Bloom’s (Taxonomy) Unit: Text Features
Bloom’s: Non-Fiction
Knowledge: Non-Fiction
Comprehension: Main Idea
Application: Text Features
Analyze: Text Structure
Analyze: Author’s Purpose
Assess: Non-Fiction Quiz
Synthesize: Create Non-Fiction
Last year, I experimented with structuring my Reading lessons according to the levels of Bloom’s Taxonomy. Every concept within a genre would be covered following which level of Bloom’s it was and I would follow Bloom’s within the week I covered the concept.
To start the year, I focused on Fiction concepts. Once I finished that unit, I focused on Non-Fiction concepts…beginning with Main Idea. After Main Idea, I moved on to Text Features.
I spent five days on the concept. Here’s how it went.
Knowledge: Identify Text Features
Hook: Text Features Rap
I(Do): Frontload Vocabulary
Keeping it simple, I frontloaded vocabulary on the first day of this concept…introducing the kids to all the forms of Text Features.
Comprehension: Use Text Features
I(Do): Review Text Features
Before I started the lesson, I reviewed all the various types of Text Features.
Modeled Instruction: How to use Text Features?
Once I reviewed Text Features, I modeled how to use them to find information.
We(Do): How to use Text Features?
Then the kids went off and practiced with a partner. Many of them finished within minutes with no assistance.
Apply: Caption This!!!
Modeled Instruction: Caption This!!!
Incorporating technology(Seesaw), I used a photo that I’d taken of the kids and wrote a caption.
We(Do): Caption This!!!
Once I had modeled how to create a caption, the kids took a group photo with their table group and wrote a caption. They kept it simple by saying things like “We are Reading” or “We are doing Math.”
You(Do): Caption This!!!
For independent practice, each child took a selfie and wrote a caption.
Analyze: Analyze The Text Features
Talk 1: Family Photo
In the lesson, the kids would need to know the different photos related to the article. So, I displayed a picture of my family and explained how we each related to one another. (Got to make those connections)
Read: Bears
Participating in a little shared reading, I walked through an article on “Bears” with the kids. They had to answer three questions.
1. What is different about the photos?
2. What is similar about the photos?
3. How to do the photos relate to the main idea?
Talk 2: Discuss “Bears”
After reading, the kids discussed the key questions with a partner.
Write: Answer “Bears”
I gave the kids 12 minutes to answer the questions.
Here are the responses.
1. What is different about the photos?
Response: (See In Photo)
2. What is similar about the photos?
Response: (See in Photo)
3. How do the photos relate to the main idea?
Response: “The photos match the type of bears they’re talking about.”
Should humans do more to help bears?
Response: “Yes. They do things but they’re just misunderstood. They only do things to people because they’re trying to protect themselves.”
Evaluate: Text Features Quiz!!!
The kids took a ten-question quiz. 18 of 20 passed.
Synthesis: Create A Feature
For the kids to synthesize and show what they know in different ways, I had them Create A Text Feature on paper(for some) and digitally(for the more proficient Chromebook users). I thought the kids would do a bunch of captions but many of them made captions and book titles. I loved it.
Unit Success: 100 percent.
Up Next: Text Structure
The Phenomenal Student 