Informational Text Features: Finding features on your own
Lesson 3 of 5
Objective: SWBAT apply Informational Text Features to their own text independently.
I like to spend a sufficient amount of time on each strategy to allow for an introduction, modeling, scaffolding, independent practice, assessment, and reflection. Therefore, I spend approximately 1 week on each strategy and follow a similar instructional routine. This is day 3 of Informational Text Features Week – Independent Practice.
Connection: I always start by connecting today’s lesson to something kids have previously learned so that it triggers their schema and background knowledge. Since this is the third day they are practicing Informational Text Features, I make a connection to the scaffolding lesson we did yesterday. I ask students what strategy we are working on this week and wait for them to say Text Features. This time, I want them to remind me what Text Features are, which are the features found in non-fiction text that help you learn and locate information quickly.
Teaching Point: This is when I tell kids explicitly what we will be working on. I say, “Today, I want you to apply the Text Features strategy to whatever book you are reading on your own.” I use a feature-rich non-fiction book and model the use of a sticky note to identify the features that are available. I always write my name and class # at the top of the sticky note, then the title of the book underneath my name before I model the task at hand.
Active Engagement: This is where students get to try out the strategy that I just taught them. I ask them to think about the question, “Do all non-fiction books have all of the Informational Text Features?” They should say no as we have discussed this before. Then ask, “What is the one feature that a book must have to be considered an informational or non-fiction book?” After a minute or two of thinking time, I tell them to turn and talk to their partner to share some ideas. I give the students a few minutes then call on some to share. Hopefully, students will share that the only feature that it must have is information about a real topic. I remind them that the other features can be added to enhance the reading experience.
Link to Ongoing Work: During this portion of the mini-lesson, I give the students a task that they will focus on during Independent Reading time. Now that they are familiar with Text Features, I tell them that during Independent Reading, their job is to prepare a sticky note for our Post-It Parking Lot with any informational book of their choice. The day before, they practiced the strategy with text that I chose so today they get an opportunity to apply the strategy to the books that they choose. I expect them to have their sticky note prepared by the end of Independent Reading time. When they finish their task, they should continue reading books from their browsing box. At the end of Reader’s Workshop, they will place their sticky note on the Post-It Parking Lot and then gather at the carpet to share a few examples. I remind students that I will only share sticky notes that are complete and correct.
Transition Time: Every day after the mini-lesson, students get 5 minutes of Prep Time to choose new books (if needed), find a comfy spot, use the bathroom, and anything else they might need to do to prepare for 40 minutes of uninterrupted Independent Reading.
Guided Practice: Today, I will be conferencing with students right at their comfy spots and asking them to show me their sticky notes. This is also when I could pull students for assessments, one-on-one reading, strategy groups, or guided reading groups.
At the end of 40 minutes, I remind students that their job during reading time was to complete a sticky note with their name, class #, book title, and the Informational Text Features found in their book. Then I ask them to place it in their designated class # spot on the Post-It Parking Lot. While students are putting their browsing boxes away, I scan the sticky notes to find a few great examples to share. Once students gather at the carpet, I share the complete and correct examples with the class. I then tell them that we will continue our Informational Text Features work tomorrow. Reader’s Workshop has come to an end.