Reading Workshop Unit of Study - Kindergarten Unit 5

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1 Content Area: Reading Workshop Grade Level: Kindergarten Unit Title: Nonfiction Reading Strategies Duration: 5 weeks (May- June) Concepts: Readers get ready to study nonfiction text. Readers use features of nonfiction text to help them understand. Readers read nonfiction texts to learn and uncover their interests and curiosities. Readers apply multiply strategies to deepen understanding Readers make connections and talk about nonfiction text Physical Structures Other Structures Classroom library Individual book bags & storage (baskets/hooks) Meeting area Mini-Lesson minutes Work time: Independent reading minutes Partner reading 5-10 minutes Share time (5 minutes) Also allow time for: Independent reading with just right books in teacher assigned reading nooks (5-20 minutes) Partner reading with just right books in nooks (10 minutes) Resources and Materials References: Growing Readers by Kathy Collins The Art of Teaching Reading by Lucy Calkins Primary Units of Study by Lucy Calkins The Literate Kindergarten by Susan Kempton Materials: Just right books (leveled texts appropriately marked) Book baskets Books teachers read aloud Nonfiction texts (some at appropriate student levels) Magazines (Zoo Books Zootles, National Geographic Young Explorer) Anchor charts Anecdotal records Internet 1

2 Content Area: Reading Workshop Grade Level: Kindergarten Unit Title: Nonfiction Reading Strategies Duration: 5 weeks Concepts Assessment Instruction Readers get ready to study nonfiction text. Readers use features of nonfiction texts to help them understand. Readers read nonfiction texts to learn and uncover their interests and curiosities. See readers Reading nonfiction books to gain real information Sorting books into fiction and nonfiction categories Hear readers Share the differences and similarities they notice between fiction and nonfiction Stating facts found in nonfiction books See readers Pointing to and talking about nonfiction text features (captions, table of contents) to help them gather information Hear readers Saying, this is a nonfiction/informational book because See readers Flipping through pages and pointing to what they noticed Putting sticky notes on the things they have learned Reading multiple texts on the same subject to gain more information Hear readers Talking about books they are interested in reading Talking about what they know, want to know, learned, and questions they still may have about a book Readers identify the difference and similarities between fiction and nonfiction books Readers find real facts in nonfiction books Readers sort books into fiction and nonfiction categories Readers identify the part of nonfiction books Some nonfiction books have an author, illustrator, title page, table of contents, headings, captions, bold print, and a glossary Readers choose books that interest them Readers choose topics that they want to learn more about Readers discuss what they know about a topic Readers discuss what they want to know about a topic Readers discuss and mark their findings when they are learning something new Readers read multiple texts on the same topic to gain more information Readers talk with partners about what they have learned from nonfiction books 2

3 Content Area: Reading Workshop Grade Level: Kindergarten Unit Title: Nonfiction Reading Strategies Duration: 5 weeks Concepts Assessment Instruction Readers apply multiple strategies to deepen understanding. See readers... Dipping in and out of texts to locate information Skimming books to read text features such as labels, diagrams, and captions Hear readers Asking questions about their reading Answering questions through prior knowledge, pictures, and partner discussions Discussing how to answer questions through using the computer Readers use prior knowledge to answer questions about their reading Readers use pictures and photographs to answer questions about their reading Readers use other resources to answer questions: reading partners, experts, and technology Readers can dip in and out of non-fiction books to read for information Readers use text features to make meaning of their reading Readers make connections and talk about informational text. Hear readers Look, this is the same/different as this other book These are some important things I read in my book. Readers compare/contrast information found in nonfiction texts Readers connect what they read to their lives Readers connect what they read to the world Readers talk about important facts Readers can answer questions about their books 3

4 String 1 Readers get ready to study nonfiction text. Assessments: String Day 1 Day 2 Readers notice differences and similarities between Readers notice that nonfiction books contain real facts. fiction and nonfiction texts. See readers Reading nonfiction books to gain real information. Sorting books into fiction and nonfiction categories. Hear readers Share the differences and similarities they notice between fiction and nonfiction. Stating facts found in nonfiction books Readers, today I want to show you a type of book that we have in our classroom library. It is called a nonfiction book. Show students 2 books about the same topic - one nonfiction book and one fiction book Example: Penguins & Tacky the Penguin), Both of these books are about penguins. What else do you notice about each book? Make a list for each book of things that the students notice about the books Have students explore book baskets containing nonfiction books When you read today, take a close look at your books to see if they are fiction or nonfiction. Allow a few students to tell the group about a fiction or nonfiction book in their book bag Make sure you choose a nonfiction book that contains all of the text features that you want to highlight for students Example: Table of contents, captions, glossary, diagram, headings, bold print, real photographs Readers, nonfiction books contain real facts about something and fictional books are made up stories that sometimes contain things that can t happen like magic or talking animals. Let s look at the books from yesterday and see if this is true. Review chart and add new observations Show the class 2 more books that they may not have seen and ask them to give you a thumbs up if it is fiction and a thumbs down if it is nonfiction Ask students to explain their thinking to their partners Today as you are reading, you can take a closer look at your nonfiction books and see if it contains true facts. Choose a few students to share some true facts that they found in a nonfiction book 4

5 String Day 3 Day 4 Day 5 String 1 Continued Readers help sort the classroom library Readers chart what they notice in into fiction and nonfiction. nonfiction texts. Readers get ready to study nonfiction text. Today we are going to use what we learned about fiction and nonfiction to sort our classroom library. Review the chart created from days 1 and 2 Show students bins that you will store the books in and have them already labeled fiction and nonfiction Give small groups of students a stack of books to sort based on the characteristics on the class chart Then ask students to put the books into the appropriate baskets From now on, we will be organizing our books into these categories. This will help us learn the differences between fiction and nonfiction. Have a few students to explain their reasons for sorting the books they way they did earlier in the lesson Readers, today we are going to take a close look at some nonfiction books. I want you to look carefully at the pages as I read and see if you notice anything that you don t normally see in a fiction or story book. Choose an easy reader nonfiction text to read to the class that has several text features inside Using sticky notes, mark the pages where students noticed a text feature Add these ideas to a chart later on Give each partnership 2 sticky notes and a nonfiction book With their partners, ask students to each choose a text feature to mark As you read today, be sure to notice some of these text features in your books. We will soon learn about how those can help us read and understand better. Choose a few partnerships to share the text features that they found in their books Readers sort the books in their book bags into fiction and nonfiction. Readers, yesterday we sorted our classroom library into fiction and nonfiction books. Today I want you to sort the books in your book bag the same way. Review the chart with the nonfiction text features so students will know what to look for in their books Have students go to their seats with their book bags in front of them Readers, I want to you to take out your books and make 2 piles on your desk. One pile is going to be for nonfiction books and the other is going to be for fiction books. I wanted you to do this so that you can be sure you have a good variety of fiction and nonfiction books to read today. Have students take their books to their nooks to begin reading If a student does not have a good variety, you may want them to choose a few more books from the library Have a few students to explain their reasons for sorting their books they way they did 5

6 String 2 String Day 1 Day 2 Readers use features of nonfiction texts to help them understand Assessments: See readers Pointing to and talking about nonfiction text features (captions, table of contents) to help them gather information Hear readers Saying, This is a nonfiction/information al book because Readers notice and identify the cover, title, author, illustrator and title page. Today readers, I want us to look how nonfiction books have a title, an author, an illustrator, and a title page. Go over the definitions and where to find the title, an author, an illustrator, and a title page Show a different information book to the students Point to each part and have them tell their partner whether you are pointing to the title, author, illustrator, or title page When you are reading your nonfiction books today, I want you to be looking for the title, author, illustrator, and title page. Ask a few students to share where they located the title, author, illustrator, or title page Be sure to point out to students that nonfiction books may not have all of the text features Readers notice and identify the table of contents and headings. Today readers, I want us to look how many nonfiction books have a table of contents and headings. The table of contents tells you what page you can find information and the headings tell the reader what we are going to learn about. Show an example of how the table of contents works, The headings match the table of contents. Look how the heading on page 4 matches what the table of contents shows what we are going to read about on page 4. Show how the headings are usually in large, bold print and at the top of the page Model how some informational books do not have a table of contents or headings - some of the easy readers do not Pass out nonfiction books or have them look through a tub at their table. Ask students to find the table of contents in their nonfiction books Show a few examples of books that have table of contents and some that do not Optional: You may have the students see if the table of contents matches the heading on the given page When reading your nonfiction books today, be looking for a table of contents and headings. Remember you can find the table of contents in the beginning of the book and the heading are in large, bold print at the top of the page. Not all books have a table of contents or headings. Ask a few students to point out the table of contents and headings in their book 6

7 String Day 3 Day 4 Day 5 String 2 Continued Readers use features of nonfiction texts to help them understand. Readers notice and identify diagrams and labels. Today readers, I want to show you that many nonfiction books have diagrams in them with labels. Diagrams are pictures that show how something works. Many times they have labels on them that point and name part of the picture. Show more examples from different books Pass out nonfiction books or have them look through a tub at their table Ask students to look for diagrams and labels in their nonfiction books and share with their partner Diagrams are pictures that show how something works. Many times they have labels on them that point and name part of the picture. When you are reading today, be looking for them to share with your partner. Ask a few students to point out diagrams and labels they found in their book Readers notice and identify captions and photographs. Today readers, I want to show you that many nonfiction books have captions and photographs. Photographs are taken with cameras and they show real pictures. Sometimes, the picture is from a drawing and it may look like it was colored or like a cartoon. Show examples of different types of photographs and pictures Captions are sentences that give information about the photograph or drawing. Captions are usually found below. Show more examples from different books Pass out nonfiction books or have them look through a tub at their table Ask students to look for photographs and captions in their nonfiction books and share with their partner Photographs are taken with cameras and they show real pictures. Sometimes, the picture is from a drawing and it may look like it was colored or like a cartoon. Captions are sentences that give information about the photograph or drawing. Captions are usually found below. When you are reading today, be looking for them to share with your partner. Ask a few students to point out photographs/pictures and captions they found in their book Readers notice and identify bold print and glossary. Today readers, I want to show you that many nonfiction books have bold print and a glossary. Bold print is big print or dark print that tells you this is an important part or word. A glossary tells you what important words mean and it is found in the back of the book. Show examples of how bold print words match the words in the glossary Show more examples from different books Pass out nonfiction books or have them look through a tub at their table. Ask students to look for bold print and diagrams in their nonfiction books and share with their partner Bold print is big print or dark print that tells you this is an important part or word. A glossary tells you what important words mean and you find it at the back of the book. When you are reading today, be looking for them to share with your partner. Ask a few students to point out bold print and a glossary they found in their book 7

8 String 3 String Day 1 Day 2 Readers find out what kind of book interest them. Readers talk about what they know. Readers read nonfiction texts to learn and uncover their interests and curiosities. Assessments: See readers Flipping through pages and pointing to what they noticed Putting sticky notes on the things they have learned Reading multiple texts on the same subject to gain more information Hear readers Talking about books they are interested in reading. Talking about what they know, want to know, learned, and questions they still may have about a book The teacher will explain what the word interest means. Tell students that when they choose books they can choose books that interest them I love dogs. I really like to read books about dogs so I can learn more about them. When I am choosing a book I look for books about dogs because that interests me. Do not read the book today, only show the front cover Have students turn and tell their partner one thing that they are interested in Remember that when you choose books to read, choose books that you are interested in reading. Have a few students share a book they are interested in reading and why they choose that book Note Use the same book all week long Do not read the book to the students, only show the front cover The teacher will write down on chart paper what she knows about dogs I want to write down all of the things I know about dogs before I read my book. That way I can be sure of what I know about dogs. Write three or four things on the chart paper Do not read the book today, only show the front cover Ask students to turn and tell their partner something they know about dogs. Call on a few students to share Write their comments on the chart paper Today when you read, remember to think of all the things you know about your book before you read. Ask a few students to share what they know about the book they are reading The teacher starts a KWLH chart with the students K - Stands for helping students recall what they Know about the subject W - Stands for helping students determine what they Want to learn L - Stands for helping students identify what they Learn as they read H - Stands for How we can learn more (other sources where additional information on the topic can be found) We will touch more on the H, on string 4, day 5 8

9 String Day 3 Day 4 Day 5 String 3 - Continued Readers read nonfiction texts to learn and uncover their interests and curiosities. Readers talk about what they want to know. The teacher will write down on chart paper what she wants to know about dogs Before I read my book, I want to write down things I want to know about dogs. Hmm, let me think of something I don t about dogs. I would love to know about dog tricks. I ll write that down on my paper. Do not read the book today, only show the front cover Ask students to turn and tell their partner something they would like to learn about dogs that don t already know Call on a few students to share - write their comments on the chart paper Before you read your book today, think of something you want to know about your book and see if you can find it. Share what you found with your partner during partner reading time. Aks a few students to share something that want to learn about their book Readers talk about what they learned and find evidence. The teacher will read the book about dogs to the students As the teacher finds new information, the teacher will mark it with a sticky note The teacher will then write down two or three things that were learned on chart paper Ask students to turn and tell their partner something they learned about dogs. Call on a few students to share - write their comments on the chart paper We have been reading many nonfiction books and learning new information. Today when you are reading put a sticky note on the page where you learn something that you didn t already know. Ask a few students to share what they have learned in their books Readers talk about how we can learn more about the book and questions they may have. The teacher will think out loud about things the teacher still wants to know about dogs and what to do to find out the answers Readers, I have read the book about dogs and I have learned that they can do tricks like jumping and rolling. I also learned that dogs can be pets and live in the wild. You know, I was still wondering what kind of dog would be the best kind of rescue dog, like the ones police and firefighters use. I know, I can look in the classroom or go to the library and find more books on dogs. I bet they might have the answer. Write your question or wondering on chart paper Have students turn and tell their partner something are still wondering about dogs. Call on a few students to share - write their comments on the chart paper When you are reading today, think about any questions you might still have about your book. If your book doesn t have the answer, try and find another book on your topic and see if that helps. You can also ask your partner during partner reading time if they know the answer. Ask a few students to share questions they still have about the book they are reading 9

10 String 4 Readers apply multiple strategies to deepen understanding. Assessments: String Day 1 Day 2 Readers use prior knowledge to answer questions about their reading. See readers... Dipping in and out of texts to locate information Skimming books to read text features such as labels, diagrams, and captions Hear readers Asking questions about their reading Answering questions through prior knowledge, pictures, and partner discussions Discussing how to answer questions through using the computer Mini-lesson Readers, we ve learned you may still have questions after you ve read a book. If that happens, I want you to use what you already know to try and answer your questions. Watch me as I show you. I just finished reading this book about toads yesterday but I m still wondering if toads live in Michigan. Hmmm, let me think. Well, I remember my dad saying there was a toad in our back yard last summer. I guess they must live in Michigan. Yesterday, I read you this book about penguins but I m still wondering if penguins can fly. Can you use what you already know about penguins and try to answer my question? Tell your partner. Link Today readers, if you still have questions about something in your reading, I want you to use what you already know about the topic and try to answer the question Share Ask a few students to share that were able to answer their questions with prior knowledge Choose one familiar book to use over the next three days of lessons The one used here is about toads Readers use pictures and photographs to answer questions about their reading. Readers, I still have more questions about toads. I ve finished my book and used what I already know to answer some of my questions but I m still wondering if toads can be brown. Let me teach you how to use the pictures and photographs in a book to answer questions. Flip through the book and stop when you see a picture that answers your question Now, let s try it with our penguin book. I m wondering if penguins can swim, so I m going to turn the pages of the book. Tell me to stop if you see a picture or photograph that answers my question. Today when you re reading, remember that the pictures and photographs can help you answer questions. Choose two children that were able to use the pictures and/or photographs to answer questions about their books 10

11 String Day 3 Day 4 Day 5 String 4 - Continued Readers apply multiple strategies to deepen understanding. Readers use other resources to answer questions: reading partners, experts, and technology. There will be times in your reading lives when you ve tried everything to answer your questions and you will still have wonderings. If that happens you can do three things, watch me as I write them on our new chart. What to do if you still have burning questions - Ask your reading partner, ask an expert, use the computer. Discuss each one with the class I m wondering if penguins like to eat tuna fish but it s not in my book. I ve tried using what I already know and I ve looked at the pictures. Can you tell your partner what I should do now? Today, if you re reading and you can t find the answer to a question, you ll need to decide which of these three ideas you ll use to find your answer. Ask three students to share, one demonstrating each of the three strategies taught for answering questions Readers can dip in and out of non-fiction books to read for information Readers, when we read a fiction book we start at the title and read each page until the end of the story. With a non-fiction book, you do not always have to start at the beginning and read the whole book. Watch me as I show you: This book is about where animals live. I want to read about where beavers live. I don t want to read the whole book, so I will use the table of contents to show me where to read. Model reading the specific part of the book, If your book doesn t have a table of contents, you can turn the pages until you discover a page you want to read and find more about. Watch me. Model turning the pages until you find a page about beavers Let s practice with two different books. This book is all about mammals but I only want to read about dogs. Can you look on the table of contents and tell me where to go in the book? Now, I want to read about tigers. Let s skim the pages until we find a page about tigers. When you are reading your nonfiction books today, remember that you can dip in and out of these types of books to discover specific information. Ask a few students to share how they were able to dip in an out of their non-fiction reading, for specific information Readers use text features to make meaning of their reading. Readers, you can learn a lot about a topic without reading every single word in a book. The text features are a great thing to use and make new discoveries in your reading. Watch me. Model for students that you do not need to read all of the words on a page Stop and read the diagrams, labels, and captions Model how to skim the pages for these text features I wonder if there is a map in this book to show me where penguins live. I m going to skim the pages. Tell me to stop if you see a map that we can read. Today when you re reading, pay attention to the text features and practice skimming the book to focus on these features. Choose a few children to share their text features with the class and what they learned from reading them 11

12 String 5 Readers make connections and talk about informational books. Assessments: String Day 1 Day 2 Readers make connections between two nonfiction books and compare and contrast the books (text to text). Hear readers say Look, this is the same/different as this other book. These are some important things I read in my book. Teacher will model making connections between two familiar books on the same topic, such as Frogs, Toads, and Tadpoles Too, this is a Rookie Read- Aloud by Children s Press, and Frogs which is a Zootles book Compare and Contrast the two books and make a chart of the information found in the texts Example, Frogs has a map Ask partners to turn and talk about what they noticed was the same or different in the two books Add a few ideas to the chart Readers make connections between nonfiction books they read and their lives. (Text to Self) Teacher will model making a connection to the two nonfiction books used in the previous lesson Today readers, we are going to look at two nonfiction books on the same topic and talk about how it reminds us of something that happened in our life. When I was reading the books about frogs, I thought about last spring when I took a bucket to my pond and caught tadpoles and brought them to school. Ask students to think about connections they could make to the books Ask students to tell their partner the connection they made Today when you are reading your nonfiction books, stop several times and think about how your books are the same and how they are different. Select a couple of students to show their books and talk about the similarities and differences Remember, today when you are reading your nonfiction books, stop and think about connections you can make to what you are reading. Have one or two students share a connection they made with the books they were reading 12

13 String Day 3 Day 4 Day 5 String 5 Continued Readers make connections and talk about informational books. Readers make connections between nonfiction books they read and what is in the world (text to world). Teacher will model making connections between familiar nonfiction books and the world Readers, I was noticing in the book we have been reading about frogs, there is a map to show where frogs are located in the world. I have maps like these in the classroom, and we can mark our map as well. Many times when we read books we can connect what we read to our world. Ask students to think about connections they can make between the nonfiction book and the world Have they seen television programs about frogs, or could they think of a place near the school where they could find frogs? Ask students to turn and talk about the connections they could make to the world Today when you are reading your nonfiction books, stop several times and think about how your book connects to something in the world. Readers talk about important facts. Teacher will model sharing important facts from a familiar nonfiction book Readers, you have been learning important facts in your reading and marking those places with sticky notes. Today I want to show you how you can share those facts with your partner. Choose a student and model sharing a fact from a familiar book Ask students to practice telling another important fact from the book to their partner Encourage good speaking/listening skills Remember today when you are reading, mark facts you want to share with your partner and share those facts during partner reading time. Choose a couple of students to show their books and talk about the facts they shared with their partner Readers can answer questions partners ask. Teacher will model listening to a partner and asking follow-up questions Choose a student to share important facts from his/her book Demonstrate good listening skills and ask a question that shows you have been listening Give the student you selected the opportunity to answer your question Ask partners to turn and talk about questions they might ask the student Teacher mentions one or two questions over heard Remember that when you are sharing with your partner you can ask and answer questions of each other. Choose one or two students to share questions they answered during their partner reading time Select one or two students to show their nonfiction books and talk about their connections to the world 13

14 Mini-lesson Structure for Workshop Units of Study Instruction Kindergarten Unit 5 Subject: Reading Unit of Study: Nonfiction Reading Strategies, Unit 5 String of Mini-lessons: Readers get ready to study nonfiction text, String 1 Mini-lesson Title: Readers notice differences and similarities between fiction and nonfiction texts, Day 1 Connection: Readers, you have been reading many different books during reading workshop. Today, I want to show you a new kind of book. Teaching: Readers, today I want to show you another kind of book that we have in our classroom library. It is called a nonfiction book. Show students 2 books about the same topic. One nonfiction book and one fiction book (example: Penguins & Tacky the Penguin). Both of these books are about penguins. What else do you notice about each book? Make a list for each book of things that the students notice about the books. Tacky the Penguin by Helen Lester Tacky wears clothes Pictures were drawn by an illustrator Title page Cover and title Story with a beginning, middle, and end Cool Penguins by Jeff Bauer Real photographs Title page Cover and title Table of contents with chapters Page numbers Labels Ask students to explore book baskets containing nonfiction books. When you read today, take a close look at your books to see if they are fiction or nonfiction. Choose a few students to tell the group about a fiction or nonfiction book in their book bag. Make sure you choose a nonfiction book that contains all of the text features that you want to highlight for students: Table of contents Captions Glossary Diagram headings Bold print Real photographs 14

15 Mini-lesson Structure for Workshop Units of Study Instruction Kindergarten Unit 5 Subject: Reading Unit of Study: Nonfiction Reading Strategies, Unit 5 String of Mini-lessons: Readers use features of nonfiction texts to help them understand, String 2 Mini-lesson Title: Readers notice and identify the cover, title, author, illustrator and title page, Day 1 Connection: Readers, we have been talking about nonfiction books and how they tell real true facts about something. Teaching: Today readers, I want us to look how nonfiction books have a title, an author, an illustrator, and a title page. Go over the definitions and where to find the title, an author, an illustrator, and a title page. The title tells what the book will be about. The author, the person who wrote the book, and the illustrator or photographer is the person who doest he pictures. The title page has the title, author and illustrator/photographer on it. Show a different nonfiction book to the students. Point to each part and have them tell their partner whether you are pointing to the title, author, illustrator, or title page. When you are reading your nonfiction books today, I want you to be looking for the title, author, illustrator, and title page. Ask a few students to share where they located the title, author, illustrator, or title page. Be sure to point out to students that nonfiction books may not have all of the text features. 15

16 Mini-lesson Structure for Workshop Units of Study Instruction Kindergarten Unit 5 Subject: Reading Unit of Study: Nonfiction Reading Strategies, Unit 5 String of Mini-lessons: Readers read nonfiction texts to learn and uncover their interests and curiosities, String 3 Mini-lesson Title: Readers find out what kind of book interest them, Day 1 The teacher will explain what the word interest means. Tell students that when they choose books they can choose books that interest them. When I choose a book to read, I will think of something that interests me. Interest means something that I would like to read and I want to know more about. I love dogs. I would really like to read books about dogs so I can learn more about them. When I am choosing a book I look for books about dogs because that interests me. I want you to turn and tell your partner something that interests you that you might want to read about. Ask students to turn and tell their partner one thing that they are interested in. Remember that when you choose books to read, choose books that you are interested in reading. Ask a few students to share a book they are interested in reading and why they choose that book. Use the same book all week long. Do not read the book to the students, only show the front cover. 16

17 Mini-lesson Structure for Workshop Units of Study Instruction Kindergarten Unit 5 Subject: Reading Unit of Study: Nonfiction Reading Strategies, Unit 5 String of Mini-lessons: Readers apply multiple strategies to deepen understanding, String 4 Mini-lesson Title: Readers use prior knowledge to answer questions about their reading, Day 1 Connection: Last week we learned that good readers often ask questions about their reading. This week, I m going to teach you how to find the answers to your questions. I know from conferencing with you that many of you still have questions ~ even after you ve finished reading a book. If that happens, I want you to use what you already know to try and answer your questions. Watch m as I show you. I just finished reading this book about toads yesterday but I m still wondering if toads live in Michigan. Hmmm, let me think about what I already know about toads. Well, I remember my dad saying there was a toad in our back yard last summer. I guess they must live in Michigan. Now I want you to practice. You guys know a lot about penguins from the book I read yesterday. Here is the book that I read to you. I have a question that I m wondering about penguins. I m wondering if penguins can fly. Can you use what you already know about penguins and try to answer my question? Tell your partner. Today readers, if you still have questions about something in your reading, I want you to use what you already know about the topic and try to answer the question. Readers always connect what they know from life experiences into their reading lives. Ask a few students to share how they were able to answer their questions with prior knowledge. You will need to choose at least two familiar non-fiction books to use during this string of lessons. One book will be for you to model and teach the strategy and the other text will be for the active engagement. 17

18 Mini-lesson Structure for Workshop Units of Study Instruction Kindergarten Unit 5 Subject: Reading Unit of Study: Nonfiction Reading Strategies, Unit 5 String of Mini-lessons: Readers make connections and talk about books, String 5 Mini-lesson Title: Readers make connections between two nonfiction books and compare and contrast the books, Day 1 Connection: Readers, remember how we have been reading nonfiction books that we find interesting? Teaching Point: Today readers, we are going to look at two nonfiction books on the same topic and see how they are the same and how they are different. Choose two books that the students are familiar with on the same topic. Tell the students you will page slowly through each book and talk about what you are seeing in the books and talk about the information you remember reading. Make a chart and write one or two findings on the chart. Readers. both books had pictures of different kinds of frogs. Just the book, Frog, has a map of where frogs live. Just the book, Frogs and Toads and Tadpoles Too has a real picture of frog eggs. Frogs, Toads, and Tadpoles Too by Allan Fowler Has real photographs of frog eggs Both Books Have different kinds of frogs Frogs by Zootle Books Has a map of where frogs live in the world After paging through the two books, ask pairs of students to talk about what is the same and what is different. Add a few ideas to the chart. Today when you are reading your nonfiction books, stop several times and think about how your books are the same and how your books are different. Books that are different will help us to get more information. Today we looked through our nonfiction books to find information that was the same or different between two books. Choose a few students to share information they found. 18

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