Subject/topic; grade/class; time/period; lesson date

Reading/ Nonfiction Text Features

Third Grade
9:30-11:00
April 24-April 28

SOL: 3.6 The student will continue to read and demonstrate comprehension of nonfiction texts.
a) Identify the authors purpose. b) Use prior and background knowledge as context for new
learning. c) Preview and use text features. d) Ask and answer questions about what is read. e)
Draw conclusions based on text. f) Summarize major points found in nonfiction texts. g) Identify
the main idea. h) Identify supporting details. i) Compare and contrast the characteristics of
biographies and autobiographies. j) Use reading strategies to monitor comprehension throughout
the reading process. k) Identify new information gained from reading. l) Read with fluency and
accuracy.

Content outline:
To be successful with this standard, students are expected to identify the authors purpose (e.g.,
entertain, inform, persuade). use prior and background knowledge as context for new learning
by: recognizing similarities between their own personal experiences and the text; recognizing
similarities between the text they are reading and other texts they have read; and recognizing
similarities between what they already know about the topic and what they find in the reading
that is new to them. use text formats such as the following to preview, set a purpose for reading,
and locate information relevant to a given topic efficiently: content text features, such as
headings and chapter layout by topic; functional formats, such as advertisements, flyers, and
directions; specialized type, such as bold face and italics; and visually and graphically
represented information, such as charts, graphs, graphic organizers, pictures, and
photographs.apply understanding of text structure to guide reading by: making predictions based
on knowledge of text form types, such as narrative, informational, graphic, and functional;
making predictions based on knowledge of literary forms, such as biography and autobiography;
and identifying sequence and cause-effect relationships of information in functional texts, such
as recipes and other sets of directions. gain meaning before, during, and after reading by: asking
and answering questions to clarify meaning; understanding that sometimes two or more pieces
of information need to be put together to answer a question; and understanding that some
questions are answered directly in the text. draw conclusions about what they have read.
summarize major points in a selection. identify details that support the main idea of a nonfiction
selection. state in their own words the main idea of a nonfiction selection.monitor their
comprehension throughout the reading process by: becoming aware of when they do not
understand; identifying exactly what is causing them difficulty; and generating their own
questions to help integrate units of meaning. use text features to make meaning by: applying
phonetic strategies; using punctuation indicators, such as commas, periods, exclamation points,
question marks, and apostrophes showing contraction and possession; applying knowledge of
simple and compound sentence structures; knowing when meaning breaks down and then
rereading to self-correct; and using illustrations to gain information (e.g., maps, photographs).
identify new information gained from reading. practice reading and rereading familiar
nonfiction texts with fluency and accuracy.

Rationale: Students need to know theses components so they understand how to use them and if
they ever pick up a book and question if it is fiction or not they can

Monday
The student will be able to identify if the book is nonfiction by finding the
author's purpose and the text features within the book.
10 minutes: We will go over two to three TEI questions as a class that has to do with reading
15 minutes: Students will review text features. I will ask students to name some text features
they will find in a non-fictions book. I am looking for table of contents, index, glossary, bold and
italics words, maps, diagrams, photographs, and captions. When the student gives me the answer
I will ask the student where do we find that feature and what it is.
30 minutes: After reviewing text features, we will go back to the rug and read The Big Blue
Whale together. I will be asking students to be on the lookout for those features and be able to
tell me if the book is nonfiction or fiction. Some of the text features include an index, a map, and
captions. This story is nonfiction because the story gives us true facts. What is the authors
purpose with this book? What do you think the main idea is about the book?
20 minutes: Students will read their leveled books on their own.
25 minutes: Language multiple meanings: I will ask the students if I say a word has multiple
meanings what do you think that means? If I said the word sink what meanings can you think of?
We will then go through the multiple meanings powerpoint. After going through the powerpoint I
will give students a matching picture sheet where they have to match the picture with the same
word but a different meaning.

Tuesday
The student will identify the main idea of the book and write three details
supporting the main idea with their leveled books.
10 minutes: We will go over two to three TEI questions as a class that has to do with reading
15 minutes: We will review text features. I will ask student to name 5 text features, tell me where
they can find them in a book and what they are. After discussing those 5, I will ask my students if
they know what main idea is. We will go through some slides on how to found main idea using
pictures and words.
20 minutes: We will reread pages 13-16 of the whale book. I will ask my students to think of the
pages that we read and see if they can figure out what those three pages were talking about. And
to give me three details about the topic. We will model and discuss together. Students will fill out
a graphic organizer with the teacher. We will then glue this paper in their notebooks.
Main Idea: Whales eat their foot differently than most animals.
 Detail: They have no teeth to chew their food up with.
They have long bristly things hanging down from the top of their
jar
The whale does not need teeth because their food is tiny.
A whale take a big gulp of water and krill. The water passes
through and the krill sticks in the bristly things and the whale licks them off and
swallows them.
30 minutes: Students will get their level book and pick a section. They will find the main idea of
one of the sections and write three details going along with that section of the book. They will fill
out the same graphic organizer that we filled out during whole group.
20 minutes: Language Multiple Meaning

Wednesday
The student will be able to define or identify the text features in their leveled
books by a cut and paste activity and writing down what page they found the text
feature on.
10 minutes: We will go over two to three TEI questions as a class that has to do with reading
10 minutes: As a class I will ask students to give me 8 text features, where they can be found in
the book and what the purpose of those text features are.
30 minutes: we will look through our Bird of prey book we read last week. I will go through the
book with them and ask if they see any text features. On the board I will have a chart with three
columns with the titles text feature, how it helped me and what page number we found it on. I
will do five of these with the students. Some text features in the book are table of contents,
photographs, captions, glossary, and bold words.
30 minutes: Students will get their leveled books. They will get a sheet that looked a lot like
mine except some of their definitions and text features will already be filled in. They will need to
fill in the text feature or the definition by cutting and pasting them in the box and filling in the
page number in the third column.
20 minutes: Language Multiple Meanings

Thursday
The student will be able to complete multiple meanings task by choosing the
correct definition
20 minutes: We will go over up to five TEI questions as a class that has to do with reading
30 minutes: Multiple meaning Task cards
30 minutes: Students will get their leveled book out and will take their test on their leveled book.
The questions are off reading a-z

Friday
The student will be able to complete a venn diagram chart comparing fiction
and nonfiction by putting three facts in each column.
10 minutes: We will go over two to three TEI questions as a class that has to do with reading
10 minutes: We will review text features again by having students tell me 5 text features we have
talked about this week and then where they can be found in a book and then what their purpose
is.
20 minutes: We will go to the mat and read a fiction story on whales. During the Fictional story I
will ask questions throughout the story like, who are the characters, what problem is going on in
the story, what events have happened so far. After reading the story, I will ask one of the students
to tell me what happened first and so on until we talk through the story. Also after reading I will
ask the students what the author's purpose is with the story. The students should say the purpose
is to entertain us.
15 minutes: After reading the book, we will go back to our seats and students will pull out their
reading notebooks. Students will make a chart with the 3 columns. First one will be our fiction
story, the second column will be both and the third column will be our nonfiction story. I will
explain to the students that this is just like the venn diagram we did last week but they could see
this on the test. We will go through this as a class.
20 minutes: Students will compare their nonfiction leveled books with the same fiction story that
we read. Students will turn this in for a grade.
20 minutes:We will review what multiple meanings is as a whole group and how to find it within
a sentence. Student will take a multiple meanings quiz.