Text Features

are components of a text, separate from the main body, that act as visual and structural cues to help readers locate, understand, and organize information.

Standard 6

Progression 

objectives in chronological order with shifts bolded

PK.6.R

Students will begin to identify pictures, charts, grade-level texts, or people as sources of information on a topic of interest. 

Prekindergarten students are introduced to the idea that information can come from pictures, charts, and people. They begin recognizing visual sources and people as ways to learn about topics of interest.

K.6.R.1

Students will identify relevant pictures, charts, grade-level texts, or people as sources of information on a topic of interest. 

Building on prekindergarten learning, students identify which pictures, charts, texts, or people are relevant to their topic of interest.

K.6.R.2

Students will identify and use graphic and text features to understand texts:

 ● photos

 ● illustrations

 ● titles 

Kindergarten students begin actively using basic visual text elements to help them understand content. Identification of graphics and text features begins to inform the understanding of text. 

1.6.R.2 

Students will identify and use graphics and text features to understand texts:

● photos 

● illustrations 

● titles 

● labels

● headings

● charts

● graphs

First-grade students expand their text feature knowledge to include organizational elements like labels and headings, as well as data displays such as charts and graphs, to better understand texts.

2.6.R.2

Students will identify and use graphic and text features to understand texts: 

● photos

● illustrations 

● titles 

● labels 

● headings 

● charts 

● graphs 

● captions 

● subheadings 

Second-grade students use text features, such as captions and subheadings, to organize information and better understand what they read.

3.6.R.2

Students will identify and use text features (e.g., graphics, captions, subheadings, italics, charts, tables, legends) to comprehend informational texts.

Third-grade students work with additional features, such as italics, bolded words, tables, and legends, and shift focus from general text understanding to comprehending informational texts.

4.6.R.2

Students will identify and use text features (e.g., graphics, captions, headings/subheadings, bold/italicized words, charts, tables, legends) to comprehend informational texts.

Fourth-grade students refine their understanding of formatting features that emphasize important information within informational texts, such as bold text, which helps readers quickly notice key words.

5.6.R.2 

Students will identify and use text features (e.g., graphics, captions, headings/subheadings, bold/italicized words, charts, tables, legends) to analyze the structure of informational texts.

Fifth-grade students move beyond comprehension to analyze how text features work together to organize and present information, focusing on the structure of informational texts.