Students are introduced to text feature analysis in nonfiction literature in this course. At the end of the lesson, students are able to:
- Elucidate how the text's images, maps, and captions contribute to readers' understanding of it.
- Elucidate how the author uses the connections between the phrases and textual elements to bolster a specific idea.

- How can literary and informational writings make sense to strategically minded readers?
- What is the true purpose of this text?
- What kind of responses and thought processes are elicited by text interaction?

- Text Features: Tools used by an author to add information or further explain a concept in a nonfiction text.

- Paul Showers. (1994). Where Does the Garbage Go? HarperCollins.
- Teachers may substitute other books to provide a range of reading and level of text complexity.
- paper for students to draw a three-column chart

This lesson's objectives are to increase students' awareness of textual elements and to emphasize how to use the information they provide to aid in comprehension.
- Evaluate each student's development using anecdotal notes and observation. To find out which pupils have achieved the lesson's objective, use the Exit Ticket (L-3-1-3_Exit Ticket).

Modeling, explicit instruction, and scaffolding
W: Introduce text features to the students.
H: Help students recognize textual elements, explain how they add to the text, and use what they've learned to show that they comprehend the text.
E: Aid pupils in deciphering textual elements and drawing conclusions from them.
R: Give pupils the chance to amend or defend their explanations.
E: Watch students to see how well they comprehend textual elements.
T: Give students the chance to demonstrate their understanding of text feature identification and analysis through a solo assignment, small-group, and large-group involvement, and other means.
O: This lesson's learning activities include partner work, solo application of the concepts, large-group instruction and discussion, small-group investigation, and partner interaction.

Focus Question: How can a reader better grasp a document by recognizing and evaluating its features?

Pick a page from a nonfiction book or textbook that has a graphic on it, like a picture, an illustration, a chart, or a map. To make the page visible to the entire class, use a document camera or any other display technique. "What is this text feature?", you ask. (Students note the textual element unique to that particular text and page.) "Why do writers incorporate visual elements like images, charts, maps, and photographs into their texts?" (To assist the reader in acquiring information that will improve their comprehension of the text)

Describe how the author employed textual elements to make their writing easier to understand for the reader.  These qualities can occasionally provide us with more information. Occasionally, they elucidate the details that the writer wrote. In either case, the reader may clearly understand the author's message thanks to the combination of the words and the images.

Select a nonfiction book (such as TIME For Kids, a leveled reader, or another book). The book's topic can complement the knowledge and abilities being imparted in other subject areas.  While reading the novel to the class, pause to discuss the text's elements out loud. As you come across text features, pause to consider the following queries out loud:

What's the deal with this text feature?
Why did the writer decide to use this particular text feature?
In what ways does the text feature bolster the author's writing?
Give students a chance to experiment after reading aloud and discussing various textual elements. Read aloud a page that has the text feature on it. Tell them to turn to their partners and discuss whether the text element strengthened the author's writing. Ask pupils to justify their answers. Students ought to discuss the details that the text feature offers as well. Ask students If the author hadn't used the text function, could they still communicate that information to the readers? Lastly, inquire as to whether the author's views would have been better supported by a different textual characteristic.

Give pupils the chance to independently demonstrate their understanding of text features if you are comfortable with their ability to recognize and analyze them. Permit each pupil to select a nonfiction book. Give the following instructions to the students:

Explore the book.
Read the book again, this time focusing on the text's qualities.
Put the book's title at the top of a piece of paper. Make a chart with three columns. List the four text features you've selected from the book in column 1. Enter the page number for each text feature in column 2. Explain in column 3 how the author makes use of the text feature (to improve comprehension, to provide more details, or because it truly doesn't support the text). 
Collect the charts to determine whether or not students can identify and analyze text features.

Extension:

Provide particular feedback regarding the information a text feature supports in the text during a one-on-one think-aloud with students if they require more practice with text features.
Ask students to look for instances of textual elements in the books—including textbooks—that they are currently reading. Make a running class chart with text feature samples.
Assign students who are prepared to go beyond the typical study project to a well-known figure. Ask them to use text features to narrate the person's biography. With the knowledge they have gained about that individual, students ought to be prepared to defend the textual features they have selected.