I. This document outlines a lesson plan for teaching students about nonfiction text features such as captions, bold print, subheadings, and glossaries. The lesson will focus on pie charts and utilizing various features to locate key facts. II. Formative assessment will involve using small reading groups to check understanding and ask questions about text features. III. The lesson will begin with a review of known text features. Students will then learn what a pie chart is and how it compares two things. They will practice reading pie charts. Different stations will allow for partner reading, independent reading, and using iPads for word work or listening to stories. Small group instruction will target different levels.

1. I. Content:Reading Groups
A. Standards CCSS.ELA-LITERACY.RI.2.5
Know and use varioustextfeatures(e.g.,captions,boldprint,
subheadings,glossaries,indexes,electronicmenus,icons)to locate
keyfacts or informationinatextefficiently.
B. Enduring
Understandings&
Essential Questions
How do differentfeaturesof nonfictiontexthelpwiththe reading?
What isa pie chart?
Why dowe use a pie chart?
C. Objectives:(SWBAT) Studentswill be able toutilizevariousfeaturesof nonfictiontext.
Studentswill be able toreadinformationoff apie chart.
II. Assessment:
A. Formative Assessment
(Active StrategiestoCheck
for Understanding,Guide
Practice,ExitClass,etc.)
I will use small reading groupstocheckforunderstanding.Iwill
listenintostudentstoensure thattheyare utilizingnonfictiontext
featuresandaskthemquestionsaboutwhattheyare and where to
findtheminthe bookto check forunderstanding.
B. Summative Assessment
(whenappropriate –
quizzes,objectivetests,
essays,projects,etc.)
III. Instruction:
A. Anticipatory Set To beginthe lessonIwill review withthe classthe nonfictiontext
featureswe have alreadytalkedabout.We will review glossary,
index,table of contents,boldtext,side bar,and
B. Instructional Activities
(includesIntroduction,
Presentation,Cluesfor
Discovery,Modeling,and
engagementingradual
release,asplanned)
Duringthe lessonwe will talkaboutapie chart. I will explainthata
pie chart comparestwothingsthat have some similaritiesbutare
still verydifferent.We will alsotalkabout
Aftergoingoverthe new nonfictiontextfeaturesIwill tell students
whatstationtheywill be goingto.I will meetwithtwosmall
readinggroupsduringthistime aswell.Insmall readinggroupswe

2. will workonusingnon-fictiontextfeaturestohelpusbetter
understandwhatthe authoris tellingus.
Word work – studentswill workonspellingwordwall words.They
will workon recognizingbeginningmiddle andendsoundsaswell.
Writing– studentswill workonformingsentencesusingsound
spellingandcorrectlyspellingwordwall words.Studentswill work
on having7 or more sentencescoverwho,what,where,when,why
and be sure to include adjectives intheirwriting.Theywill also
focuson havinga beginning,middleandendandmakingsure they
are sequencingtheirstory.
Partnerreading– Studentswill workwithapartnerto readto each
otherand practice retelling(9or more thingsfromthe book) and
makinga connection.Studentswill alsoworkonusingtheirreading
strategiestofigure outwordstheydon’tknow.
Readto self – Studentswill workonreadingontheirown.During
thistime studentsshouldfocusontheirreadingstrategiessuchas
askingquestionsandstretchingwordsoutthattheydon’tknow
and othersthatwe have beenworkingon.
IPads– Studentswill use the IPadstoworkonwordwork or
listeningtostories.Studentswill workonretellingandmaking
connectionstothemselvesfromthe storiestheylistento.
With special attentionto i. Differentiation Readinggroupsreachall levelsof
studentsbecause Iworkwithsmall
groupsto ensure thatI am workingat
theirlevel.
ii. Higher Level
Cognition
Readinggroupsreachall levelsof
studentsbecause Iworkwithsmall
groupsto ensure thatI am workingat
theirlevel.
iii. Technology Studentswill use IPadstoworkonword
workand listentobooks.
C. Gradual Release
Techniques(See Formative
Assessment–Checkingfor
Understanding,Guided
Teacher - I will explaintostudentswhat apie chartis and have
studentspractice readinginformationoff of afew differentones.
Teacher/students–I will workwithsmall readinggroupstowork
on askingquestionsandothernonfictiontextfeatureswe have

3. Practice,Independent
Practice,ClassExit)
beenworkingon.Iwill guide studentstouse theirstrategiesto
figure outnew words.
Students – Studentswill workontheirownatreadingstationsto
workon wordwork,partner reading,readingtoself,andIPads.
D. Closure To close the lessonIwill askstudentswhatwe have learnedand
place the ‘I can’ statementsinthe chart.
IV. Reflection:
A. What Will TheyandI Do
Next& Why?
Nextwe will workon,how touse a glossarytolookup words.We will
use thisinformationtohelpusunderstandwhatthe authoristeaching
us.