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What is text feature walk. Results suggest that text feature walk instruction maybe effective for males and females students who do receive special services and students who do not receive special services and English language proficient and non-English language proficient students. 2013 - Most primary-aged students learn how to do a Picture Walk before reading a story. Kelly further challenges her young readers by tying the activity to a K-W-L chart.

Text features practice assessment thursday february 16 2012. The text feature walk is a structure that addresses each of these facets of expository text. The text feature walk guides students in the reading of text features in order to access prior knowledge make connections and set a purpose for reading expository text.

I review with students the purpose of each text feature using the Text Feature Chart see resource. Kelley and Clausen-Grace suggest spending a few weeks on having students identifying and reading various text features before implementing this strategy. Results from a pilot study illustrate the benefits of using the strategy and practical suggestions for implementation are offered.

Significantly improved comprehension of expository text of the participants after the text feature walk instruction. Effective reading instruction includes this important strategy yet this supportive practice is not. First students learn how text features support informational text.

A text features gallery walk is a great way to expose students to nonfiction text features in many different layouts of nonfiction texts at one time. TEXT FEATURE WALKS A. A text feature walk students work in a small group reading each feature in the order that it appears and discussing what they think they will be learning.

Unfortunately there are very few informal assessments that assess text features and those that do only highlight a few text features such as titles maps and bolded words. I have a fairly large class so I do not want my entire class of 20 students walking towards a posting at the same time. While previewing text students activate prior knowledge make predictions and set a purpose for reading the book.