1. 1st Two Weeks—Text Features Day 01
7th Grade Science
1st Two Weeks—Text Features
Day 01
Please pickup the following:
* BLAM Handout
* Safety Contract
* Exit Slip

2. Bell Work
What are some parts of textbooks that authors may use in nonfiction books to help us better understand the written words?
Agenda:
Intro
People Hunt
Lab Safety
Text Features

3. Q1: What layer is labeled letter S?
crust
inner core
mantle
outer core
SC8.4.2.a DOK 1

4. Q2: What are the ingredients that make up soil?
air, water, minerals, and plant material
air, water, and non-renewable resources
air, water, animal waste, and microorganisms
air, water, minerals, microorganisms, and plant material
SC8.4.2.b DOK 1

5. Mathematics Booster Record the length of the rectangle.
Point out the area for showing their work and for their answers. Also have students reflect upon their correctness and what they can do in the future when facing a similar problem.

6. Greek and Latin Roots Greek/Latin Meaning herbi- grass, plant -vore
to eat
bio-
life, living matter a-
not, without
de-
reduce, away, down, remove
Have students write the meaning of each root in the appropriate spot in their BLAM books. We’ll work with this set of roots, using strategies from Marzano’s Six Step Vocabulary, for two weeks. Then we’ll have another set of roots.

7. Objectives
I will know (knowledge): the purpose of different types of text features in expository text.
I will be able to (skill): incorporate text features that enhance expository (nonfiction) text material.

8. Bell Work Answer Answer:
What are some parts of textbooks that authors may use in nonfiction books to help us better understand the written words?
Answer:
Photographs, tables and graphs, maps, images, models, glossary, index, bold or italicized word

9. A1: What layer is labeled letter S?
crust
The outer layer is the crust.
inner core
The center of the Earth is the inner core.
mantle
The layer directly below the crust is the mantle.
outer core
The layer surrounding the inner core below the mantle.
SC8.4.2.a DOK 1

10. A2: What are the ingredients that make up soil?
air, water, minerals, and plant material
Soil needs the above ingredients plus microorganisms.
air, water, and non-renewable resources
Soil is not made of non-renewable resources and this description is missing minerals microorganisms, and plant materials.
air, water, animal waste, and microorganisms
Soil is not made of animal waste and this description is missing minerals and plant materials.
air, water, minerals, microorganisms, and plant material
All of these materials are needed to make soil.
SC8.4.2.b DOK 1

11. Mathematics Booster
Record the length of the rectangle. The length of the rectangle is 2.5cm.
Point out the area for showing their work and for their answers. Also have students reflect upon their correctness and what they can do in the future when facing a similar problem.

12. Safety Contract Signed by you, the student Signed by a guardian
Returned ASAP—it is your 1st grade!

13. Learning About Your Resources
Think–Write-Round Robin
The teacher asks a question and gives think time. (60 seconds BEFORE you can begin writing)
Students think and then respond independently in writing. (No talking)
Finally, students share their thoughts one at a time around the table (or circle)
Continue around the table until the teacher says stop.
What is a work of fiction? Nonfiction?

14. Think-Write-Round Robin: Based on your experiences with books, what are two big differences between fiction and nonfiction books?

15. Fiction versus Nonfiction Text
Narrative: The main purpose of narrative text is to tell a story.
Narrative text has beginning, middle and end, characters, plot or conflict, and setting.
Usually, narrative texts are written from the author's imagination.
Non-fiction
Expository: The main purpose of *expository text is to inform or describe.
Authors who write expository texts research the topic to gain information.
The information is organized in a logical and interesting manner using various expository text structures.
*expository: to put forth, or explain

16. Getting the most from your textbook: How to use text features
Text features include the physical features of the text that highlight the important content.
Table of contents
Glossary
Index
Charts and graphs
Headings
Insets and sidebars
Maps
Diagrams and cutaways
Bullets, asterisks, and stars
Captions and labels
Timelines
Types of print
Photos and pictures

17. Why Text Features Are Important
Build on background knowledge
Make stronger predictions
Focus on the main topic
Presents new material in meaningful chunks
Understand new words
Look up information in an efficient way

18. Five Categories of Text Features
1. Text Divisions
2. Organizational Tools
3. Graphics
4. Font Size or Formatting
5. Layout

19. Category Description Example
1. Text Divisions
Identify how the text is organized and presented
Chapters
2. Organizational Tools
Help readers understand key topics or information
Table of Contents
3. Graphics
Visual representations that help the reader understand the main text better
Diagram
4. Font Size or Formatting
Any change in font that signals the reader that this is important
Boldface
5. Layout
Include aids that point readers to important information
Insets
This is printed on the Text Features Activity for students to work on with a partner.

20. Bullets
Author’s Information
Title
Sidebar
Summaries
Colored Print
Photographs
Labels
Subheadings
Captions
Cutaways
Pronunciation Guide
References
Diagrams
Illustrations
Charts
Timelines
Tables
Glossary
Index
Introductions
Headings
Graphs
Italics
Maps
Insets
How would you organize this list of text features found in you’re textbook?
With a partner, categorize the list of text features into one of five categories. Look through chapter 1 for examples of each of these, then decide which category you would place it in.
This is also printed on the back of the student handout for the categorizing Text Features Activity.

21. Category Description Example
1. Text Divisions
Identify how the text is organized and presented
Chapters, sections, introductions, summaries, and author information
2. Organizational Tools
Help readers understand key topics or information
Titles, table of contents, index, headings and subheadings, glossary, pronunciation guide, and references
3. Graphics
Visual representations that help the reader understand the main text better
Diagrams, charts and tables, graphs, maps, labels, photographs, illustrations, paintings, cutaways, timelines captions
4. Font Size or Formatting
Any change in font that signals the reader that this is important
Boldface, italic
5. Layout
Include aids that point readers to important information
Insets, sidebar, bullets, and numbers
Key to review with students – have volunteers share what they identified for each category.

22. Food Chain Book Assignment: Create a book!
Page 1 (Front Cover)—is the TITLE Page
Page 2—Table of contents
Next Pages—Each paragraph should be glued to a separate page; you need to add visuals and other text features (highlight, glossary, etc.)

23. Now that you are more familiar with the TEXT FEATURES of your textbook, complete the Textbook Scavenger Hunt.

24. Exit Slip
State one word (school appropriate) that describes how you feel about science.

25. I will know (knowledge): the purpose of different types of text features in expository text.
Ecosystem Day 01 & 02

26. I will be able to (skill): incorporate text features that enhance expository (nonfiction) text material.
Ecosystem Day 01 & 02