Looking for a new, fresh approach to teaching text features? This worksheet starts with CONTENT, so that students make the important connection that text features are based on what the text itself says!
Students have been learning text features from early elementary school, but my middle school students weren't doing well on these types of assessments. I realized that they were skipping the passage and going straight to the questions about text features-- thus separating the content of the passage with the purpose of the text features!
This 2 page worksheet is a step-by-step process for students to evaluate the content of an article and then add appropriate text features based on what would improve the reader's understanding of that article.
Includes a section for students to add print text features and graphic text features to an article to make it look as close as they can to the original, as well as questions about organizational text features if this article appeared in a science textbook.
(Accompanying articles not included.)
TEACHER PREP: In order to use this worksheet, find a recent article on a website such as newsela.com, copy the text to a word document, and remove ALL the text features.
I recommend formatting the document so that you leave about 2" at the top of the article for a title and about 2" in the left margin so they can add information such as pictures or text boxes. The spacing of the text should be about 1.5" with one space between each paragraph so they are able to add subheadings (without giving away where the original subheadings were). I also numbered the paragraphs but that is optional.
NOTE: If you do use newsela.com, this is an opportunity to differentiate your instruction (without students even knowing it!) by creating matching documents with leveled passages. I used a 9th grade level with my highest students, 7th for most of my 7th/8th graders, and a 6th grade level with my lowest students. The purpose of the assignment is to understand a passage in order to add text features, so I wanted all my students to be reading at their level. I just found a key word that was different for each of the three passages so that I could keep them straight when handing them out to students.
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