Previewing Informational Text

Overview

This first lesson in the eight-part unit introduces students to informational text structures and features. Students build on prior reading experience by using headings, captions, diagrams, bold words, and signal words to predict how an article is organized and what its central idea may be.

Learning intentions

Students will be able to:

• Identify common informational text features and explain their purposes.
• Use text features to make reasonable predictions about a text’s central idea and structure.
• Distinguish between a central idea and supporting details.
• Discuss predictions and observations using evidence from a text.

Success criteria

• I can name at least two informational text features.
• I can explain how a feature helps me understand a text.
• I can predict the structure of an article and support my prediction with evidence.
• I can annotate one section using appropriate vocabulary.

Curriculum links

• Reading informational text: Analyze how a particular sentence, paragraph, chapter, or section contributes to the overall structure and development of ideas.
• Speaking and listening: Participate effectively in collaborative discussions, building on others’ ideas and expressing ideas clearly.
• Informative writing: Introduce a topic clearly, organize related information into broader categories, and use headings or graphics when they support comprehension.
• Informative writing: Select, organize, and analyze relevant content to convey ideas and information.

Lesson structure (50 minutes)

1. 0–5 min · Hook and learning target. Teacher displays a surprising image of bees visiting flowers and asks, “What could an article teach us about this picture?” Open with the hook image and opening question, then state: “Today we will preview an informational text and use its features to predict what we will learn.” Students write one prediction and briefly share it with a partner.

2. 5–12 min · Vocabulary preview. Teacher introduces the unit terms central idea, supporting detail, structure, heading, subheading, caption, diagram, signal word, objective, and summary using the vocabulary slides and the prepared vocabulary cards. Give brief, student-friendly definitions; for example, explain that a heading names a section, a caption explains an image, and a signal word hints at a relationship such as cause and effect. Students match terms to definitions or examples with a partner and record unfamiliar words on the text-feature preview worksheet.

3. 12–24 min · Teacher model and think-aloud. Teacher projects the accessible article “How Bees Help Plants” and conducts a text-feature walk using the modeled article and feature callouts. Without reading every word, model noticing the title, headings, bold words, caption, and diagram: “The heading ‘Pollination’ makes me predict that this section will explain how pollen moves. The diagram may help me understand the process.” Record predictions in the model chart. Students follow on a printed copy, underline features, and listen for the difference between an observation (“I see a caption”) and a prediction (“The caption will explain the picture”).

4. 24–35 min · Collaborative preview. Teacher places students in groups of three or four and distributes a different short, leveled informational article to each group. Display directions on the collaborative preview directions: first scan the title and features, then list at least three observations, identify the likely structure, and make one central-idea prediction. Students complete the preview chart on the worksheet, citing specific features as evidence. Assign roles such as reader, feature finder, recorder, and reporter so all students contribute.

5. 35–43 min · Independent annotation. Teacher models the annotation key on the annotation directions: circle headings, box signal words, underline a possible supporting detail, and write a prediction in the margin. Students independently annotate one section of their group’s article and complete the sentence frame, “Because I noticed ___, I predict this section will ___.” Circulate and ask, “Which feature led you to that prediction?” Students revise predictions if the section provides new information.

6. 43–47 min · Share and clarify. Teacher invites three or four students to share one feature and prediction, recording examples under structure categories such as description, compare/contrast, cause/effect, or sequence. Use the discussion and structure-check slides to prompt: “What evidence supports that structure?” Students compare responses, respectfully agree or disagree, and clarify whether their prediction concerns the central idea or a supporting detail.

7. 47–50 min · Exit ticket. Teacher displays the final prompt on the exit-ticket slide and collects responses: “Name two text features. Predict the structure of today’s article and explain what feature helped you make that prediction.” Students answer independently in two or three complete sentences and submit the ticket before leaving.

Resources

• the informational-text preview slide deck
• the text-feature preview worksheet
• Projected copy of “How Bees Help Plants”
• Printed leveled informational articles
• Individual copies of the model article
• Informational-text vocabulary cards
• Highlighters or colored pencils
• Annotation key displayed or printed
• Exit-ticket slips or half-sheets
• Document camera or projector

Assessment

• During vocabulary work, check whether students can match each term with an accurate definition or example.
• During group preview and independent annotation, listen for predictions supported by specific text features rather than guesses based only on the topic.
• Use the exit ticket to identify whether students can name two features and connect evidence to a predicted structure; reteach structure categories as needed in Lesson 2.

Differentiation

• Provide illustrated vocabulary cards, bilingual glossaries, audio or text-to-speech access, and chunked articles for multilingual learners and students with reading or processing needs.
• Offer sentence frames such as “I notice ___,” “This feature helps because ___,” and “I predict ___ because ___.”
• Pair students strategically and assign clear group roles; allow students to explain predictions orally before writing.
• For advanced students, ask them to explain how one specific feature supports the article’s likely central idea and to compare two possible structures before choosing the stronger prediction.