• Throughout the lesson, focus on students’ ability to recognize what can be learned by looking at the different parts of an informational text. Model connections between text features and information learned. Observe students’ ability to verbalize their ideas and their willingness to participate in group discussions.
• Use the following checklist to assess each student’s progress toward the goals of the lesson:
  • Student explains that text features in informational books give information.
  • Student can identify the glossary in an informational text.
  • Student can explain the purpose of a glossary in an informational text.

Focus Question: How does a glossary give us information in informational books?

Display several informational books with interesting covers. Ask, “What is a topic you would like to learn about?”(Examples: stars, cities, animals) “What kind of book could help you find out about that topic?” (informational) Point to the books and ask, “How can you tell these are informational books?” (possible answers include the title and the pictures on the cover) Remind students that the book cover gives us a clue to the kind of book it is, but we need to look inside the book to make sure.

Part 1

Ask, “What are some features an author might use to help us find information in a book?” Have students brainstorm a list of features that help the reader gather information. (Examples include title, photographs/drawings, table of contents, headings, labels, words, or sentences.) If students need prompting, ask questions such as the following: “What did we use when we learned about and made our class vehicle book? What did we use when we made our animal book?” List the features on the board/interactive whiteboard.

Say, “Let’s go on a hunt to see if we can find these features in an informational book.” Have students work in pairs. Give each pair some sticky notes and an informational text. Instruct students to work with their partner to identify the different text features in their books. They need to put a sticky note on the page near the text feature. As they find text features, they should talk about them with their partner. They should name the text feature and tell why it will help them understand the book. Model the activity; then give students 3–5 minutes to skim through their books and identify text features. Come back together as a whole group and have partners share what they found. Ask them how the text features they found will help them when reading an informational text.

Part 2

Say, “Today we are going to use another book to learn about more text features that help us gain information.” Show students the front cover of the book Eye Wonder: Weather. Ask, “What is the title of this book?” Have a student point to the title; then read the title to the class. Turn to the title page and ask, “What is this page called?” (title page) Help students find the author’s name. Point to the words Written and edited by, and then read the name Lorrie Mack. You may also have students identify the table of contents and other features, such as photos, headings, and labels. Have students identify each feature, and explain how each feature helps the reader understand informational texts.

Say, “We are going to talk about another feature of an informational book.” Open the book to the glossary and say, “Some books include a glossary. A glossary is a list of some of the words found in the book and what they mean. It is found at the end of a book. A glossary sometimes includes pictures that explain some of the words. The glossary in this book gives the meanings of some words that are useful to know when you are learning about the weather.” Read aloud one of the glossary entries.

Part 3

Say, “Now we are going to add a glossary to our class book about vehicles.” Read aloud the class book about vehicles from Lesson 1. Then reread for words that might be used in the glossary. Model for students how to add words to the glossary. Follow these steps:

• Choose a word.
• Write the definition.
• Add a picture clue.

Have students work with a partner to find a word and follow the procedure you modeled. Have the partners use the template for creating a glossary (L-K-3-3_Create a Glossary.doc). As students work on this activity, walk around the room and provide support as necessary.

Collect finished glossary pages. Ask, “Where should we put the glossary in our book?” (at the end) Bind the front cover, table of contents, book pages, glossary, and back cover. Then read the class book with students, drawing attention to the features. Encourage students to take the book home to share with their families. When every student has had a turn taking the book home, put the book in the classroom reading center.

Extension:

• If additional practice is needed, guide students through an informational text. Ask questions, such as the following, to review text features:
  • “What features are on the cover?” (title and pictures) “How do the title and pictures on the cover help you predict what the book is about?” (The title tells that the book is about _____. The pictures show something about _____.)
  • Turn to the table of contents and say, “What feature is found on these pages?” (table of contents) “What information can we gather from the table of contents?”(titles of parts of the book and page numbers) Have students demonstrate how to use a table of contents by finding a topic and turning to the page on which that topic begins in the book.
  • Turn to a page in the book and have students identify features, such as headings, photos/drawings, labels. Ask, “How do these features help you learn about _____?”
  • Turn to the glossary. Have students identify the purpose of this feature.
• Students who are ready to move beyond the standard may examine other examples of informational books from the classroom library. Have them determine which text features are in each book. Ask, “Why is it easier to find information in a book that has text features?” Have students discuss their answers with a partner and then share their answers with the class.