Objective:

Students will explore text features (e.g., captions, bold print, subheadings) to locate key information in nonfiction texts. By decomposing multiparagraph texts into smaller sections, students will identify the main idea and understand the role of text features in conveying information, while practicing computational thinking skills like 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.

  • Explain that students will focus on identifying key information using these features, just like breaking down a larger problem into smaller parts in computing.

• Group Activity:

  • Divide students into pairs and provide them with a nonfiction article.

  • Instruct them to highlight key text features, such as bold words and subheadings.

  • Next, have them decompose the article by identifying the main idea of the entire text, and then break it down by determining the main focus of each paragraph.

  • Students will record their answers on paper.

• Testing and Refining:

  • After completing their analysis, students will compare answers with a partner to test their thinking and refine their understanding of the text’s structure.

  • Encourage students to discuss any differences and adjust their findings if needed, similar to testing and debugging a computer program.

• Presentation and Discussion:

  • Each pair will present their findings, explaining the main topic of the text and how the highlighted features helped them locate information.

  • Lead a class discussion about how breaking down the text into smaller sections made it easier to understand, similar to how computers process complex tasks by breaking them into simpler components.

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 materials, such as websites, instruction manuals, and signage, help people quickly locate key information. Emphasize how this skill is valuable for navigating information both in school and in daily 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 

• Nonfiction texts for reference

• Cards with nonfiction topics

Steps:

• Introduction:

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

  • Introduce Scratch Jr. or another coding platform 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 a coding platform to demonstrate its main idea and key facts. 

  • They will animate characters interacting with key elements of the text, using coding 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 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 a coding platform 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