Key Features of Texts

Overview

In this 30-minute lesson, Grade 6 students in Sutton, Ontario will explore and identify key features of non-fiction texts. This is Lesson 2 of the "Exploring Non-Fiction Texts" unit. Students will focus on headings, captions, glossaries, and other text features. The lesson is designed to meet the Ontario Language Curriculum expectations for Grade 6, with differentiation to support diverse learners including those with autism, ADHD, and IEPs.

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Curriculum Connections

Ontario Language Curriculum – Grade 6 (The Ontario Curriculum, Grades 1–8: Language, 2006, Revised 2023)

Overall Expectations

• 1. Reading for Meaning
  • Read a variety of texts selected from those recommended for Grade 6, and identify and explain some of the text features and organizational patterns used in non-fiction texts. (1.1, 1.2)
• 2. Understanding Form and Style
  • Identify a variety of common forms of non-fiction and describe their purposes (e.g., newspaper articles, brochures, reports). (2.2)
• 3. Reflecting on Skills and Strategies
  • Use a variety of reading strategies before, during, and after reading to understand and interpret texts. (3.1)

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Learning Objectives

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

• I can identify key features of non-fiction texts such as headings, captions, and glossaries.
• I can explain how these features help me understand the text better.
• I can locate and use text features in a non-fiction text to find information quickly.

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Success Criteria

• I can point to at least three different text features in a non-fiction book or article.
• I can explain why authors include these text features.
• I can use the glossary to find the meaning of an unfamiliar word.

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Materials Needed

• A selection of age-appropriate non-fiction texts (print copies) including books, articles, brochures with clear headings, captions, and glossaries. Ensure some texts have dyslexia-friendly fonts and layouts.
• Large chart paper or whiteboard for shared notes
• Sticky notes or coloured tabs
• Worksheets for independent practice (with visuals and simple language)
• Highlighters
• “Text Features” anchor chart templates

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Lesson Outline

1. Introduction (5 minutes)

• Activate prior knowledge: Ask students if they have ever read a book or article that had special parts like titles, pictures with words below, or a list of difficult words.
• Share learning goals using “I can” statements: Write on board
  • “I can find headings, captions, and glossaries in non-fiction texts.”
  • “I can explain how these help me understand.”
• Engage with a quick demonstration: Project or show a short page of a non-fiction text, and point aloud to a heading, caption, and glossary entry. Explain their purpose simply.

2. Guided Exploration (10 minutes)

• Distribute different non-fiction texts around the room.
• In pairs (carefully balanced for strengths and needs), students receive sticky notes to mark headings, captions, and any glossary words they find.
• Teacher circulates to support students with IEPs and autism, prompting them gently as needed and providing extra explanation visually or verbally.
• For students with ADHD, provide fidget tools and allow them to move if needed while working.
• Advanced learners are challenged to think about why the author included each feature – what purpose it serves beyond “just looks nice”.

3. Whole Class Discussion (7 minutes)

• Bring class together. Create a large anchor chart by listing features students found. For each, ask:
  • What does this heading tell us?
  • How does a caption help the reader?
  • Why is the glossary important?
• Use questioning techniques to include all learners. For example, speak slowly, incorporate visuals, and repeat key ideas.

4. Independent Practice (5 minutes)

• Hand out a simple worksheet with a short non-fiction paragraph with headings, captions, and glossary words. Students highlight or underline the features and write a short sentence about what each does.
• Provide dyslexia-friendly copies with a clean layout and font such as Open Dyslexic.
• Allow students with IEPs to do this orally if preferable, or complete matching exercises instead.

5. Wrap-Up and Reflection (3 minutes)

• Review the “I can” statements. Ask students to give a thumbs-up if they feel they met the learning goals.
• Invite one or two volunteers to share one new thing they learned about text features.
• Explain that next lesson they will learn how to use these features to help answer questions quickly.

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Differentiation Strategies

Learner Need	Strategy
Students with Autism (3 students)	Clear, concise instructions; visual supports; frequent check-ins
Students with IEPs (3 students)	Simplified task options; oral responses; one-on-one support
Students with ADHD (4 students)	Movement breaks; fidget tools; chunked instructions
Dyslexic learners	Dyslexia-friendly font and spacing; colour-coded text features
Advanced students	Analytical challenges about author’s purpose; extension questions

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Extension Activities

For early finishers or advanced learners:

• Create their own mini non-fiction page on a topic they like with at least 3 different text features.
• Identify and explain text features in a digital non-fiction article or website.
• Compare how two non-fiction texts use headings and captions differently.

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Assessment

Formative:

• Observation during paired sticky note activity.
• Participation in class discussion and anchor chart creation.
• Review of independent worksheet for accuracy in identifying features and explanations.

Summative (to be assessed in later lessons):

• Use of text features to extract accurate information during comprehension tasks.

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This lesson plan balances curriculum expectations with practical strategies for a diverse Grade 6 class, ensuring every student can engage meaningfully with non-fiction text features while building critical reading skills.