Unit Plan 14 (Grade 5 Library): Finding Information with Text Features and Search Tools

Focus: Teach students how to use indexes, glossaries, headings, sidebars, captions, tables of contents, images, and simple digital search tools to locate information efficiently and purposefully. Students practice targeted information seeking, gather relevant details from more than one source, and share what they found through discussion, writing, or short response products.

Grade Level: 5

Subject Area: Library (Inquiry • Research Skills • Information Access)

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

I. Introduction

This unit helps Grade 5 students become more efficient and strategic when looking for information. Instead of reading every page from beginning to end, students learn how to use text features and search tools to go directly to the most helpful parts of a source. Through modeled examples, question-based practice, and short information-finding challenges, students learn that headings, captions, sidebars, glossaries, indexes, tables of contents, images, and simple digital searches can all help them locate useful information quickly. They then use what they find to share observations and supported conclusions in discussion or short written responses.

Essential Questions

• How do text features and search tools help readers find information quickly and efficiently?
• Which source features are most useful for different kinds of questions?
• How can I gather relevant information from more than one source without getting lost in too much text?
• How can I share what I found in a clear way that uses evidence from sources?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify and explain the purpose of common text features such as headings, captions, sidebars, glossaries, indexes, and tables of contents.
2. Use text features, images, discussion, and simple digital search tools to find relevant information connected to a question or topic.
3. Gather useful information from more than one source while staying focused on the research task or question.
4. Explain which text feature or search tool helped them most and why it was useful.
5. Share observations, information, and supported conclusions about a topic using what they found in sources.
6. (Optional Sessions) Strengthen targeted information-seeking skills through repeated practice with source features, question-based searches, and short response products.

Standards Alignment — 5th Grade (AASL-based Custom)

• L:S1.5b — Use books, text features, images, discussion, and simple search tools to gather relevant information from more than one source.
  • Example: A student uses headings, captions, sidebars, an index, and a digital search tool to locate information about renewable energy.
• L:S1.5c — Share observations, interpretations, text-based connections, and supported conclusions about stories and topics.
  • Example: A student explains, “I think the theme is perseverance because the character keeps failing but changes strategy each time.”
• L:S5.5a — Use reading, writing, discussion, art, technology, and presentation to explore and respond to ideas from library lessons.
  • Example: A student writes a reflection, creates a visual product, or presents findings from a short inquiry task.

Success Criteria — Student Language

• I can identify which text feature or search tool might help me answer a question.
• I can use more than one source to find relevant information quickly and efficiently.
• I can explain why a heading, caption, sidebar, glossary, index, table of contents, image, or search result helped me.
• I can share what I found using evidence from the sources I used.
• I can use reading, writing, discussion, or another response method to show what I learned.