this?”
|
3.1 Provide or
activate background knowledge
I will activate
background knowledge by asking the students, “How are nonfiction and fiction
text features different?”
|
6.3 Facilitate managing
information and resources
I want you to trade
your text features toolbox with another student in the class. If you find
anything that has been missed, write your thoughts on a sticky note and place
it on the page that needs more work. After you do this for one partner,
discuss what you added and why.
|
9.3 Develop
self-assessment and reflection
“Now I want each of
you to reflect on your own work that you completed today. What did you do
well and what could you improve?”
|
Assessment
1. The students will be given a national geographic article. By looking
at the article, the students will identify three text features that they see
just by looking at the article.
2. The students will then read the
article, looking for different text features (other than the ones they have
already listed).
3. Students will then list two text
features that they find after reading the article. They can write it on the SmartBoard,
or they can write it on a sticky note.
4. After they locate their two text
features, they will write in their journals why text features are important and
how to locate key facts in a text.
5. They will be allowed to use any other
material that we have used throughout the day for the assessment.
6. I will provide a rubric that consists
of: student has at least two text features, student explains why text features
are important, student explains how to locate key facts in a text, and few
grammatical errors. I will expect the students to score a 3 out of 4 on the
rubric.
Recognition “What”
Multiple means of Representation
|
Strategic “How”
Multiple means of Action and Expression
|
Affective “Why”
Multiple means of Engagement
|
3.2 Highlight
critical features, big ideas, and relationships
Students will be
required to choose two nonfiction text features and explain why text features
are important and how to locate key facts in a text.
|
6.3 Support
planning and strategy development
Before completing the
assessment, students will identify three text features while reading the
article. They then will have to identify two more text features to write
about. The students will have to plan which text features the want to
discuss, and they will need to implement a strategy in doing so.
|
7.1 Increase
individual choice and autonomy
Students will be
allowed to choose which two text features they want to write about.
|
3.4 Support
memory and transfer
Students will transfer
their knowledge about nonfiction text features (that we learned earlier in
the day/week) to complete their assessment.
|
6.4 Enhance
capacity for monitoring progress
The student’s
capability to complete the assessment will monitor progress. If the student
scores a ¾ on the rubric, then he/she understands nonfiction text features.
|
8.1 Heighten
salience of goals and objectives
The assessment will
reinforce the importance of nonfiction text features and it will also measure
the objective.
|
UDL Assignment Rubric
Evaluation
Areas
|
Exceeds
Expectations
A
|
Meets
Expectations
B
|
Does
Not Meet
C
|
Points
|
25-23 points
|
22 -20 points
|
19- less
|
||
Multiple
Means of Representation
|
Project incorporates at least 6 elements from this area of the UDL framework
(checklist filled
out)
|
Project incorporates at least 4 elements from this area of the UDL framework
(checklist filled
out)
|
Project incorporates 2 or less elements
from this area of the UDL framework
(checklist
partially filled out)
|
/25
|
Multiple
Means of Action and Expression
|
Project incorporates at least 6 elements from this area of the UDL framework
(checklist filled
out)
|
Project incorporates at least 4 elements from this area of the UDL framework
|
Project incorporates 2 or less elements
from this area of the UDL framework
(checklist
partially filled out)
|
/25
|
Multiple
Means of Engagement
|
Project incorporates at least 6 elements from this area of the UDL framework
(checklist filled
out)
|
Project incorporates at least 4 elements from this area of the UDL framework
(checklist filled
out)
|
Project incorporates 2 or less elements
from this area of the UDL framework
(checklist
partially filled out)
|
/25
|
15-14
|
13-12
|
11-
|
||
Multimedia Elements
|
Project contains a wide variety of
graphic design elements: embedded videos, pictures, hyperlinks, clip art,
etc.
|
Project contains a few graphic design elements: embedded videos,
pictures, hyperlinks, clip art, etc.
|
Project contains a variety of graphic
design elements: embedded videos, pictures, hyperlinks, clip art, etc.
|
/15
|
10-9
|
8
|
7
|
||
Presentation
|
Overall editing is accurate and
presentation is effective (spelling,
grammar, punctuation, formatting,
font, text size, esthetics, etc)
|
Some basic editing and presentation mistakes
(spelling, grammar, punctuation, formatting, font, text size, esthetics, etc)
|
Several editing and presentation mistakes
|
/10
|
Overall Total Points
|
/100
|
|||
Please submit the checklist below with
your project (hyperlink for your UDL blog) and annotate which elements you
have incorporated and where:
UDL
Principle
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I. Multiple Means of Representation ensures that the
Recognition networks of students are supported
Specific UDL Accommodations (1.1 – 3.4)
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II.
Multiple Means of Action and Expression ensures that the Strategic networks
of students are supported
Specific UDL
Accommodations
(4.1 – 6.4)
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III.
Multiple Means of Engagement ensures that the Affective networks of students
are supported
Specific UDL Accommodations (7.1 – 9.3)
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