spe304textfeaturehunt.pdf | |
File Size: | 110 kb |
File Type: |
spe304textfeatures.pdf | |
File Size: | 400 kb |
File Type: |
spe304textfeaturesort.pdf | |
File Size: | 404 kb |
File Type: |
spe304unitplanbookmarks.docx | |
File Size: | 69 kb |
File Type: | docx |
Rationale:
Using text features while reading nonfiction texts is an essential tool that can help students as they read. Text features including table of contents, index, glossary, headings, bold words, sidebars, pictures and captions, and labeled diagrams help students identify main ideas, details, activate prior knowledge, and allow students to make connections while reading. The text features make reading nonfiction text easier and more efficient.
Content Connection:
Technology
Objective:
Given a text feature scavenger hunt and a camera, students will work in groups to complete the scavenger hunt and accurately identify 11/13 text features.
Common Core State Standards:
CCSM.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 quickly and efficiently.
CCSM.ELA-LITERACY.RI.3.7: Use information gained from illustrations, other visual elements (e.g. maps, photographs), and the words in the text to demonstrate understanding of the text (e.g. where, when, why, and how key events occur).
CCSS.ELA-LITERACY.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
Materials:
· Text feature scavenger hunt
· Camera
· Pencils
· Clip Boards
· Text feature bookmarks
Procedure:
Introduction/anticipatory set:
· Give students text feature worksheet and review the different components.
Instruction:
· Have a large nonfiction text and chart paper in the front of the room and have students provide examples from the book and descriptions for each text feature.
· Explain scavenger hunt activity to students.
o They will go through the nonfiction texts in the library and take pictures of each text feature.
o Have students go to computer and upload pictures and then print them.
o They will glue each picture in the appropriate space on the scavenger hunt and record where (page number) and which book they found it in.
· Break students into two groups of three and give them the materials for the assignment and assign jobs.
o Student one: Recorder
o Student two: Photographer
o Student three: Photograph developer (prints pictures)
· Allow students to complete the scavenger hunt in their groups for 30-40 minutes.
Conclusion:
· Bring students together and allow them to present their scavenger hunt findings to the other group.
· Hang the findings in a prominent part of the classroom next to the chart created in the beginning of the lesson so that students can refer to them as they read nonfiction texts.
· Homework: Give student’s text feature bookmarks and ask them to pick a nonfiction text from their independent book bags. Have them read the book at home and mark the text features that correspond with each bookmark.
Grouping:
· Mixed ability groups
Assessment:
· Students should be able to successfully identify, take a picture of, and complete 11/13 text features on the scavenger hunt.
· Students should be able to work together and equally contribute to the group based off of their job.
Adaptations/accommodations/differentiation for specific learner needs:
· Quantity: Students should be able to complete the entire scavenger hunt in the allotted time. However, if they are struggling, they can be given a certain amount of text features to find. I will track their progress as they complete the activity and adjust the amount if the learners are struggling.
· Time: Students will be given 30-40 minutes to complete the scavenger hunt. If they finish early, I will ask them to find a second example in another text for the text features. If the students are struggling to complete the activity, I will give them more time later in the day to finish the scavenger hunt.
· Level of support: If a student is struggling to complete their assigned job, I will ask one of the other students in the group to assist the struggling student. I can also give support and guidance if I find a group struggling.
· Input: Students should be able to understand the different text features during the worksheet review and chart examples. However, if they are struggling to understand text features, I will pull out the students to the back table and give them a text feature matching activity to review the text features more.
· Output: Students should be able to complete the scavenger hunt but the worksheet can be adjusted. Because the students are working in mixed ability groups, they should be able to work together to complete the activity. I will assign certain students specific jobs I know they can complete so that they feel accomplished and a part of the group and finished product.
Using text features while reading nonfiction texts is an essential tool that can help students as they read. Text features including table of contents, index, glossary, headings, bold words, sidebars, pictures and captions, and labeled diagrams help students identify main ideas, details, activate prior knowledge, and allow students to make connections while reading. The text features make reading nonfiction text easier and more efficient.
Content Connection:
Technology
Objective:
Given a text feature scavenger hunt and a camera, students will work in groups to complete the scavenger hunt and accurately identify 11/13 text features.
Common Core State Standards:
CCSM.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 quickly and efficiently.
CCSM.ELA-LITERACY.RI.3.7: Use information gained from illustrations, other visual elements (e.g. maps, photographs), and the words in the text to demonstrate understanding of the text (e.g. where, when, why, and how key events occur).
CCSS.ELA-LITERACY.SL.3.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others' ideas and expressing their own clearly.
Materials:
· Text feature scavenger hunt
· Camera
· Pencils
· Clip Boards
· Text feature bookmarks
Procedure:
Introduction/anticipatory set:
· Give students text feature worksheet and review the different components.
Instruction:
· Have a large nonfiction text and chart paper in the front of the room and have students provide examples from the book and descriptions for each text feature.
· Explain scavenger hunt activity to students.
o They will go through the nonfiction texts in the library and take pictures of each text feature.
o Have students go to computer and upload pictures and then print them.
o They will glue each picture in the appropriate space on the scavenger hunt and record where (page number) and which book they found it in.
· Break students into two groups of three and give them the materials for the assignment and assign jobs.
o Student one: Recorder
o Student two: Photographer
o Student three: Photograph developer (prints pictures)
· Allow students to complete the scavenger hunt in their groups for 30-40 minutes.
Conclusion:
· Bring students together and allow them to present their scavenger hunt findings to the other group.
· Hang the findings in a prominent part of the classroom next to the chart created in the beginning of the lesson so that students can refer to them as they read nonfiction texts.
· Homework: Give student’s text feature bookmarks and ask them to pick a nonfiction text from their independent book bags. Have them read the book at home and mark the text features that correspond with each bookmark.
Grouping:
· Mixed ability groups
Assessment:
· Students should be able to successfully identify, take a picture of, and complete 11/13 text features on the scavenger hunt.
· Students should be able to work together and equally contribute to the group based off of their job.
Adaptations/accommodations/differentiation for specific learner needs:
· Quantity: Students should be able to complete the entire scavenger hunt in the allotted time. However, if they are struggling, they can be given a certain amount of text features to find. I will track their progress as they complete the activity and adjust the amount if the learners are struggling.
· Time: Students will be given 30-40 minutes to complete the scavenger hunt. If they finish early, I will ask them to find a second example in another text for the text features. If the students are struggling to complete the activity, I will give them more time later in the day to finish the scavenger hunt.
· Level of support: If a student is struggling to complete their assigned job, I will ask one of the other students in the group to assist the struggling student. I can also give support and guidance if I find a group struggling.
· Input: Students should be able to understand the different text features during the worksheet review and chart examples. However, if they are struggling to understand text features, I will pull out the students to the back table and give them a text feature matching activity to review the text features more.
· Output: Students should be able to complete the scavenger hunt but the worksheet can be adjusted. Because the students are working in mixed ability groups, they should be able to work together to complete the activity. I will assign certain students specific jobs I know they can complete so that they feel accomplished and a part of the group and finished product.