I. Use text features to gain meaning (AL COS)

Examples: titles, heading, captions, glossary, boldface print and other print features, index, table of contents, maps, charts, tables

Traveling Terrain: Comprehending Nonfiction Text on the Web
Strategic instruction and explicit teaching of targeted comprehension strategies can allow students to integrate skills into their current competencies, thus improving their overall reading ability. This lesson identifies three skills (i.e., identifying text features of nonfiction text in a Web format, locating specific information, and generalizing information) to be taught in strategic lessons that build upon each other and allow for scaffolding of skills when necessary.

Using Science Texts to Teach the Organizational Features of Nonfiction
Science captures even the most reluctant readers and writers. Students are naturally drawn to the colorful photographs and layouts of nonfiction science texts. This lesson supports students in grades 3–5 as they explore the organizational features of nonfiction texts, such as labels, captions, headings, fonts, etc. Students then have an opportunity to work together with their classmates to create a two-page spread using those features to present information about their local environment (as gathered for the Square of Life Internet project).

Guided Comprehension: Knowing How Words Work Using Semantic Feature Analysis
This lesson introduces students to the comprehension strategy of knowing how words work. Students learn semantic feature analysis, a strategy that teaches them to identify characteristics associated with related words or concepts. In this example, students examine folktales, myths, and fables and use semantic feature analysis to better understand these terms and the texts that they are reading.

Charting Characters for a More Complete Understanding of the Story
Stories are expected to have one main character that encounters a problem and somehow solves this problem. Character Perspective Charting is an instructional method designed to reflect the actual complexity of stories. This strategy delineates the multiple points of view, goals, and intentions of different characters within the same story. By engaging in Character Perspective Charting, students can better understand, interpret, and appreciate stories.
 

Suggestions for English Language Learners (ELLs):
(E/B=Entering/Beginning, D=Developing, E=Expanding)

E/B: Identify title pages, chapter headings, and illustrations with gestures (i.e. pointing) or simple spoken words or phrases.
E/B: Identify characters and setting nonverbally (i.e.gestures, pictures, charts, graphic organizers) or with simple spoken words or phrases.
E/B: Follow one-step written instructions with some assistance and one-to-two-step oral instructions.

E/B: Create a pictorial main idea diagram as you verbalize the parts. Draw the diagram both ways, with the details "adding up" to the main idea and vice versa. Have students point to the main idea in both diagrams; D, E: Have small groups review a topic they've learned in class (i.e. Community workers). Model creating a main idea diagram for one of the workers. Then have students make a main idea diagram about another worker. Invite groups to share their diagrams with the class.
E/B: Identify title pages, chapter headings, and illustrations with gestures (i.e. pointing) or simple spoken words, phrases or sentences; D: Use features of text, including table of contents, chapter headings, and index, to locate most information in text; E: Use features of text, including table of contents, chapter headings, glossary, and index, to locate information in text.
E/B: Identify the main events and some details in an informational text and express with simple spoken or written sentences; D: Identify the main events and some details in an informational text and express with simple spoken and written sentences; E: Identify the main idea and most of its supporting details in an informational text.
E/B: Use prior knowledge of given topic to enhance understanding of reading material that is illustratively supported and express with simple spoken or written sentences; D: Use prior knowledge of given topic to enhance understanding of reading material and express with simple spoken and written sentences.
E/B: Identify setting and main characters from simple, illustratively supported literature and express with simple spoken or written sentences; D: Identify setting, main characters, main events, and conflicts and express with simple spoken and written sentences; E: Understand significant information in text that includes setting, characters, main events, and conflicts.
E/B: Follow one-to-two-step oral or written instructions; D: Follow two-to-three-step written instructions; E: Follow most multi-step oral and written instructions with minimal assistance.
E: Make and confirm predictions about content presented in a text.
 

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