Students can also make a prediction of what information they think they will learn based on the titles of the chapters in the table of contents or the headings throughout the text. Then, they can apply specific text feature tasks including using the glossary to find out the meaning of an unknown bold-faced word. Therefore, students should be provided with a book or article related to a science or social studies objective they already have background information about. In addition to recognizing and understanding the purpose of text features, students need to understand how to apply their knowledge of how to utilize the text features. Keep these child-friendly anchor charts on display for students to memorize each one. Thus, they are using a text feature to complete the assignment. Then, they should organize them on chart paper or poster board, glue them down, and label each one. ![]() Students can work in pairs or groups using magazines and newspapers to cut out each specific text feature. When we provide students with a variety of nonfiction sources, they can compare and contrast how text features are used to give information.Īnother strategy to take this scavenger concept to the next level is to have students create an anchor chart of text features. Younger readers can look for bold words and photographs while upper grade readers can complete a checklist for every text feature located in the material. One simple introductory activity that even five-year-old students can complete is the idea of going on a scavenger hunt in the book for text features. Students should have the opportunity to learn about and use text features in every nonfiction material beginning in kindergarten. Strategies for Introducing Students to Text Features The combination of text and text features presents informational material in an organized and structured format that readers can obtain with ease. Each text feature used in a nonfiction source provides as much value as the actual text. These three text features are very important because more often than not, the data is not actually written in the body of text. Lastly, visuals or data that match the information are often placed in graphs, charts, or diagrams. The bolded words in text are usually new vocabulary words that are often defined in the glossary or mini dictionary located in the back of the book. ![]() ![]() Many times, information is depicted or documented in photographs or illustrations throughout the book accompanied by captions below each one. The table of contents and index allow the reader to quickly locate which pages of the book contain specific information the knowledge can be acquired without having to read the entire book. Text features make reading informational text and research materials more efficient. ![]() What is the Purpose of Text Features?Įach text feature has a specific purpose in nonfiction material, while the overarching goal of every text feature is to quickly and easily gain access to information. Often times, authors put information in the text features that are not included in the body of the text, so it is imperative to understand how to use them effectively. Text features are used to help navigate and locate specific information provided in a nonfiction text in an easier and more efficient manner. Many of these text features can also be found in newspapers, magazines, or individual articles. The most common text features of a book include the table of contents, the index, headings, captions, bold words, illustrations, photographs, the glossary, labels, graphs, charts, and diagrams. The term text features is used in an academic setting to describe all of the components or features associated with an article or nonfiction text that are not considered the main text.
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