Objective:

Students will explore various text features (e.g., captions, bold print, subheadings) to locate key information in a nonfiction text. They will break down a multiparagraph text into key parts, identifying the main idea and the focus of specific paragraphs, while practicing computational thinking through problem decomposition.

Materials Needed:

• Nonfiction books or printed articles with text features (bold print, captions, subheadings, etc.)

• Highlighters

• Paper and pencils

Steps:

• Introduction:

  • Begin by showing students a nonfiction book or article and pointing out text features like captions, bold print, subheadings, and glossaries. 

  • Ask, "How do these features help us find important information?" 

  • Explain that they will be locating key facts by identifying and using these features.

• Group Activity:

  • In pairs, students will receive a nonfiction article. 

  • They will highlight key text features like bold words and subheadings. 

  • Next, they will decompose the article by identifying the main idea of the whole text and then identifying the focus of specific paragraphs. 

  • They will record their answers on paper.

• Testing and Refining:

  • Once students have completed their analysis, they will compare their answers with a partner to test their thinking and refine their understanding of the text’s organization.

• Presentation and Discussion:

  • Students will present their findings by explaining the main topic of the text and how the features they highlighted helped them locate information. 

  • Lead a discussion about how breaking down the text into smaller sections made it easier to understand.

Equity and Access:

Provide audio versions or screen readers for students who may have difficulty reading printed text, ensuring that all learners can participate in the activity. Pair students of varying reading abilities so they can collaborate and support each other in identifying key features and main ideas. Pre-highlighted text samples can also be provided for students who need extra guidance.

Real-World Application:

Discuss how text features in everyday reading materials (e.g., manuals, websites, signs) help people quickly find information, and how this skill is valuable in school and life.

CS Practice(s):

• Recognizing and Defining Computational Problems: Students break down the text into smaller sections to better understand its structure.

• Developing and Using Abstractions: Students identify key features and use them to abstract the essential information from the text.

Standard(s):

• CA CCSS.ELA-Literacy.RI.2.5

Objective:

Students will use Scratch Jr. or another coding platform to create an interactive digital scene that illustrates the main idea and key information of a nonfiction text. They will code an animation that includes captions, bold text, and subheadings to represent important details, while developing computational thinking through coding and abstraction.

Materials Needed:

• Tablets or computers with Scratch Jr. installed

• Nonfiction texts for reference

• Word problem cards with nonfiction scenarios

Steps:

• Introduction:

  • Begin by reviewing text features (captions, bold print, subheadings) and explaining how they help organize information in nonfiction texts. 

  • Introduce Scratch Jr. as a tool to create animations that display important details from a text using these features. 

  • Show an example of how captions or bold text can be represented in a digital story.

• Group Activity:

  • In pairs, students will select a nonfiction text and create an interactive scene in Scratch Jr. to demonstrate its main idea and key facts. 

  • They will animate characters interacting with key elements of the text, using Scratch Jr. blocks to display captions, bold words, and subheadings to highlight information. 

  • For example, they might code a character to explain facts about the water cycle using captions and animations.

• Testing and Refining:

  • Students will test their Scratch Jr. animation to ensure the key facts and main ideas are correctly represented. 

  • They will refine their code by adding additional details or adjusting the sequence of their story.

• Presentation and Discussion:

  • Each pair will present their digital animation to the class, explaining how they used text features in their coding project to highlight important information from the text. 

  • Discuss how they translated nonfiction elements into a digital format.

Equity and Access:

Offer pre-coded templates for students who need additional support with coding, allowing them to focus on customizing the content and understanding text features. For students with limited access to technology or motor skills challenges, provide options to partner with peers or engage in an alternative, hands-on version of the activity, such as creating a storyboard with paper and markers to illustrate key nonfiction features.

Real-World Application:

Discuss how digital platforms like websites and educational apps use text features to organize information, and how coding skills can be applied to create informative content for others.

CS Practice(s):

• Creating Computational Artifacts: Students use Scratch Jr. to create a digital representation of a nonfiction text.

• Communicating About Computing: Students present their coded projects and explain how they used digital tools to organize and display key information.

Standard(s):

• CA CCSS.ELA-Literacy.RI.2.5

• CA CS K-2.AP.12