I found that most students had at least a basic understanding of text features; however, they didn't know how to use the features to help them find specific information and/or understand the text. Many didn't realize that they already regularly use text features, whether in print or electronic format, to quickly get to specific information they are looking for when reading with a specific purpose. The guided reading practice was the pivotal component of this unit. It enabled me to slow down students in the reading process  to guide them, step by step, on how they actually use text features to help seek targeted information. For example, many would only think of the final text feature that enabled them to answer a question, such as bold or italicized print or a heading. I was able to show them, through a think aloud, of how I first read the book title and front/back covers, then I wondered what a given question was really asking (e.g., definition of a word that I could easily find in the glossary, list of characteristics that I may find in a text box or bulleted list, a sub-heading that I could find in the table of contents, person's or object's name that I might find in the index, etc.). 

Guided groups also allowed me to differentiate at each reading level. I was able to teach some students who were reading above grade level how and when to skim and scan to find information in longer texts as well as teach students reading below grade level how and when to use basic text features to help make meaning of a text. 

The students loved the hands-on activities, such as the scavenger hunt and collage making. The Kahoot trivia games were not only a fun way to engage students but also allowed me to identify and re-teach misconceptions immediately. Students also enjoyed uploading Seesaw videos explaining how they used text features as well as providing thoughtful feedback for peers.