Grade 3 ELA | FAST Success Kit | FL B.E.S.T. Standards
ELA.3.R.2.1
Explain how text features—including titles, headings, captions, graphs, maps, glossaries, and/or illustrations—contribute to the meaning of texts.
Third graders must understand that authors use specific features to organize information and help readers understand the text. Students should be able to identify these features AND explain their purpose.
Reality: Text features contain essential information! A caption may explain something not stated in the main text. A diagram may be the clearest way to understand a process.
Reality: On the FAST assessment, questions often ask about information found ONLY in a diagram, map, or chart. Students must read ALL features carefully.
Reality: FAST doesn't just ask "What is this called?" It asks "How does this feature help the reader?" or "Why did the author include this?" Students must explain PURPOSE, not just identify.
| Question Type | Example Stem | What It Tests |
|---|---|---|
| Feature Purpose | "The author MOST LIKELY included the diagram to—" | Understanding WHY a feature was used |
| Feature Function | "How does the map help the reader understand...?" | Explaining how features support comprehension |
| Information Location | "Where would a reader look to find the meaning of...?" | Knowing which feature to use for specific purposes |
| Feature Contribution | "What information does the caption add to the text?" | Identifying unique content in features |
| Compare Features | "The heading helps the reader by..." | Distinguishing between similar features' purposes |
Use these stems for practice and assessment:
Before reading, have students preview the text by looking ONLY at features (headings, pictures, diagrams, etc.). Ask: "What do you think this text will be about? What will you learn?"
Create cards with feature names and matching cards with purposes. Students match them and explain their thinking. Example: "Glossary" matches with "Defines key vocabulary words."
Show a text and ask: "If we removed this diagram, what would be harder to understand?" This helps students see why features are essential, not optional.
Have students add text features to a plain text passage. They must explain WHY they chose each feature and how it helps readers.
| Term | Student-Friendly Definition |
|---|---|
| Text feature | A part of a text (like a picture, heading, or chart) that helps readers understand the information |
| Heading | A title for a section that tells what that part is about |
| Caption | Words that explain a picture, photo, or diagram |
| Diagram | A drawing with labels that shows how something works or is organized |
| Table of Contents | A list at the front of a book showing chapters and their page numbers |
| Glossary | A mini-dictionary at the back of a book that defines key words |
| Index | An alphabetical list at the back of a book showing where to find topics |
| Bold text | Darker, thicker letters used to show important words |
| Resource | Description | When to Use |
|---|---|---|
| Student Concept Worksheet | Introduces text features with visual examples and guided practice | Day 1 introduction |
| Practice Worksheet | 14 questions across multiple text excerpts with various features | Days 2-4 practice |
| FAST Practice Quiz | 10-question assessment mirroring actual FAST format | Day 5 assessment |
| Parent Activity Guide | Home activities for practicing text features in real-world contexts | Ongoing home support |
| Answer Keys | Complete answers with explanations for all worksheets | Teacher/parent reference |