📗 The title page is waiting inside

What you’ll learn

1. The title page is not the coverIdentify the front cover, back cover, and title page, and see that the title page is inside, restating the title and naming the makers.The cover faces the room. The title page waits just inside and names the book, the author, often the illustrator, and often the publisher.
2. Two names, two jobsName the author and the illustrator and define the role of each, including when one person does both jobs.The author wrote the words. The illustrator made the pictures. Potter can sit in both chairs. Cover the picture or the words and you lose a different gift.
3. The map at the frontUse a table of contents and page numbers to locate a chapter, and notice headings as smaller signs inside a chapter.The contents list sits near the front. The number is the address. Not every book hides the same map. Headings tell you whether you have arrived.
4. Two lists at the backTell an index from a glossary, and use captions, bold print, and headings to locate a fact without reading every line.The index is ABC and points to pages. The glossary defines this book's hard words. Captions sit under pictures. One hunt can use every door.
5. Hunt like a readerChoose the right part of a book for the question in your hand, and go find those parts in a real book tonight.Pictures and words give different information. Who made it, where is the chapter, where is the word, what does it mean — four doors. Tonight open past the cover.

Questions this course answers

Grounded in trusted sources

• Common Core State Standards Initiative, CCSS.ELA-Literacy.RI.K.5 — Identify the front cover, back cover, and title page of a book. CCSS.ELA-Literacy.RI.K.6 — Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. CCSS.ELA-Literacy.RL.K.6 — With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. CCSS.ELA-Literacy.RI.K.7 — Describe the relationship between illustrations and the text. CCSS.ELA-Literacy.RI.1.5 — Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text. CCSS.ELA-Literacy.RI.1.6 — Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. CCSS.ELA-Literacy.RI.2.5 — Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently, https://www.thecorestandards.org/ELA-Literacy/RI/K/ and https://www.thecorestandards.org/ELA-Literacy/RI/1/ and https://www.thecorestandards.org/ELA-Literacy/RI/2/ and https://www.thecorestandards.org/ELA-Literacy/RL/K/
• Department for Education (England), Development Matters, September 2023 — 3 and 4-year-olds will be learning to understand the 5 key concepts about print, including the names of the different parts of a book and page sequencing. When reading to children, sensitively draw their attention to the parts of the books, for example, the cover, the author, the page number, https://www.gov.uk/government/publications/development-matters--2/development-matters
• Department for Education (England), National curriculum in England: English programmes of study — Year 1 Reading comprehension: discussing the significance of the title and events. Year 2 Reading comprehension: being introduced to non-fiction books that are structured in different ways. Years 3 and 4 Reading comprehension, non-statutory guidance: pupils should be shown how to use contents pages and indexes to locate information, https://www.gov.uk/government/publications/national-curriculum-in-england-english-programmes-of-study/national-curriculum-in-england-english-programmes-of-study
• LibreTexts, Humanities, Use Text Features to Support Comprehending a Reading — Title pages: one of the earliest pages after opening the cover; a title page restates the title, provides the name of the author(s), and gives other publication information such as the name of the publisher and the date of publication. Table of contents: titles of chapters or other included materials along with the page each selection begins on, near the beginning. Index: at the end, more detailed than a table of contents, an alphabetized list of terms with page numbers. Glossary: definitions of challenging vocabulary, often at the end. Headings: titles for a smaller section of a longer text. Captions: the text beneath a visual, https://human.libretexts.org/Workbench/Saylor_101_ENGL096/01%3A_Logic_and_Structure
• University of Kentucky / LibreTexts, Research-Based Strategies for Even Better Preschool Storytimes, 2.4.5 Spotlight on Informational Texts — Table of contents: shows the main ideas of each part of the book and what page to find them on. Headings: tells the main ideas of a section or part of the book. Words in bold or italics: important words to know that have a definition given on this page and/or in the glossary. Captions: the words under or near a picture that give information about the picture. Index: alphabetical list of topics in the book and what page to find them on. Glossary: alphabetical list of important words and their definitions. Photographs versus illustrations. Nell Duke's tip: talk through how you used the table of contents or index to find the relevant part, https://socialsci.libretexts.org/Courses/University_of_Kentucky/Research-Based_Strategies_for_Even_Better__Preschool_Storytimes/02%3A_Integrate_Songs_and_Digital_Technology/2.04%3A_What_You_Can_Do/2.4.05%3A_Spotlight_on_Informational_Texts

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