Project an image on the projector. It should be a zoomed in image that could have multiple interpretations. Have students tell what the image is by creating their own caption by uploading their caption to Seesaw. Have students share their captions and discuss each one. Share the actual caption for the image. Discuss how students captions were similar or different to the actual caption.
2 Direct Instruction
Review text features with students and the purpose of each text feature. Read a text that is rich in text features and stop periodically to look at a text feature and discuss how the inclusion of that text feature aided you as a reader. As you are reading keep a running list of text features and the purposes of each text feature.
3 Guided Practice
Have students work in partners or small groups to read an informational text. As students are reading, they are searching for text features that help them better understand the text. When they find a text feature that they both agree on, they will take a picture using the Skitch app. Once they have taken the picture, students will identify the text feature and explain how this feature helped them while they were reading the text.
4 Independent Practice
Give students a text about something that they would be familiar with. The text should be of print only with no text features present. Students can take a picture of the text to upload to Thinglink. Have students add a text features to the text and then justify why they chose to add that text feature to the text and why it will help future readers to better understand the text.
Discuss text features that the students have found in their own reading and how they have helped them to better understand a text.
Key Standards Supported
|RI.5: Key Ideas and Details|
|RI.5.1||Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.|
|RI.5.2||Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.|
|RI.5.3||Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.|
|Craft and Structure|
|RI.5.4||Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area.|
|RI.5.5||Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.|
|RI.5.6||Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.|
|Integration of Knowledge and Ideas|
|RI.5.7||Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.|
|RI.5.8||Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).|
|RI.5.9||Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.|
|Range of Reading and Level of Text Complexity|
|RI.5.10||By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 4–5 text complexity band independently and proficiently.|