Text features worksheet

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How to Get Students to Master Nonfiction Text Features

If you’re looking for ways to teach nonfiction text features, you’ve come to the right place. When students enter the upper grades, they are required to read more textbooks and informational texts. There is a shift from learning to read to reading to learn. These texts can be difficult for students due to the higher-level vocabulary and concept-dense content. In addition to being unfamiliar with the content, science and social studies textbooks often contain many nonfiction text features. These features supplement and present important information that students must read in order to fully comprehend the text.

What Are the Nonfiction Text Features?

Text features are all the components of a text that are not part of the main body text. There are many unique features that serve different purposes. Some help students pay attention to important words, find information, and connect important ideas in a text. Others help students visualize to make meaning of the written text or help the reader understand new or important information.

The features break down into four groups, and authors often use a variety of features to accomplish different goals.

1.) Print Features (bold print, font types/sizes, italics, and underlining) help readers stop and pay attention to important words. One of the most common and least obvious features students will encounter are print features.

2.) Graphic Aids (illustrations/pictures, photographs, maps, charts, tables, and graphs) help students visualize and make meaning of the text.

3.) Informational Aids (materials list, labels, captions, numbered steps, timelines, boxed text) helps the reader understand and organize new or important information.

4.) Organizational Aids (titles, headings, subheadings, numbered steps, glossary, and table of contents) help readers find information or connect the ideas presented in a text.

WhenDo I Teach Them?

There are different schools of thought on this, but I don’t recommend waiting to teach this skill. In fact, this is something that I like to teach close to the beginning of the year. Students will start reading nonfiction texts in the first or second week of school. It’s important that students understand how to identify these text features in their nonfiction texts. In addition, it’s also important that students expand their thinking to understand how the different text features help them understand the text.

How Do I Teach Nonfiction Text Features?

By upper-elementary, most students should be able to identify the different text features. However, I found that many students didn’t know how to use the features and couldn’t explain why they might be helpful. I always start with a refresher on identifying the features (see below for some different ways to teach nonfiction text features).

1.) Re-introduce or Re-teach How to Identify Text Features

Start with a refresher on identifying text features. I make a text feature wall or bulletin board that has an example of each feature. I created this bulletin board below that you can use in your classroom.

You can find this free bulletin board HERE. This helps students identify each feature. I walk students through the different text features posted on the bulletin board.

At this point, I also pass out this Text Features Printable to each student.

This printable will help guide students when identifying the different text features. You can go through this printable with them by starting with the definitions of each text feature. This is a great lesson to re-introduce and familiarize students with the features.

2. All About Me Text Feature Booklet

To further reinforce identifying the text features, have students complete my All About Me Text Feature Booklet. This is a free resource you can findHERE.

This is a super creative project for students to show what they know about the different text features.

It’s also a fun project to do to learn more about your students! It can be used as a formative or summative assessment to your lesson on identifying text features.

3.) Anchor Chart and Whole-Class Practice

Now that students can identify different text features, we meet to create an anchor chart together. This will most likely be the first time they are being exposed to a deeper level of understanding with the text features. You will now work with students to help them understand how the different text features help them understand the text.

For this anchor chart, I broke down the different text features into four categories (from above). The purpose of these categories is to show students the different features and how they are helpful to readers.

We work together to identify each text feature and discuss the purpose of each feature. Next, we look at examples in reading passages. I typically pull examples from my Differentiated Reading Passages and Questions. I do this so that every student has the same passage in front of them to work with. I pass out a copy to each student. I typically start this unit with this passage below since it includes simple text features that students have been exposed to in the past.

As the unit progresses, I increase the difficulty (add more text features, add features that may be new to students, etc.). It’s important that all students are working on the same passage with the same text features at the beginning of this unit.

While students have a copy of the text, we work together to identify the feature. We then discuss how it helps them as a reader. Once students are comfortable with all the text features and have an idea as to how it helps them, we break off to work in groups.

4.) Text Features Hunt

Next, I expose students to different informational texts and have them identify text features in the text. For this lesson, I break students into small groups and hand out a stack of informational texts. I then ask them to identify features that they see. For the purpose of this activity, I hand out colored sticky notes. Each color should represent a different text feature. If you don’t have access to multi-colored sticky notes, you can use one color and have students write the name of the text feature on the sticky note. You can also hand out the printable titled Text Feature Hunt. You can find this free printable HERE.

Before reading, students go through and identify the text features by placing the correct sticky note next to the feature.

Once they’ve identified different text features, they now go through and read the text features carefully. They answer the first question from the printable together with their group. At this time, I walk the room and make sure discussions revolve around why might the author have used this specific text feature.

Next, students read the main body text and work to answer the second guided question. They reflect on how each type of text feature helped them as a reader better understand the text.

Feel free to stop at different groups and encourage the conversations by asking questions like: How do these labels help you learn about the parts of a plant? How do these maps help you understand how the tectonicplates have shifted? Is it easier to understand plate movement by reading about it or seeing it on the map? Etc.

5.) Text Features Table

Now that students have had the chance to identify different features and have a better understanding of how these features help readers, work with students to complete the text features table. Click HERE to grab it.

You can do this whole group by referencing your bulletin board. Read aloud the card that says how the text feature helps the reader, and ask students to identify the text feature that matches.

6.) Cootie Catcher Partner Practice

Cootie catchers are a great way for students to reinforce their understanding with a fun game. These cootie catchers are set up for students to show their knowledge of how the different text features help a reader. Students can get out of their seats and pair up to test each others’ knowledge. Click HERE to grab this free cootie catcher.

7.) Practice

One of the best things you can do is allow students the opportunity to practice these skills. I have created Differentiated Reading Passages and Questions for Nonfiction Text Features HERE.

The questions progress from identifying the text features to analyzing and explaining how they help readers understand the text. The best part is, the texts are differentiated so your students can each work at their reading level on the same skill.

You can grab these passages by clicking HERE or the button below.

This resource now includes both a paper and digital option.


Filed Under: English Language Arts, FreebieTagged With: Freebies, Nonfiction Text Features, Text Features

Sours: https://youngteacherlove.com/how-to-get-students-to-master-nonfiction-text-features/

It is designed for 2nd 3rd 4th 5th grade students.

Nonfiction text features worksheet 3rd grade. Text Feature Worksheet 3rd Grade. Click the checkbox for the options to print and add to Assignments and Collections. Table of Contents Title Page Glossary Index Heading and Caption.

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5 nonfiction text features passages for each polar animal polar bear emperor penguin Arctic fox narwhal and walrus. Students will learn about polar animals by labeling the text features and answering reading comprehension questions. Includes 6 matching and 2 truefalse questions.

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20 Nonfiction Text Features Posters

Nonfiction Text Features Poster:

(Click on Get Worksheet below) What are text features? All types of publishing use graphic and organizational features to increase comprehension, separate content, and add visual interest to the text. These enhancements are particularly present in nonfiction works. Knowing how each of these features work helps students locate information quickly and better understand what they are reading.

For example, if a student is reading about ancient Rome, a detailed map can be very helpful. Not only will it provide clarification, but some students are more visual and this type of text feature can help them to comprehend, and put into context, what they are reading.

The PDF below includes 20 printable PDFs (all in one file) that you may use to place on the bulletin board, covert to PowerPoint, or hand out to students. The following text feature elements are included:

Title PageTable of Contents
Guide WordsText Box
TimelineIllustrations and Photographs
Charts and GraphsIcons
1st Grade CCSS, 1st Grade CCSS: Reading: Informational Text, 2nd Grade CCSS, 2nd Grade CCSS: Reading: Informational Text, 3rd Grade CCSS, 3rd Grade CCSS: Reading: Informational Text
CCSS Code(s):
RI.1.5, RI.2.5, RI.3.5
Grade Levels:
2nd and 3rd Grade, 4th and 5th Grade, Grades K-12, Kindergarten & 1st Grade
Sours: https://www.k12reader.com/worksheet/20-nonfiction-text-features-posters/

My husband decided to quietly process me afterwards, especially since he was hungry on a business trip and, looking at my luxurious ass, he. Wanted it intolerably. With peripheral vision, I saw your gaze with which you accompanied my miniature figure in an immodest nightie.

Worksheet text features

The director tells you what to do. Well, actually, if the guys are handsome and the film is not some cheap porn, then I probably would like it, - Marina loved such conversations, she slightly parted her. Legs, giving me the opportunity to lower my hand on her shaved pubis. My finger immediately penetrated between her lips and I began to move them in her already wet enough hole.

Then we didnt talk anymore, moved on to more active actions.

Teaching Text Features Activity

My hot penis hammered Aunt Lena's pussy at full speed, the bed creaked and broke its legs. We rolled to the floor, Aunt Lena again began to suck my dick. I threw her into a chair, taking her two. Legs in my strong hands, I began to lick both feet, kissing the heels mmm, these pink heels and small feet, sucking on my fingers and swallowing the leg in her mouth, she rubbed her pussy and finished, and she undoubtedly liked it, when she is torn up hard and when attention is paid to her legs.

But she and I forgot about her ass.

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Two other members entered and exited her, from time to time coinciding in rhythm with each other and giving her special pleasure. At some point, she finally felt like a rather depraved whore, a bitch who was fucking frantically with three dicks at the same time. Felt her old dream to try exactly as it is now - to fuck selflessly with three half-familiar men, to fuck without any thought about decency, to expose her body indiscriminately and feel three different hard fluttering dicks in oneself at once.

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