EECE LESSON #1- Introduce Nonfiction with Text Features

CENTRAL FOCUS The central focus of the learning segment is to analyze text features. The
essential skills needed in order to do this are asking and answering questions
about what text features are, why they are used and how they help us
understand non-fiction text. The purpose of the learning segment is for students
to analyze nonfiction text features in order to interpret key details of nonfiction
text they read.
STANDARDS ELAGSE2RI5: Know and use various text features (e.g., captions, bold print,
STATE/LOCAL headings, glossaries, indexes) to locate key facts or information in a text
STANDARDS efficiently.

LESSON OBJECTIVES Students will build background knowledge of nonfiction text features in whole
group discussion.

Students will locate text features in the nonfiction books and materials in
collaborative group stations.

Students will individually create a poster that names and illustrates three or
more text features.

ESSENTIAL QUESTION What are some ways that I can tell the text is nonfiction?
ACADEMIC Analyze, Locate, Illustrate, Background Knowledge, Fiction, Nonfiction, Text,
LANGUAGE Features, Similarities, Differences, Scavenger Hunt, Sort, Title, Table of
Contents, Photograph (Photo), Illustration, Caption, Map, Diagram, Label,
Chart, Graph, Heading, Index, Glossary, Bold Print, Graphic Organizer

PRE-REQUISITE Students pre-assessment of nonfiction text informs the teacher that some
KNOWLEDGE AND students need a comparison activity to compare/contrast fiction and non-
SKILLS fiction text.
Teacher will build on students prior knowledge of past lesson, teaching
fiction story structure with story elements to answer 5Ws, in order to
distinguish the differences in nonfiction text.
Teacher will lead students to connections in their real-life experiences as
meaning for nonfiction and differentiate those experiences with common
fairy tales the students are familiar with.

FLEXIBLE GROUPING Students will be introduced to nonfiction text features in whole group during
STRATEGY mini-lesson of picture walk, modeling and discussion. Students will be divided
into homogeneous groups where students are grouped by reading level for
rotations through reading stations. Students will work independently to
complete text feature poster.

FORMATIVE Students will create a poster of three nonfiction text features. Students will use
ASSESSMENT provided paper and drawing tools such as markers or crayons to illustrate three
text features then label all three text features with correct name.
MATERIALS NEEDED Teacher Resources:
Nonfiction/Fiction comparison mini poster created by Gregory, K.
Nonfiction book- Questions and Answers about: Planet Earth Published by
Arcturus Publishing (2008)
Fiction book- A Bad Case of Stripes by Shannon, D. (1998)
Text features anchor chart- self created
Text features visual examples created by MeGown, M.
Poster rubric
Student Resources:
Text features gameboard created by Glitter Crayons and Little Hands
Game chips and dice from classroom resources shelf
Text features scavenger hunt graphic organizer created by MeGown, M.
Text features sort cards created by George, K. (2017)
10 or more nonfiction books with a variety of text features on varied reading
levels
Nonfiction text features task cards created by Hanson, D.
Dry erase marker
5 computers with BrainPop Jr. on Nonfiction video
1 sheet of construction paper per student
Student pencil boxes with crayons, markers, colored pencils
DIFFERENTIATION Content that is student background experiences or choice in text selections.
STRATEGIES Process of station rotations that meet the three learning styles of Kinesthetic,
Auditory and Visual learning.
Assessment choice of which text features to include on poster.
504 Plans- provide student with ADHD a fidget option such as small beanbag
to manipulate during picture walk and whole group modeling/discussion,
provide redirection during lesson if needed. Student with seizures asked to sit in
front of teacher during whole group modeling/discussion
Struggling Readers and Writers- Pre-teach vocabulary with visual examples,
graphic organizer with text feature word provided for scavenger hunt rotation
Gifted- Challenge quiz on BrainPop Jr. that requires higher level thinking of
video content, fill in the blank graphic organizer
LESSON- Teacher will ask students to come to large group area rug in front of
INTRODUCTION classroom for whole group instruction.
MODELING Teacher will instruct the students to look carefully as she picture walks
GUIDED PRACTICE through the book A Bad Case of Stripes (1998). The teacher will ask the
students to thinking carefully as she picture walks through the book
Questions and Answers about: Planet Earth (2008). Teacher will ask
students to notice the differences and similarities about the two books.
Teacher will ask the students to think-pair-share with a partner to explain
some things that are the same and different for the two books.
Teacher will facilitate a discussion that compares the two books with
students raising their hands to tell the similarities and differences of the two
books. (Anticipated answers include using vocabulary terms Fiction and
Nonfiction then possibly noticing some of the nonfiction text features).
Teacher will display Nonfiction/Fiction mini poster for a visual of the
meanings.
Teacher will ask students to think of real life experiences they have had like
selling Girl Scout cookies, playing baseball and eating pizza. Then, teacher
will ask students to determine if those stories are fiction or nonfiction.
Teacher will ask students to think of ways to make real life experiences into
 fiction stories. Teacher will provide several students opportunities to share
how they turn a real-life experience into a fiction story.
Teacher will orally read central focus statement as she writes it at the top of
the blank chart paper to start the nonfiction text features anchor chart. I
can analyze nonfiction text features.
Teacher will discuss the language function of analyzing with movement of
using hands to look through binoculars in order to aid students
understanding the meaning of analyzing (to look closely at something and
look at all the details of something).
Teacher will ask students the essential question, What are some ways that
I can tell the text is nonfiction when comparing it to a fiction story?
Teacher will picture walk slowly through nonfiction book allowing time for
students to think about elements on the pages and respond to essential
questions.
As students raise their hand to share (anticipated answers include pointing
to or describing text features in the book) the teacher will name the text
feature aloud, write the name of the text feature on the chart paper and paste
a visual example of the text feature next to the name. Teacher will continue
for all 13 text features found in the book including: Title, Table of Contents,
Photograph, Illustrations, Caption, Map, Diagram, Label, Chart or Graph,
Heading, Index, Glossary and Bold Print.
Teacher will summarize the modeling and guided practice of asking and
answering questions to identify text features in nonfiction text. We asked
the questions about how we can tell the text is nonfiction and identified
some text features, we learned their names and what they look like. Now we
will practice identifying text features in our group stations.

LESSON Teacher will give purpose for todays reading stations to locate nonfiction
SHARED PRACTICE text features in the books and activities planned for each station then make a
INDEPENDENT poster with three text features on it.
PRACTICE Teacher will give instructions for students to rotate in their reading stations
group that they are already familiar with.
Teacher will describe each of the four rotation stations with oral instruction
and modeling of activity if applicable.
Teacher will instruct students of behavior responsibilities and allotted time
of 10 minutes per rotation.
Teacher will instruct which groups start at which station and how groups
will rotate from one station to the next. (Group 1 will start at station 1, then
move to station 2 then station 3 and so on. So, if you start at station 2 then
you will move to station 3 then 4 and end at station 1)
Teacher will allow groups to get into stations and start timer.
Teacher will move about room visiting all four groups in each station at
each rotation to informally assess by checking for understanding and
misconceptions then provide supports where needed.

Station 1- BrainPop Jr. online video

The five students will sit at a desktop and log onto BrainPop Jr. and search the
reading nonfiction video with teacher support. Students will watch the almost
five-minute video then complete the easy quiz. Group 4 will be asked to
complete the hard quiz as a challenge.
Station 2- Scavenger Hunt
 The five students will each receive a scavenger hunt graphic organizer. Students
will work collaboratively together to picture walk through nonfiction books to
locate text features. Students will be required to list the page number and book
title next to the name of the text feature on the graphic organizer for the book
they found the text feature in. The graphic organizers are differentiated with
name of text feature listed on graphic organizer for Group 1 and blank graphic
organizer for Groups 2-4. This station will include 10 or more nonfiction books
that are varied in reading levels.
Station 3- Game
The five students will each take turns rolling dice and putting a chip on the spot
of game board according to dice. They must use the provided nonfiction book
to find the text feature listed on the landed game board space and show the text
feature to the rest of the players. If student is unable to locate the text feature
then they will they will move back to beginning. Students will play until all
players have reached the finish line.
Station 4- Sort and Task cards
Students will work collaboratively to sort cards that have a name of a text
feature on each one and match them with the card that illustrates a visual
example of the text feature. Also, students will complete task card activity
where students work collaboratively to identify the text feature on each task
card and circle the provided name from text feature name options on card.

Concluding the rotations that included guided practice locating nonfiction

text features, students will independently create a poster that provides three
examples of text features. Students will be assessed on their product using
the rubric.

LESSON CLOSURE- Teacher will choose three students that have created posters with varied text
GROUP SHARE features to present their poster to the class and tell the name of the poster.
Teacher will ask students essential question again, What are some ways I
can tell the text is nonfiction?
Teacher asks students why the specific text feature is nonfiction to respond
to students who volunteer answer to essential questions.

NEXT STEPS The next lesson will build on the background knowledge developed today of
nonfiction text features names and visual examples. The next lesson will
deepen students understanding of text features by discovering the purposes of
the many text features.
EECE LESSON #2- Define Nonfiction Text Features with Purposes

CENTRAL FOCUS The central focus of the learning segment is to analyze text features. The
essential skills needed in order to do this are asking and answering questions
about what text features are, why they are used and how they help us
understand non-fiction text. The purpose of the learning segment is for students
to analyze nonfiction text features in order to interpret key details of nonfiction
text they read.
STANDARDS ELAGSE2RI5: Know and use various text features (e.g., captions, bold print,
STATE/LOCAL headings, glossaries, indexes) to locate key facts or information in a text
STANDARDS efficiently.

LESSON OBJECTIVES Students will discover the purpose of nonfiction text feature in a scavenger
hunt.

Students will discuss the purpose of nonfiction text features in think-pair-share

activity during whole group discussion.

Students will write the purpose of nonfiction text features on a graphic

organizer.
ESSENTIAL QUESTION Why do authors put text features in nonfiction texts?

ACADEMIC Analyze, Discover, Discuss, Background Knowledge, Nonfiction, Text,

LANGUAGE Features, Author, Scavenger Hunt, Title, Table of Contents, Photograph
(Photo), Illustration, Caption, Map, Diagram, Label, Chart, Graph, Heading,
Index, Glossary, Bold Print, Graphic Organizer, Sentence Frame

PRE-REQUISITE Students will build on prior learning of nonfiction texts features including
KNOWLEDGE AND the names and visual examples from the previous lesson,
SKILLS Teacher will use students background experiences to facilitate connections
to the purpose of nonfiction text features such as family vacations (map of
state, city or place of vacation), putting together Legos (photo with caption)
and birthday parties (diagram that labels parts of cake)

FLEXIBLE GROUPING Teacher will divide students into heterogeneous groups, where students of all
STRATEGY levels are represented in the group, for the scavenger hunt. Students will
participate in whole group learning for modeling and guided instruction.
Students will work independently to complete text features graphic organizer.
FORMATIVE Students will complete a graphic organizer that lists several text features and
ASSESSMENT asks students to illustrate the visual example and tell the purpose of the text
feature. Sentence stems will be provided for struggling writers. This will be
assessed using a checklist.

MATERIALS NEEDED Teacher Resources:

Nonfiction book- Owls by Marsh, L. (2014).
Text features anchor chart- self created
Text features visual examples created by MeGown, M.
Text feature purpose cards created by MeGown, M.
Checklist to assess graphic organizer
 Student Resources:
Clipboards
Text features mini posters created by MeGown, M.
Text feature purpose cards created by Neels, H.
Feature/Purpose chart A graphic organizer created by Neels, H.
Feature/Purpose chart B graphic organizer created by MeGown, M.
Sentence Frame- (__<text feature>___shows me __<purpose description>__)
I know my text features! Graphic organizer adapted by LoveToTeach
One nonfiction text per student on reading level

DIFFERENTIATION Content that is student background experiences and choice in text selections.
STRATEGIES Process of filling in scavenger hunt graphic organizer by providing one graphic
organizer without text feature names and one with text feature names, grouping
to allow all levels represented in group to learn from each other
Assessment choice of which text to use in completing graphic organizer
504 Plans- provide student with ADHD a fidget option such as small beanbag
to manipulate during whole group modeling/discussion, provide redirection
during lesson if needed. Student with seizures asked to sit in front of teacher
during whole group modeling/discussion
Struggling Readers and Writers- Pre-teach vocabulary with visual examples,
graphic organizer with text feature word provided in traceable form called
Feature/Purpose chart A
Gifted- Challenge with T-chart model of Feature/Purpose chart B
LESSON- Teacher will ask students to come to large group area rug in front of
INTRODUCTION classroom for whole group instruction.
MODELING Teacher will activate prior learning of nonfiction text features with a quick
GUIDED PRACTICE Q&A. What did we learn yesterday about nonfiction? (Anticipated
answers include nonfiction is a real story that happened in real like or talks
about real world things, nonfiction text often includes text features such as
bold print, table of contents and so on.)
Teacher reminds students to use their binoculars to analyze text features
as the prior lessons purpose.
Teacher will give purpose for todays lesson: We will deepen our
understanding about nonfiction and text features to learn the reasons why
authors put text features in nonfiction text. Lets analyze text features a little
more. Teacher will ask students to demonstrate movement of digging hole
with shovel as connection to dig deeper in our understanding about text
features.
Teacher will introduce the nonfiction text of Owls (2014) by showing whole
group the cover of the book.
Teacher will think aloud, I notice the text feature called a title on the cover
of this book. The title says the word owls on it. I wonder why the author
used a title on the cover of the book?
Teacher will continue to think aloud as she reads aloud the nonfiction book.
I notice there is a text feature on the next page called the Table of
Contents. I wonder why the author put a table of contents in this book?
Teacher continues to read aloud and think aloud about noticing the headings
at the top of the pages and wonders why they are there?
For page 7, after teacher reads aloud page she thinks aloud, This page also
has a heading but it has four pictures and a caption too. That is a lot of text
 features on one page. I wonder why the author put those text features on
this page?
Teacher continues to read aloud and think aloud stopping at page 11. This
picture is of an owl with all these arrows pointing to the different parts of
the owls body. Hmmm I am trying to remember what that is called when
there is a picture with arrows pointing at different parts. Can someone help
me remember? Teacher selects a volunteer or calls on someone to answer
the question for student engagement. (anticipated answer is diagram, arrows
with labels). Thank you, now I wonder why the author put a diagram on
this page. What did he want to show?
Teacher asks students to think-pair-share about why they think the author
chose the text feature and explain what the purpose may be, what the text
feature shows them.
Teacher will build on students responses when they share after think-pair-
share to scaffold students understanding of what authors use text features in
nonfiction text and link that to the purpose of each text feature.
Teacher continues to read aloud and think aloud stopping at the word prey
on page 12. This word looks funny. Someone help me describe the way this
word looks? Teacher calls on volunteers to describe how the word looks
different from the other words on the page. (anticipated answer is bigger
and/or darker) I know this is called bold print from the activities we did
yesterday. I wonder why the author made this word in bold print?
Teacher concludes the read aloud with the glossary page. I remember this
last page is called a glossary. Does anyone notice a connection with words
in the glossary to other words in the book? Teacher calls on volunteers for
opportunities for students to share their connections from the glossary text
feature to the other parts of the book. (anticipated answer with connection to
bolded words in text are same words listed in glossary) I wonder why the
author puts this glossary at the end of the nonfiction book?
We have asked and answered many questions about why an author puts
text features in a nonfiction text. Now we will hunt to find more of those
answers to other text features while we work in our groups.
LESSON Teacher will divide students into heterogenous groups of three students
SHARED PRACTICE each group, where many levels of students are represented in each group.
Teacher will hand out Feature/Purpose chart graphic organizers to students
and provide bucket of clipboards at front of room for students to use for
writing.
Based on reading/writing levels, some students will get Feature/Purpose
Chart A graphic organizer that provides text feature name to be traced and
lines for writing response for each text feature. Proficient and advanced
readers and writers will get Feature/Purpose Chart B graphic organizer
where students fill in text feature word and writing response in T-chart
form.
Teacher informs students that they will go on a scavenger hunt around the
room to find the text feature posters and hunt what the meaning of the
feature is which is written on each poster.
Teacher moves about the room, pointing to the many mini posters that
name, illustrate with visual example and tell purpose of the text features
which are taped to the walls, cabinets and furniture around the room (eye
level of most students).
 Teacher instructs students with directions: that one group can be at one
poster at a time, if a group is already at a poster then the group must find
another poster where there is no group, there are 13 posters so there
shouldnt be a problem finding an open poster, students in their groups must
stay together and talk about what the purpose is before writing their
response on their sheet, students will have 15 minutes to visit the posters
and complete their graphic organizer.
Teacher informs students to use the sentence frame example on the board if
they are struggling to write the purpose. The sentence frame will say,
(_______shows me ________) where the first blank is the name of the text
feature and the second blank is the words you find on the poster that helps
you understand what the text feature shows the reader.
Teacher sets timer and instructs students to begin their scavenger hunt.
Concluding the timer and end of scavenger hunt, Teacher calls students to
return to large group area rug with scavenger hunt Feature/Purpose Charts.
Teacher asks students to think-pair-share answers to essential question,
Why do authors put text features in nonfiction text?
Teacher provides opportunity for volunteers and other students called on to
share ideas from think-pair-share.
As students respond with purposes for each text feature, teacher will record
answers on Text features anchor chart from previous lesson, purpose written
next to correct text feature word name and visual example.
Teacher will encourage students that were not able to complete
Feature/Purpose chart graphic organizer during hunt to complete as class
discusses and teacher writes them on anchor chart.
LESSON CLOSURE- Teacher will ask students to explain how they deepened their understanding
GROUP SHARE by analyzing text features in nonfiction text today? (answers will vary for
ASSESSMENT diverse perspectives of learners)
Teacher will hand out I know my text features! graphic organizer and
instructs students to paste them into their reading journals at their seats. As
students work to paste, teacher walks around the room with basket of
nonfiction books and asks students individually to select a book.
Teacher informs students that completing this graphic organizer is an
individual assignment.
Teacher gives directions for students to hunt through their text to find the
text features on the graphic organizer, draw an illustration of the text feature
and use the sentence frame example on the board to tell the purpose of the
feature.
Teacher will walk around the room to informally observe students working
and check for understandings and misconceptions. Teacher will privately
address misconceptions with students struggling by providing verbal
support.
NEXT STEPS In the next lesson, students will deepen their knowledge of nonfiction text
features even further by exploring how text features help readers understand
key details in the text.
EECE LESSON #3- Interpret Key Details of Non-Fiction Text using Text Features

CENTRAL FOCUS The central focus of the learning segment is to analyze text features. The
essential skills needed in order to do this are asking and answering questions
about what text features are, why they are used and how they help us
understand non-fiction text. The purpose of the learning segment is for
students to analyze nonfiction text features in order to interpret key details of
nonfiction text they read.
STANDARDS ELAGSE2RI5: Know and use various text features (e.g., captions, bold print,
STATE/LOCAL headings, glossaries, indexes) to locate key facts or information in a text
STANDARDS efficiently.

LESSON OBJECTIVES Students will analyze text features as a way to interpret key details with text to
text connections of using 5 Ws of fiction story elements to identify key details
in fiction stories during think-pair-share in whole group discussion.

Students will analyze text features to interpret key details when reading
nonfiction text in their groups using a graphic organizer.

Students will independently complete a nonfiction text features test.

ESSENTIAL QUESTION How do text features help me understand nonfiction text?

ACADEMIC Analyze, Key Details, Background Knowledge, Text to Text Connection, 5

LANGUAGE Ws (Who, What, When, Where, Why, How), Story elements, Story structure,
Fiction, Nonfiction, Text, Features, Author, Title, Table of Contents,
Photograph (Photo), Illustration, Caption, Map, Diagram, Label, Chart, Graph,
Heading, Index, Glossary, Bold Print, Graphic Organizer, Sentence Frame

PRE-REQUISITE Students will build on prior learning of nonfiction texts, names & visual
KNOWLEDGE AND examples of text features, examples of text features in texts from previous
SKILLS lessons and authors purpose of each text feature.
Students will use their background experiences of identifying the key
details of the 5Ws in their fiction story structure lesson to learn how the
text features of nonfiction help them understand the key details of
nonfiction.
Students will use their background knowledge of eating at a restaurant and
ordering from a menu to apply the connection of the 5 Ws key details to
nonfiction text features.

FLEXIBLE GROUPING Students will participate in whole group for modeling and discussion. Students
STRATEGY will be divided into homogeneous groups, where students are grouped by
reading level, for activity of interpreting key detail from text feature in
nonfiction book. Students will independently complete test.
FORMATIVE Teacher will informally observe and check for understanding during group
ASSESSMENT work to interpret key detail from text feature.

SUMMATIVE Students will complete a nonfiction text feature test.

ASSESSMENT
MATERIALS NEEDED Teacher Resources:
Nonfiction key detail anchor chart- self created
Applebees Kids Menu (2017). Applebee's Restaurants LLC.
Sentence Frame- (__<text feature>_helps me understand__<key detail>__)
Dry erase board next to interactive whiteboard
Online article- A Home for Elephants (2016). Time Inc.
Interactive whiteboard
Scoring guide for Summative Assessment
Answer key for test
Student Resources:
How do they help me understand? graphic organizer created by Wallden, K.
6 laptop computers, one at each table
Group 1 online article- Future of Zoos (2017). Time Inc. (450L)
Group 2 online article- Surviving the Storm (2017). Time Inc. (520L)
Group 3 online article- Pass the Salt (2017). Time Inc. (590L)
Group 4 online article- Past and Present (2017). Time Inc (600L)
Group 5 online article- Soap Club (2017). Time Inc. (610L)
Group 6 online article- Wild Medicine (2017). Time Inc. (680L)
Nonfiction text features test adapted by Krissys Creations (2013) and
MeGown, M.
Choice of nonfiction texts on varied reading levels

DIFFERENTIATION Content providing leveled texts that matches each groups reading levels
STRATEGIES Process grouping students by reading levels and including technology for
student interest
Assessment choice of which text to use in completion of test
504 Plans- provide student with ADHD a fidget option such as small beanbag
to manipulate during whole group modeling/discussion, provide redirection
during lesson if needed. Read test aloud. Student with seizures asked to sit in
front of teacher during whole group modeling/discussion
Struggling Readers and Writers- Pre-teach vocabulary with visual examples,
anchor chart that visually organizes written words, graphic organizer, sentence
frame example, read aloud test directions, questions and answer banks for
small group of struggling readers
Gifted- This group will share their graphic organizer as a presentation to the
class.

LESSON- Teacher will activate students prior learning of nonfiction texts with a
INTRODUCTION quick Q & A. What have we learned so far about nonfiction? What are
MODELING nonfiction text features? What is the authors purpose for putting these
GUIDED PRACTICE text features in nonfiction texts?
Teacher will inform students that they will deepen their understanding of
text features even more using the digging motion. Today we will analyze
text features in order to interpret key details.
Teacher will support students with meaning of language function, analyze,
with reminder of hand motion to look through binoculars.
Teacher will support students with meaning of academic vocabulary word
interpret. Interpret is a way of saying: to explain or understand the
meaning of something.
Teacher will build on students background knowledge of previous lesson
using 5 Ws. We will learn how to interpret the key details of nonfiction
 with a text to text connection to key details of fiction. Who can remember
the 5 Ws chart for our past lesson on story structure?
Teacher will instruct the students to think-pair-share with their shoulder
partner to remember and discuss what story elements helped them answer
the 5Ws key details of fiction. Students Share.
Teacher will use anchor chart to write definition of key details (important
information that helps me understand the text) and makes a word web with
key details at the center and the 5 Ws as branches out from the center of
key details. Help me remember what the 5 Ws are? and teacher writes
each one as the students orally volunteer answers.
Teacher will read aloud the objective at the top of the anchor chart, I can
analyze text features to interpret key details.
Now lets look at this Applebees Kids Menu on the active board. Do we
see any text features that help us answer some of the 5Ws? Teacher
displays the menu on the active board and anticipates answers from the
students.
If students struggle to identify any of the 5Ws then teacher will support
with an example. The who can be answered by the title which is
Applebees. Teacher extends the who branch and creates another bubble
that says title inside it on the anchor chart word web. The title tells me
the important information or Key Detail that this text is about Applebees
kids food and helps me understand what the text is about. I just used a text
feature to interpret a key detail.
Tell me which text feature can show me the what or any of the other 5
Ws? (anticipated responses for 5 Ws what is the picture of pasta or
caption telling it is macaroni and cheese, 5 Ws where could be described
by the headings of types of foods and so forth.

LESSON Now lets think of other text features we have learned about that could
SHARED PRACTICE help us find the 5 Ws of the text? What text feature would I use to interpret
INDEPENDENT the where of any text? (anticipated answer is map or bold print word)
PRACTICE We will practice this more and use a sentence frame to help us share our
interpreting. I will model first then we will practice in groups.
Teacher will display online article about elephants. Teacher will think
aloud and write on dry erase board next to interactive whiteboard. The
title is A Home for Elephants. This text features helps me understand a key
detail about the text. I am going to use the sentence frame to help me write
how I can analyze the text feature to interpret key details.
Sentence frame is (_________helps me understand______) where the first
blank should be filled with a text feature name and second blank should be
filled with a key detail.
Teacher writes on dry erase board as she thinks aloud what she is writing.
The title helps me understand the text is about elephants.
Teacher asks students to look at the caption, bold print, map and picture in
the online article about elephants and analyze the text features to interpret
key details using the sentence frame as a support to answer orally to whole
group.
Teacher calls on volunteers and other selected students to share their
answers in the format of the sentence frame.
 Teacher will summarize the modeling and guided practice with
connections from all three lesson. We asked questions and answered them
to find text features, get to know their names and what they look like, then
we asked and answered questions about what the author wants to show us
with all the text features to learn their purpose and now we asked and
answered questions about the 5Ws to tell how the text features helped us
understand key details of the text.

Teacher informs students that they will work in small groups to practice
together analyzing text features to interpret key details.
Teacher gives instructions for the task. Each group will get one graphic
organizer to complete together as a team. At the table you are assigned to,
there is a laptop that displays your groups reading article. Every group
has a different article so there will be many possible interpretations. In
your groups, you will read the article, analyze the text features and
interpret the key details. Everyone in the group will decide together which
text feature they will choose to put on the graphic organizer. You will need
to write the title of the article, the name of the text feature, illustrate the
text feature and use your sentence frames to write your answers to the two
questions. There are places on your graphic organizer that instruct you to
complete these parts. The first question is about the authors purpose.
Remember this sentence frame from yesterdays lesson, (The _____ shows
me _____). The second question is about interpreting the key detail and
you may want to use the sentence frame from todays lesson, (The
_____helps me understand______). I will be choosing one group to share
their graphic organizer by presenting it to the class.
Teacher divides students into their groups and sends them to their assigned
laptop with one graphic organizer. Teacher informs students they have
15minutes on the timer to complete their task.

LESSON CLOSURE- Teachers chooses the group of students identified gifted to present their
GROUP SHARE graphic organizer to the class by sharing all the components and reasoning
ASSESSMENT for selecting their text feature.
While the group is presenting the teacher will put away the six laptops and
hand out test dividers to the tables.
Teacher instructs students to retrieve one nonfiction book on their reading
level from their book bin
Teacher passes out the nonfiction text feature test as students return to their
seats and instructs students to complete the front of the test then use their
nonfiction book for the back of the test.
Teacher pulls the small group of students that are struggling readers and
students with ADHD so she can read aloud the test directions, questions
and provided answers of word bank or multiple choice options.