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Text Features Using Brochures: Animals and Habitats

Text Features Using Brochures: Animals and Habitats
Text Features Using Brochures: Animals and Habitats
Text Features Using Brochures: Animals and Habitats
Text Features Using Brochures: Animals and Habitats
Text Features Using Brochures: Animals and Habitats
Text Features Using Brochures: Animals and Habitats
Text Features Using Brochures: Animals and Habitats
Text Features Using Brochures: Animals and Habitats
Product Description
Teaching Informational Text with my brochures is an exciting way to get your students engaged. These science based lessons make Language Arts very intriguing. I have written 4 brochures about habitats. Instead of finding brochures from various locations, you can print these out and allow the students to write all over them. They can become hands on with these brochures and take ownership over them. After you show them a brochure, they can go on to making their own with my simple template.

Brochures are jam packed with text features, so brochures are the ideal tool to use when teaching text features. This unit will have your students gathering information, taking notes, and supplying facts about Animals and Habitats. Once they complete that, they get to create text features of their own!

What's Included?
-4 habitat informational brochures
The Forest
The Desert
The Rain Forest
The Ocean
-4 habitat brochure templates to fill out
-10 animal graphic organizers ( 2 different styles for each animal)
Mammal
Reptile
Fish
Bird
Amphibian
-5 animal brochure templates to fill out
- 1st and 2nd Grade Standards
-1st and 2nd Grade Rubrics
- Blank Rubric

First Grade Standards
CCSS.ELA-LITERACY.RI.1.5
Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
CCSS.ELA-LITERACY.RI.1.6
Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
CCSS.ELA-LITERACY.RI.1.10
With prompting and support, read informational texts appropriately complex for grade 1.
CCSS.ELA-LITERACY.W.1.2
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
CCSS.ELA-LITERACY.W.1.5
With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

Second Grade Standards
CCSS.ELA-LITERACY.RI.2.3
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.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.
CCSS.ELA-LITERACY.W.2.5
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
CCSS.ELA-LITERACY.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).

Sample Weekly Lesson Plan:
Week 1
Read it once as a class. Then as a class identify the different text features. Use a different color crayon to color each text feature you find. ( table of contents=blue, titles=orange…etc) Get the students excited about all the different text features. Explain to them that they will be making their own brochures and using many text features for the next few weeks.
Day 1
Draw some kind of thinking map. Get the students involved by highlighting an article.
Day 2
Remind students about the research you did the day prior. If you wrote it on the whiteboard, refer back to it. Then start to take formal notes on the hand out. Only to 2-3 sections. Have them use the highlighted article to get them going.
Day 3
Continue to take notes. Complete the note taking process.
Day 4
Start to write the brochure. Help students fill in the Table of Contents and to decide what to issues they would like to write about. If you decide to do front and back brochures modify the table of contents to fit your needs.
Day 5
Have student complete their writing from the previous day. Model how to write an introduction. Steer clear of “I know about….” or “ Let me tell you about…”. Instead write an interesting fact about the animal or pose a question.
Then have students create text features. Here is list of options they could include on their brochure:
Map, picture, caption, labeled picture, bold words, diagram, list, titles, chart, or graph

Total Pages
37 pages
Answer Key
N/A
Teaching Duration
N/A
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