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Students will work in groups to create a poster board where they identify the many different text features. Identifying the features is the first step and then students will explain what each feature tells them about the text.

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Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

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This glossary can be an additional resource for EL during the lesson where students will create captions for illustrations. EL learners will be able to work with a partner who can help them create the proper captions. This worksheet can be filled out prior with examples of nouns and pronouns so that the EL understands the meanings.

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Captions for Illustrations | Lesson plan | Education.com

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Ask students to think about the term used for the pictures and images they see in nonfiction texts, and talk to a partner about examples they have seen. Explain that illustrations are important features in nonfiction because they give more information about the text. The caption is the explanation about what the illustration shows.

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Students will identify features that will help them comprehend text. After they fill out the worksheet, they will share their charts with their group. This will help the students to see the many different text features that can be used to gather information.

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Search for Nonfiction Text Features | Worksheet | Education.com

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As your students hunt for various text features, they'll learn that these features provide important information about the text they're reading!

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For an activity, each student will choose an illustration in the book that we are reading as a class. I will give the students time to dissect the illustration and prepare to be called on randomly to explain. I will give this sheet to my EL learners so that they can have some questions to guide their thinking.

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If students are still having a hard time understanding the material, this lesson plan will be very interesting for students. As a class, we can dissect the information and use this lesson plan to reteach the information. The lesson plan has many fill in the blanks which can help students with remembering material.

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A peer will group with a special need student and show them an image. The special need student will describe the image. The peer can ask questions such as, "Where does this take place?" and "What makes you think that?" The picture below is an example of one that students can gather information from.

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Special need students will work on a project where they cut out pictures that will help their classmates learn more about themselves. The goal is that by the end, the students will be able to know the interests of the special needs students. The special need students will be able to see how much information can be told through illustrations.

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If the class is not understanding text features, the teacher can have students use magazines to find images or text that match categories. From there, the class as a whole will identify the images pasted to gather information. This assignment will show students that they can successfully gather and comprehend information.

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The following assessment is a great way to see if students are understanding the text and illustrations given.

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This worksheet will help the teacher determine if students are able to answer the questions based off the illustration or previous knowledge.