During the lesson, emphasize the importance of informational text features and how the author uses them to draw the reader’s attention to information in the text.

• Observe students to determine if they understand and can explain the features of informational text. Informally assess whether students are able to identify the features and find examples of them.
• Use the following checklist to evaluate students’ understanding:
  • Student can correctly identify each informational text feature reviewed in this lesson.
  • Student can explain the purpose of each informational text feature reviewed in this lesson.

Focus Question: What are the characteristics of informational text?

Randomly distribute a literary or an informational text to each student. Place two desks or two baskets at the front of the classroom—one for literary texts and the other for informational texts. Allow students one minute to preview their books, and then have each student come to the front and place his/her book in the appropriate category.

Remind students of the meaning of the word characteristics (features or qualities that help identify something). Ask, “What is a characteristic of literary texts?” (They tell a story.) “What is a characteristic of informational texts?” (They give information.) Call on several students to explain how the characteristics of their book helped them identify the category in which it belongs.

Part 1

Prior to the lesson, gather several preselected informational books that provide examples of the text features on which you would like to focus (e.g., table of contents, index, bold print, bulleted lists, captions, labels), because few books at this level provide more than two or three examples. Also, situate students in a group on the floor near you or use a document camera/overhead projector so that all students can see the examples of text features you present.

Display the T-chart from Lesson 1 with literary elements. Ask a volunteer to review the elements of literary text. (characters, setting, plot) Ask, “Why do authors include these elements in literary texts?” (to form the story and make it move along)

Say, “Today we are going to focus on the characteristics of informational text and fill out the other side of the T-chart.”

Say, “Let’s use the book Garter Snakes to review some of the features of informational text. As we page through the book, we will ask questions such as who, what, where, when, why, and how to help us identify the features.”

As you skim through the book, ask questions about the various text features to determine students’ knowledge. As you identify each feature, write it on the T-chart, drawing an example next to each one if necessary. The following questions are based on Garter Snakes, but they could be adapted to any other informational text.

• Turn to page 3. Ask, “What text feature do you see on this page?” (table of contents) “Where is this feature usually found?”(at the beginning of the book)  “How does this feature help the reader?” (It lists each part of the book and the page on which it begins.)
• Turn to pages 4 and 5. Ask, “Why does the author include photographs in the book?” (to help the reader understand the text; to show the reader what garter snakes look like) Point to the caption and ask, “What is this feature called?” (caption) “What is the purpose of a caption?” (to give information about the photograph) Say, “Sometimes informational texts have different kinds of print. Look at the caption. It is in italics, or slanted print. Why do you think the author used italics for the captions?” (to make them different from the rest of the text; to show that they go with the pictures)
• Turn to page 8. Point out the use of bold print for the word scales and the italics and pronunciation for the word albinos. Ask, “How do these print features help the reader?” (They indicate unfamiliar or important words; they help the reader know how to say words)
• Turn to pages 30 and 31 and have students identify and explain the text features. Ask, “Where are the glossary and index usually found?” (at the end of the book)

You may use a different informational text to review additional text features. Allow students to ask and answer questions about the text features as well. Document each feature on the T-chart. Have students explain why the author might choose to use each feature.

Part 2

Give each student a copy of the informational text features chart (L-2-3-2_Informational Text Features Chart.doc) or create a booklet with one page per feature. You may modify the features to match the ones you reviewed in the lesson.

Assign students to partners or small groups. Provide several informational texts.

Say, “You are going on a scavenger hunt to find examples of the informational text features listed on the chart (or in the booklet). Use sticky notes to document the place in the text where you find a feature. Then, go back to your chart or booklet and write an explanation of the text feature and draw an example of it.”

You may wish to have students use old issues of classroom newspapers such as Scholastic News or Time for Kids to cut out examples of text features and glue them on the chart or in the booklet.

Give students time to complete the chart (or booklet). Have students exchange texts with other students, if necessary, to find examples of the features.

As a class, discuss several examples of features students identified. Ask, “How did the information in this [caption, table/graph, map, etc.] add to the information in the text?” Allow students to discuss with their partner or group and then share out with the class.

Collect the charts/booklets and assess whether students can demonstrate understanding of the characteristics of informational text by identifying text features and their purposes.

Extension:

• Work with students who need additional opportunities for learning, and use guided practice and/or modeling to think aloud and complete a graphic organizer.
• Students who are ready to go beyond the standard can read an informational text about a topic of their choice. Have them write three things they learned from the book and document how text features helped them find or understand the information.