Submitted by: Lyndsey Kurfman CWID: 50138255

Grade Level: 1 Mentor Teacher: Douglas

Subect/Topic: Reading

Exploring Text Features

Rationale: Students will explore non-fiction books

using text features to find specific information in Materials/Equipment:
text. Whats in Washington, D.C? By: Laine
Falk
Caption poster
Scavenger Hunt page
Non-Fiction books

TEKS Achieved: Accommodations:

1.14D: Use text features (e.g., title, tables of 1. Allow students with accommodations extra time to
complete the Scavenger Hunt.
contents, illustrations) to locate specific information
2. Provide ELL students with a vocabulary list.
in text.

Classroom Strategies:
Blooms Differentiated Hands-On
Independent Activities
Curriculum
Taxonomy: Learning: Lecture Integration:
Pairing
Knowledge/Remember Auditory Reading
Comprehension/Understand Visual/Spatial
Application Kinesthetic
Analysis Intrapersonal
Evaluation Interpersonal

Objectives:
TSW apply knowledge of

text features to complete a Scavenger Hunt page on a non-fiction book of choice.

Lesson Plan:
 Introduction
(Anticipatory Set/Focus/Motivation):
I will hold up Whats in Washington, D.C. and ask students why they think I chose the
book. I will tell them I decided on this book because we just had the Presidential Election.
I will ask if anyone knows what the picture is on the front and where the President lives.

Information Giving
1. We will review what the Table of Contents are and what bold print is used for. We will
also review what the glossary is.
2. After reviewing those text features I will introduce what a caption is. I will show the
caption poster and show an example of a caption in a book.
3. Next, I will show the headings poster and discuss what a heading is.

Check for Understanding

To check for understanding I will point to the Table of Contents, bold print, and a caption and ask
students to identify which text feature it is.

Guided Practice:
1. I will read, Whats in Washington, D.C.?. During reading I will ask students to identify
the table of contents. I will stop periodically to point out bolded words, captions,
labels, and headings.

Check for Mastery

After reading the first few pages I will ask students to give me a thumbs up anytime I read a caption.
Through out the book I will ask students to tell me what words they see that are bolded and where there are labels.

Independent Practice:
With a partner, students will choose a non-fiction book and complete the Scavenger Hunt. Students
will be looking for headings, table of contents, index, glossary, photographs, illustrations, captions,
maps, charts, diagrams, labels, and bolded print. Each student will write Caption as their specific
text feature and write the page number where a caption was found.

Assessment/Evaluation:
I will assess students ability to find captions by checking the book and page they
identified on the Scavenger Hunt sheet.

Closure:
Students will gather on the learning rug and we will briefly discuss why text features are helpful.

Enrichment/Extension:
When students complete the Scavenger Hunt they may create their own booklet that contains a table of contents, bold
print, labels, headings, a glossary, and captions.

Reteach:
 For students who need further help understanding text features I will work with a small group to create a poster with
examples of each text feature.

Accommodations and/or Modifications:

1. Allow students with accommodations extra time to complete the Scavenger Hunt.
2. Provide ELL students with a vocabulary list.