Unit Plan 14 (Grade 3 Library): Using Text Features to Gather Information

Focus: Help students use text features such as headings, captions, diagrams, sidebars, glossaries, and tables of contents to find and understand information more purposefully. Students learn how to scan informational pages for useful features, use those features to answer questions, and explain what they discovered using details from texts or images.

Grade Level: 3

Subject Area: Library (Nonfiction Reading • Inquiry • Information Gathering)

Total Unit Duration: 1–3 weeks, 50–60 minutes per session

I. Introduction

This unit helps Grade 3 students become more purposeful nonfiction readers by showing them how text features support understanding. In library, students are moving beyond simply reading from the top of a page to the bottom. They are beginning to notice that headings, captions, diagrams, sidebars, glossaries, labels, and tables of contents can all help a reader find information more quickly and understand it more clearly. The librarian models how to scan a page, notice useful features, and use those features to answer questions or clarify ideas. Because nonfiction reading becomes much more purposeful at this grade level, this unit helps students build habits they will use across library and classroom research tasks.

Essential Questions

• How do text features help readers find and understand information?
• Why is it useful to scan an informational page before reading every word?
• How can headings, captions, diagrams, sidebars, glossaries, and tables of contents help answer questions?
• How can I use details from a text feature to explain what I learned?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Use books, images, headings, captions, labels, tables of contents, and discussion to gather information and build understanding.
2. Identify and use text features such as headings, captions, diagrams, sidebars, glossaries, and tables of contents to locate information.
3. Share observations, predictions, connections, and beginning conclusions about stories and topics using details from texts or images.
4. Explain how a specific text feature helped answer a question or clarify an idea.
5. Use reading, discussion, writing, drawing, building, technology, or presentation to respond to what they learned from nonfiction features.
6. (Optional Sessions) Strengthen nonfiction reading habits through repeated practice with text-feature hunts, guided questions, and short responses using information gathered from features.

Standards Alignment — 3rd Grade (AASL-based Custom)

• L:S1.3b — Use books, images, headings, captions, labels, tables of contents, and discussion to gather information and build understanding.
  • Example: A student uses captions and a table of contents to locate information about frogs in a nonfiction book.
• L:S1.3c — Share observations, predictions, connections, and beginning conclusions about stories and topics using details from texts or images.
  • Example: A student explains, “I think this character will solve the problem by asking for help because the picture shows she looks worried and alone.”
• L:S5.3a — Use reading, discussion, writing, drawing, building, technology, or presentation to explore and respond to ideas from library lessons.
  • Example: A student writes a short response or creates a visual project about a story or informational topic.

Success Criteria — Student Language

• I can use text features to help me find information.
• I can explain how a heading, caption, diagram, glossary, sidebar, or table of contents helped me learn something.
• I can use details from a text or image to explain what I noticed or learned.
• I can scan a nonfiction page and notice features that matter.
• I can respond to what I learned through discussion, writing, drawing, or another clear format.