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Lessons
Using Science Texts to Teach the Organizational Features of Nonfiction
Discipline
Reading
Grades
2, 3
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Professional Commentary

This lesson supports students as they explore the organizational features, such as labels, captions, headings, and varying fonts, that are commonly found in nonfiction texts. Following an introductory activity, students work cooperatively to analyze a section of a nonfiction text. Although this lesson focuses on the use of science texts, teachers may adapt the process to familiarize students with texts used in other subject areas. The lesson includes links to actual student work related to the lesson. Grade levels have been changed to match CORE standards. (author/ncl/pc)

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Common Core State Standards for English Language Arts
Kindergarten–Grade 5
Reading: Informational Text
Grade 2
Craft and Structure
RI.2.5 
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
Grade 3
Craft and Structure
RI.3.5 
Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.
Writing
Grade 2
Text Types and Purposes
W.2.2 
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Research to Build and Present Knowledge
W.2.7 
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
Grade 3
Text Types and Purposes
W.3.2 
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  1. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
  2. Develop the topic with facts, definitions, and details.
  3. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
  4. Provide a concluding statement or section.
Research to Build and Present Knowledge
W.3.7 
Conduct short research projects that build knowledge about a topic.
Range of Writing
W.3.10 
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Ohio English Language Arts Standards (2001)
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard
Benchmarks (4–7)
A.
Determine a purpose for reading and use a range of reading comprehension strategies to better understand text.
Grade Level Indicators (Grade 4)
1.
Establish and adjust purposes for reading, including to find out, to understand, to interpret, to enjoy and to solve problems.
6.
Select, create and use graphic organizers to interpret textual information.
Grade Level Indicators (Grade 5)
1.
Establish and adjust purposes for reading, including to find out, to understand, to interpret, to enjoy and to solve problems.
6.
Select, create and use graphic organizers to interpret textual information.
Reading Applications: Informational, Technical and Persuasive Text Standard
Benchmarks (4–7)
A.
Use text features and graphics to organize, analyze and draw inferences from content and to gain additional information.
Grade Level Indicators (Grade 4)
1.
Make inferences about informational text from the title page, table of contents and chapter headings.
5.
Draw conclusions from information in maps, charts, graphs and diagrams.
Grade Level Indicators (Grade 5)
1.
Use text features, such as chapter titles, headings and subheadings; parts of books, including the index and table of contents and online tools (search engines) to locate information.
5.
Analyze information found in maps, charts, tables, graphs and diagrams.