Duration: 1 hour Teacher Candidate: Kassie Vaughn Subject/Grade: Reading/ 3rd Grade Date and Time of Lesson: Thursday,

November 14th at 10:00 a.m. Lesson # 5

Learning Objective: After investigating eight important nonfiction text features (table of contents, bold print, caption, diagram, heading, subheading, glossary, and index), students will be able to successfully identify each feature and how it can help readers understand nonfiction texts. Alignment with Standards: Common Core ELA Standards o CCSS.ELA-Literacy.RI.3.5: Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. o CCSS.ELA-Literacy.RI.3.7: Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). EEDA Standard o Section 59-17-135B: School districts must require their boards of trustees to develop a policy addressing the integration of character education into the regular school curriculum. SSCA Element o Section 59-63-140A: It is the policy of this state that harassment, intimidation, and bullying in our school, regardless of motivation, must not be tolerated. It is detrimental to the overall educational environment as well as the children affected by the harassment, intimidation, and bullying. Developmental Appropriateness: It is essential for children to know that they can use information gained from certain text features such as the table of contents, bold print, captions, glossary, index, headings, subheadings, and diagrams, to help them understand nonfiction texts. In 2nd grade (2.5), students have been introduced to the concept of text features and how those features can aid them in locating key facts or information in a text efficiently. As a result, my learning objective for this lesson is appropriate because children will not only be encouraged to use specific text features to locate information in a text, but will also be lead to utilize those features to determine where, when , and how key events occur. It is critical for children to know how the illustrations and words of nonfiction text work together. Students will develop a more in-depth understanding of nonfiction text features in the 4th grade (4.7), in which they will learn to interpret information presented visually, orally, or quantitatively, and explain how it contributes to an overall understanding of the text in which it appears. Assessment of the Objective: Lesson Objective
After investigating eight important nonfiction text

Assessment of the Objective

Pre: In order to acquire my students prior knowledge on the topic, I will pre-

Use of Formative Assessment

Pre: Text Features activity sheetwill use to determine students

Duration: 1 hour
features (table of contents, bold print, caption, diagram, heading, subheading, glossary, and index), students will be able to successfully identify each feature and how it can help readers understand nonfiction texts. assess them by having them complete a short Text Features activity sheet on the Tuesday before my lesson. The children will be given the handout to complete at the beginning of their independent reading time. At the beginning of my lesson, I will ask the students if they can describe certain text features that may appear in a nonfiction text. During: While we are discussing as a class the eight text features I desire for the children to know, the students will be asked to share their thoughts about how each feature might help a reader understand information that is found in a text. The children will be given the opportunity to share their ideas about each text feature before I place the corresponding poster on the anchor chart. After we have discussed the eight different features, I will have students work in pairs to practice locating the various features in a nonfiction text I give each pair. Together, the children will go on a scavenger hunt through their assigned book to locate each feature and further explain how it helps a reader to understand the text. Partners will share what they have discovered with the rest of the class after working for several minutes. Post: Each student will be given a Nonfiction Text Feature booklet to complete at the beginning of their independent reading time. In the booklet, the children will have to paste the appropriate picture (from the pictures template provided) on the corresponding text feature page. They will also be instructed to depict how each text feature can help readers to understand information in a nonfiction text. After collecting the booklets, I will assess the childrens work based on accuracy regarding the picture and explanation on each text feature page, and neatness overall.

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current background knowledge on nonfiction text features Beginning questions regarding text features- will indicate whether children remember from the activity sheet or have prior knowledge of certain text features During: Students thoughts concerning the usefulness of each text feature- will provide children with an opportunity to become engaged and share their thoughts about how specific text features can help readers to understand nonfiction texts Scavenger hunt of text features throughout a nonfiction book (in pairs)- will indicate students understanding of the visual appearance and usefulness of text features -will depict childrens ability to work together as partners Post: Nonfiction Text Feature booklets- will determine childrens levels of comprehension regarding different nonfiction text features and how they can help readers understand information given in a text

Duration: 1 hour

Accommodations: Regarding my early finishers, once children turn in their completed booklet, I will give them an additional scavenger hunt checklist (similar to the one they completed with their partner). Students will be instructed to continue reading their personal nonfiction book, while going on an individual scavenger hunt of the text as well. I will encourage the children to look for the text features they learned about in my lesson, and further think about how and why each feature is helpful to readers of nonfiction texts. Students must fill in their checklist as they go, in order for me to observe their progress and comprehension regarding the concept of text features. Pertaining to the children who finish late or do not finish at all, I will work with them in independent conferences the next day on completing their booklets, while the other students are engaging in independent reading. For my one ESOL student and three IEP students, I will personally inform each one of them of the directions for the Text Features booklet when they go back to their seats, in order to make sure they truly understand what I expect for them to do or if they have any questions. Concerning mainly my ESOL student, I will clearly state the objective and activities of the lesson at the beginning of my instruction to inform her of the topic we will be discussing and activities we will be doing. Materials: Nonfiction Text Features activity sheets (Pre-Assessment); anchor chart; small individual text feature posters; Americas Symbols by Judith Bauer Stamper; nonfiction books for pairs- Making Yogurt by Jan Trafford, A Trip Through the Airport by Andrea Rains, Paper Crunch by Karen Rogers and JoAnne Alexander, The First Builders by Janine Scott, Whales by Lesley A. DuTemple; Scavenger Hunt checklists; Nonfiction Text Features booklets; students personal nonfiction books; students pencils Procedures: Engagement (5 minutes): 1. Invite students to gather for instruction on the carpet. 2. Have children describe certain text features that they believe could appear in a nonfiction text. a. What are text features? b. What specific text features do you think you could find in nonfiction texts? 3. Introduce the concept of text features by displaying the anchor chart template I have created, which will only have the main purpose of the features shown at first. Inform the students that we will be learning about eight major features, but that there are many more features that can be found in nonfiction texts. Explanation (15 minutes): 1. Quickly discuss with students what holiday we recently celebrated on Monday, November 11th- Veterans Day. a. Who do we celebrate on Veterans Day? b. Why do we celebrate veterans? 2. Engage children in a Shared Reading of the big book, Americas Symbols by Judith Bauer Stamper, which emphasizes symbols of our nation such as the flag, our freedom, the American eagle, different seals, and the White House. However, I will mainly utilize this

Duration: 1 hour

book to introduce each of the text features. The book contains six of the eight text features I desire for the students to learn about- table of contents, heading, bold print, caption, glossary, and index. 3. As I read the book, I will pause as I first come across each feature. Pointing to the feature, I will say to the students: a. Im wondering which text feature this is... i. Does anyone have an idea of what this text feature is called? b. How do you think this feature can help readers understand information in a nonfiction text? What information does it tell? 4. After each text feature is identified and explained, I will place the corresponding individual poster for each on the anchor chart I have created. Even though I will only read certain parts of the big book, the children will be exposed to all of the text features that appear throughout the text. 5. The other two important nonfiction text features that are not addressed in Americas Symbols, subheading and diagram, will be discussed (in just as much detail) at the conclusion of our Shared Reading activity. 6. The completed anchor chart will display four essential ideas for students: a. Why text features are important overall (to help you understand nonfiction texts, and to make the text interesting and fun!) b. The name of each text feature (8 features in all)- table of contents, bold print, caption, diagram, heading, subheading, glossary, and index c. An example of each feature d. How each feature helps readers to understand information in nonfiction texts Exploration (5 minutes): 1. In pairs, students will practice locating the various text features in a nonfiction text I assign each partnership. (SSCA=> Before engaging in this activity, stress to students of how to speak kindly to and treat others how they would like to be treated). 2. I have chosen five different books to assign the pairs. The books are on different levels and will be given to the students accordingly. There are two books on a level N (30), two on a level M (28), and one on a level L (24). I also have multiple copies of each text in order for there to be a variety of books among the children during the work time. 3. Together, the children will go on a scavenger hunt through their assigned book to locate each feature and further explain how it helps a reader to understand the text. They will record their observations on a Scavenger Hunt Checklist I give each pair. However, students will be informed that some features may not appear in their book. 4. After hunting for several minutes, partners will share what they have discovered with the rest of the class. (EEDA=> Before partners begin sharing, remind students of how to be active, respectful listeners while their classmates are speaking). Evaluation [Assessment] (15 minutes): 1. Have students make their way back to their seats. 2. Each student will be given a Nonfiction Text Feature booklet to complete at the beginning of their independent reading time.

Duration: 1 hour

3. In the booklet, the children will have to paste the appropriate picture (from the pictures template provided) on the corresponding text feature page. They will also be instructed to depict how each text feature can help readers to understand information in a nonfiction text. 4. After collecting the booklets, I will assess the childrens work based on accuracy regarding the picture and explanation on each text feature page, and neatness overall. Elaboration Independent Reading Time (20 minutes): 1. Once children turn in their completed booklet, I will give them an additional scavenger hunt checklist (similar to the one they completed with their partner). 2. Students will be instructed to continue reading their personal nonfiction book, while going on an individual scavenger hunt of the text as well. I will encourage the children to look for the text features they learned about in my lesson and further think about how and why each feature is helpful to readers of nonfiction texts. As the children begin reading, I will display the timer on the Smart Board in order to inform the children of how long they have been reading. 3. Students must fill in their checklist as they go, in order for me to observe their progress and comprehension regarding the concept of text features.

Activity Analysis: Scavenger Hunt o Through this activity, students will work in pairs on achieving the objective of my lesson, which was to investigate eight important nonfiction text features. They will work on locating the different features (table of contents, bold print, caption, diagram, heading, subheading, glossary, or index) in a nonfiction text I assign each pair. o One of the main reasons I incorporated this activity stems from the partnerships my cooperating teacher already has established for instruction time on the carpet. These partnerships allow children the opportunity to work and collaborate with each other to improve learning. In this activity, the students will go on a scavenger hunt together through their assigned book to locate each feature and further explain how it helps a reader to understand the text. They will record their observations on a Scavenger Hunt Checklist I give each pair. o There is no technology used for the completion of this activity. The only necessary materials are the various nonfiction books, Scavenger Hunt checklists, and the students pencils. o During this activity, higher order thinking and performance will be addressed as I guide children to practice locating the eight different text features we have discussed, and further explain why each feature can be helpful for readers of nonfiction texts. o There is evidence for this lesson being research-based as I incorporated this activity based on the importance for students to know that readers of nonfiction books can use information gained from text features to demonstrate understanding of the text. Nonfiction Text Feature Booklets

Duration: 1 hour o

Through this assessment, children will work individually on identifying eight different text features and explaining how the features help readers understand nonfiction texts, as was stated in my objective. The reason I selected this activity for my assessment is because of the hands-on aspect it withholds, as students are given the opportunity to create their own booklet depicting examples and explanations of each feature. My three RTI students and one ESOL student could greatly benefit from the fact of creating a visual confirmation, which contains their own thoughts about what they have learned. As a result, I should thoroughly be able to determine the childrens understanding regarding the concept of nonfiction text features. The technology that will be used during this assessment is the Smart Board. Once the students have completed their booklets, they will be instructed to continue reading in their personal nonfiction books, while going on an individual scavenger hunt of the text as well. As the children begin reading, I will display the timer on the Smart Board in order to inform the children of how long they have been reading. When independent reading time is up, the students will be able to look at the timer, determine how long they read, and record that number on their reading log. During this activity, higher order performance will be addressed as students will have to individually utilize the information they have learned pertaining to the assorted text features in order to adequately provide an example and explanation of each. There is evidence for this lesson being research-based, because I integrated this activity as my final assessment of the childrens understanding, as a way to make sure I had fully addressed the essential information students needed to know according to the Common Core ELA Standards.

References: Common Core ELA Standards (CCSS.ELA-Literacy.RI.3.5, CCSS.ELA-Literacy.RI.3.7) Definitions of the Safe School Climate Act in South Carolina (Section 59-63-140A) DuTemple, L. A. (1999). Whales. Boston: Houghton Mifflin Rains, A. (2000). A Trip Through the Airport. Barrington, IL: Rigby Literacy Rogers, K., Alexander, J. (2000). Paper Crunch. Barrington, IL: Rigby Literacy Scott, J. (2003). The First Builders. Huntington Beach, CA: Pacific Learning South Carolina Education and Economic Development Act Guidelines (Section 59-17-135B) Stamper, J.B. (2002). Americas Symbols. Marlborough, MA: Newbridge Trafford, J. (2003). Making Yogurt. Huntington Beach, CA: Pacific Learning

Duration: 1 hour