Identifying Text Features

Overview

In this 50-minute lesson, Grade 3 students will explore nonfiction text features within animal books. They will learn to identify and categorise these features to better understand informational texts, aligning with the British Columbia Elementary English Language Arts Curriculum. Students will collaboratively create an anchor chart highlighting essential components of good informational writing, reinforcing their reading comprehension and writing skills.

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Curriculum Connections

British Columbia Curriculum – English Language Arts, Grade 3

• Reading and Viewing
  • Content
    • Recognize and use text features (e.g., titles, headings, captions, diagrams) to locate and understand information (ELA 3–3)
  • Comprehension
    • Demonstrate understanding of various texts by recognising text structures and features (ELA 3–9)
• Writing and Representation
  • Writing
    • Use a variety of nonfiction text features to organise information in writing (ELA 3–14)
• Communication
  • Collaborate and Share
    • Use group discussions to build shared understanding (Communicate Ideas and Information, ELA 3–1)

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Learning Objectives

By the end of this lesson, students will be able to:

1. Identify key nonfiction text features (e.g., table of contents, headings, captions, diagrams, glossary).
2. Categorise and explain the purpose of these text features in animal books.
3. Collaboratively create an anchor chart illustrating features of good informational writing.
4. Apply this understanding to support dyslexia-friendly reading, using visual cues and effective print layout.

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Materials Needed

• A selection of diverse nonfiction animal books (both print and digital) with visible text features
• Dyslexia-friendly books or excerpts with clear fonts and layout
• Chart paper or whiteboard and markers
• Sticky notes in different colours
• Anchor chart template (optional)
• Student notebooks or journals
• Visual symbols/cards representing different text features (for group activity)

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Lesson Outline

1. Introduction (10 minutes)

Objective: Activate prior knowledge and introduce nonfiction text features.

• Begin with a brief class discussion: "What makes information in a book easy to find and understand?"
• Show cover pages and randomly flip through a few animal books. Ask students, “What words, pictures, or labels do you see that help you?”
• Introduce the term nonfiction text features. Write it on the board.
• Explain that today, the class will explore these features to become better readers and writers of animal reports.
• Display a few examples of common text features with simple definitions (e.g., Heading: tells you what the section is about, Caption: words under pictures, etc.) using visual cards.

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2. Guided Practice (15 minutes)

Objective: Identify and categorise nonfiction text features in animal books.

• Divide students into small groups of 4-5, mixing reading abilities.
• Provide each group with a set of animal books, including at least one dyslexia-friendly option.
• Give each group coloured sticky notes (one colour per feature, e.g., blue for heading, yellow for caption).
• Task: As they read, students identify nonfiction text features and place the corresponding sticky note next to each feature in the book.
• Teacher circulates, prompting with questions like:
  • "What is this feature called?"
  • "How does it help you understand the information?"
  • "Can you find a caption or diagram?"
• Encourage students to jot down or discuss why authors might include each feature.

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3. Whole-Class Anchor Chart Creation (15 minutes)

Objective: Collaborate to summarise key nonfiction text features and discuss their role in informational writing.

• Gather students on the carpet or around the board.
• Using their observations, build an anchor chart titled "What Good Informational Writing Includes" featuring:
  • Headings and Subheadings
  • Captions
  • Diagrams and Labels
  • Table of Contents
  • Glossary
  • Bold or Italic Words (for key vocabulary)
  • Index (optional)
• For each feature, write a simple definition and example.
• Involve students by asking for examples they found and letting volunteers add points to the chart.
• Highlight how these features make reading easier, especially for friends who find reading challenging (e.g., dyslexia-friendly features like clear labels and visuals).

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4. Independent Reflection & Extension (7 minutes)

Objective: Consolidate learning and provide challenge opportunities.

• Students individually respond in their notebooks or journals to the prompt:
  • "Choose one nonfiction text feature and explain how it helps a reader."
• Extension for advanced learners:
  • Challenge them to write a short paragraph using at least two nonfiction text features (e.g., write a heading and add a caption to a drawing or picture about an animal).
• Teachers provide scaffolded writing supports where needed (sentence starters, word banks).

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5. Wrap-Up & Assessment (3 minutes)

Objective: Formative assessment of understanding.

• Conduct a quick oral quiz with thumbs up/down or hand signals:
  • “Is a heading a text feature that tells you what a section is about?”
  • “Does a caption explain a photo or picture?”
• Review the anchor chart and remind students to use it during future reading and writing tasks.
• Collect journals/notebooks to review individual reflections and writing for assessment.

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Differentiation & Supports

• Dyslexia-friendly Reading Options: Use books with clear fonts (e.g., OpenDyslexic), simplified layouts, longer spacing between lines, and strong visual supports.
• Visual Learning: Employ colour-coded sticky notes and visual cards to reinforce text feature identification for diverse learners.
• Group Collaboration: Mixed ability groups allow peer support, especially during hands-on exploration.
• Sentence Starters & Word Banks: Aid writing tasks for emerging writers or students needing language support.
• Advanced Learners: Encourage composing paragraphs using nonfiction features with richer vocabulary.

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Resources for Teachers

• Variety of nonfiction animal books suitable for Grade 3, with clear nonfiction features.
• Dyslexia-friendly text samples.
• Templates for anchor charts.

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This lesson actively integrates BC’s curricular competencies to foster student understanding of nonfiction structures, improving their reading comprehension and writing organisation using real-world animal texts.