Students learn about the characteristics of informational texts in this session. At the end of the lesson, students will be able to:
- Elucidate how the textual elements of informational books aid readers in comprehending the information the author is delivering.
- Discover how to obtain new knowledge by using a glossary.

- How can literary and factual writings become meaningful to strategic readers?
- How does text interaction prompt thought and response?
- What is the actual topic of this text?
- Is it worthwhile to acquire new vocabulary?

- Informational Text: Writing that provides factual information.
- Table of Contents: A list of topics or parts of a book and the page numbers on which they begin. A table of contents is found at the beginning of the book.
- Glossary: A list of important words in a book and their meanings. A glossary is found at the end of a book.

- Lorrie Mack. (2004). Eye Wonder: Weather. Prentice Hall. 
Alternative: 
- Samantha Gray. (2001). Eye Wonder: Ocean. Prentice Hall.
- Kathleen Weidner Zoehfeld. (2012). Rocks and Minerals. National Geographic Children’s Books.
-  Melanie Chrismer. (2008). The Sun. Children’s Press.
Teachers may substitute other books to provide a range of reading and level of text complexity.
- Pages for a class book about vehicles that was created in lesson 1
- Several informational books from the classroom library that have a table of contents, pictures, labels, headings, and glossary
- Sticky notes
- Student copies of the template for creating a glossary (L-K-3-3_Create a Glossary)
- Hole punch and yarn to bind the classroom informational book (or other materials suitable for binding a book)

Concentrate on helping students identify the knowledge that may be gleaned from examining an informational text's many components throughout the lesson. Make links between the features of the text and the knowledge you have gained. Assess the pupils' capacity for expression of their thoughts and their eagerness to engage in group conversations.
- To evaluate each student's progress toward the lesson's objectives, use the following checklist:
- Students clarify that information is provided by textual elements in books.
- Students are able to recognize an informative text's glossary.
- Students are able to clarify the function of a glossary in an educational text.

Explicit instruction, modeling, scaffolding, and active engagement
W: Go over the elements—photos and drawings, headings, labels, tables of contents—that make informational books easier for readers to understand and include glossaries. 
H: Make the lesson more engaging for the kids by having them investigate how books with information might teach them about subjects they are interested in. 
E: Give students a book with information in it and ask them to find ways that text elements like glossaries, sentences, images, and table of contents assist in providing the reader with knowledge. 
R: Assist pupils in going over a text again in class, selecting a term, and providing a glossary definition. 
E: Give students the chance to read a book assigned in class to their families at home and discuss what they discovered about informational texts. 
T: Give students the chance to engage in multilayered exercises where they can showcase their learning and use their creativity to express themselves through group projects, solo projects, and pair projects. 
O: This lesson's learning exercises integrate individual application of the concepts, partner interaction, and large-group instruction. 

Topic: How can a glossary help us understand information found in reference books?

Put on display several educational books with captivating covers. "What is a topic you would like to learn more about?" (Stars, cities, animals, etc.) "What kind of book could help you find out more about that topic?" (Informational) "How can you tell these are informational books?" you ask while pointing to the books. (The title and the images on the cover are examples of potential solutions.) Remind pupils that while the book cover can provide some insight about the type of book it is, we still need to turn the page to be certain. 

Part 1

Question: "What are some features an author might use to make a book easier to search for information in?" Make a list of characteristics that aid in the reader's information gathering with your students. (A few examples are headings, labels, words, sentences, images or drawings, tables of contents, and titles.) If students require further guidance, pose queries like these: "What resources did we utilize to create our class vehicle book after learning about it? What materials did we use to create our animal book? Enumerate the attributes of the interactive whiteboard or board.

Suggest: "Let's search an informative book to see if we can locate these features." Assign students to work in pairs. Give a text with information and some sticky notes to each pair. Give pupils the assignment of identifying the various textual elements in their books by working in pairs. On the page next to the text feature, they must place a sticky note. As they discover text features, they ought to discuss them with their companion. To assist children in comprehending the book, they should identify the text features and explain why. Give students three to five minutes to quickly scan through their books and recognize textual elements after modeling the task. After reuniting as a group, ask partners to present what they discovered. Inquire how the text features they discovered will benefit them when reading an informational text.

Part 2

Start with the statement, "Today, we will utilize an additional book to acquire knowledge about additional textual elements that aid in information acquisition." Display the book's front cover to the class, Eye Wonder: Weather. Find out the book's title by asking. After having a student indicate the title, read it aloud to the class. Look to the title page and request, "What is the name of this page?" (the title page). Assist pupils in identifying the writer. Make a point of the words "written and edited by" and read Lorrie Mack's name. Students are additionally able to identify the characteristics, such as headings, labels, and images, as well as the table of contents. Assign each attribute to a student, and then have them explain how it aids the reader in understanding informational materials.

"Let's talk about another aspect of an informative book," you say. "Some books include a glossary," you say, and open its glossary at the same time. A glossary is an explanation of some of the terms used in the book. You can find it near the book's conclusion. Pictures that clarify some words can occasionally be seen in glossaries. This book includes a glossary that explains certain terms that are helpful to know when studying the weather. Pick a glossary entry and read it out loud.

Part 3

"We are going to add a glossary to our class book about vehicles," you could say. Read aloud the Lesson 1 class book about cars. Then go back and look up any terms that might be included in the glossary. Show the pupils how to add terms to the glossary by setting an example. Proceed as follows:

Select a word.
Compose the explanation.
Include a visual hint.

Assign students to pairs so they can locate a word and use the process you demonstrated. Assign the partners to create a glossary using the L-K-3-3_Create a Glossary template. Move about the room while the kids work on this task, offering assistance when needed.

Gather the completed glossary pages. Inquire as to where in the book the glossary ought to be placed (at the end). Glue the book pages, glossary, front cover, back cover, and table of contents into bindings. After that, read the class book aloud to the pupils while pointing out its features. Encourage pupils to take the book home and share it with their families. Place the book in the classroom reading center once each student has had a chance to take it home.

Extension:

Take pupils through an instructional text if they require more practice. To evaluate text features, pose queries like the ones below:

"What characteristics does the cover have?" (headline and images) "How do the book's title and cover images help you guess what the subject matter is?" (The book's subject is indicated by the title: _____. The images depict anything related to _____.)
“What feature is found on these pages?” asked while pointing to the table of contents." (Table of the contents). " From the table of contents, what information can we learn?"(Page numbers and headings for individual chapters). Ask students to locate a topic in the book and navigate to the page where it starts to show how to use a table of contents.
Take the class to a page in the book and ask them to identify elements such as headings, pictures or drawings, and labels. Raise a question: "How can these elements aid in your learning about _____?"
Look at the glossary. Ask students to determine the function of this feature.
Students may look at additional informative book examples from the classroom library if they are prepared to go beyond the requirements. Ask them to identify the elements of each book's text that are present. Next, you ask, "Why is information easier to find in a book with text features?". Before presenting their responses to the class, have pupils discuss with a companion.