1_Reading_Quarter 2_Unit 2_Sequence and Features of Nonfiction Text

Transcription

1 1_Reading_Quarter 2_Unit 2_Sequence and Features of Nonfiction Text Unit 2 Sequence and Features of Nonfiction Text Lesson 1 Introduction to Features in Nonfiction Lesson 2 Nonfiction Features Lesson 3 Sequence of Nonfiction Features Lesson 4 Using Text Features Nonfiction Book Suggestions Introduction to Nonfiction by Liza Charlesworth (Big Book) Scholastic National Geographic Window on Literacy Series Page 1 AKS Lesson Plan

2 Academic Knowledge & Skills Lesson Plan Lesson Name Introduction to Features of Nonfiction Lesson 1 Grade Subject Course Topic Strand First Grade Language Arts Reading Unit Name Unit 2 Sequence and Features of Nonfiction Text 1 day Estimated Time Needed for Lesson (Minutes/Hours/Days) AKS # 1LA_B KLA_B Description recognize, listen to, and read a variety of literary and informational text for a variety of purposes including to answer questions identify sequence of events in literary and informational text Materials/Links/Text References Appendix A Features of Nonfiction and How They Help Us Read for reference Two or three nonfiction books to use as examples for teacher modeling. Select books that have a table of contents, pictures, an index and glossary. Basket of nonfiction books for students Sticky notes for students Document reader if available Essential Questions What should students know when unit or lesson is completed? What are features in nonfiction books, and how do they help us read? Page 2 AKS Lesson Plan

3 Essential Vocabulary Features Table of contents Pictures Illustrations Diagrams Index Glossary Headings Diagram Map Bold Italics Underlined Teacher Lesson Prep Suggestions (Optional) Select a basket of nonfiction books for the mini lesson. The basket should have at least one book per student. For the purpose of an introduction to features select basic nonfiction books that include a table of contents, headings, pictures, and illustrations, an index, and glossary. The National Geographic Windows on Literacy Series is an excellent resource. Students should also have a good selection of nonfiction books available for their independent reading time. Assessment Strategies Observation of students during the mini lesson, independent reading, and share time. Required Background Knowledge for Students Some experience with nonfiction text Quality + Teaching Strategies Assessment Questioning Modeling & Practice Comparison & Contrast Summarizing Problem Solving Literacy Background Knowledge Student Goal Setting Non Verbal Presentation Collaboration Vocabulary Technology CHECK ALL THAT APPLY Page 3 AKS Lesson Plan

4 Activating Strategy/Mini Lesson/Warm Up Connect: You might say, 1. In our lessons for the last couple weeks, we talked about retelling. We also talked about how important it is to retell a story in the correct sequence. You probably noticed all the books we used for retelling were fiction. Fiction books have story elements, like setting, characters, key events, and conclusions. However, that is not true for many nonfiction books. The sequence in nonfiction is very different. Today we are going to talk about the differences in nonfiction books. Teach: You might say, 2. Nonfiction books have what we call features. I am going to show you what I mean by features. Watch me. I am going to pretend that I m a first grader and these are the nonfiction books I borrowed for the week. I m going to flip through the pages to see what features I can find. I am going to put a sticky note on the features I notice that will help me read the book. 3. (Use document reader if available) Slowly go through the book, showing students what you are seeing. Stop periodically and point out some of the features you see. Name the feature and put a sticky note on the feature. Talk about how features can help you read the book. For example, Okay, let s see, on this page there are pictures, and they help me to really understand what the words are saying. I m going to put a sticky note on the pictures. Do not introduce too many features on the first lesson. For the first lesson you might identify the table of contents, a picture, illustration, and a map. (See Appendix A for a reference.) Active Engagement: 4. Have a basket of nonfiction books ready to hand out to students. Give each pair of students a couple nonfiction books. Tell students to work with their partner, and look for features in their books, and mark them with a sticky note. 5. Have students share some of what they have found. As students share their findings, repeat the name of the feature and discuss how that particular feature helps the reader. Link: 6. You might say.., Today, I want you to flip through your book as I did and put a sticky note on the pages when you notice a feature that you think would help you read the book. Instructional Activities (Independent Time) Students are reading independently, with a partner, in a small group, or conferring with the teacher. The teacher in working with small groups or conferring with students. Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other Some students may need additional help understanding the distinction between text and a feature. For these students provide a more in depth explanation of how a feature is different than the rest of the text. Summarizing Strategies (Share) Student volunteers should come to share time prepared to share some of the features they found in their books. Copyright/Citations (as needed) Growing Readers by Kathy Collins, Pages Chart on page 212 Page 4 AKS Lesson Plan

5 1_Reading_Quarter2_Unit2_Sequence and Features of Nonfiction Text_Appendix A Features of Nonfiction Text Nonfiction Feature Where How it Helps Us Cover, Title, Subtitle, Front of book Tell us the topic Author Table of Contents Chapter Pictures Illustrations Bold print Index Growing Readers p. 212 Page 5 AKS Lesson Plan

6 Academic Knowledge & Skills Lesson Plan Lesson Name Nonfiction Features Lesson 2 Grade Subject Course Topic Strand First Grade Language Arts Reading Unit Name Unit 2 Sequence and Features of Nonfiction Text 1 day Estimated Time Needed for Lesson (Minutes/Hours/Days) AKS # KLA_A KLA_B KLA_B Description recognize, listen to, and read a variety of literary and informational text for a variety of purposes including to answer questions and stimulate ideas identify sequence of events in literary and informational text recognize and use graphic features and graphic organizers to understand text Materials/Links/Text References Appendix A Features of Nonfiction for reference Two or three nonfiction books to use as examples for teacher modeling. Select books that have a table of contents, pictures, photographs, an index and glossary. Basket of nonfiction books for student perusal Sticky notes for students Document reader if available Essential Questions What should students know when unit or lesson is completed? What are some features in nonfiction text, where do we find them in the text, and how do they help us read? Page 6 AKS Lesson Plan

7 Essential Vocabulary Features Table of contents Pictures Illustrations Diagrams Index Glossary Headings Diagram Map Bold Italics Underlined Teacher Lesson Prep Suggestions (Optional) Select a basket of nonfiction books for the mini lesson. The basket should have at least one book per student. There are many kinds of nonfiction books but for the purpose select basic nonfiction books that include a table of contents, headings, pictures, illustrations, index, and glossary. The National Geographic Windows on Literacy Series is an excellent resource. Students should also have a good selection of nonfiction books available for their independent reading time Assessment Strategies Observation of students during the mini lesson, independent reading, and share time. Required Background Knowledge for Students Experience with nonfiction text, and lesson 1. Quality + Teaching Strategies Assessment Questioning Modeling & Practice Comparison & Contrast Summarizing Problem Solving Literacy Background Knowledge Student Goal Setting Non Verbal Presentation Collaboration Vocabulary Technology CHECK ALL THAT APPLY Page 7 AKS Lesson Plan

8 Strategy/Mini Lesson/Warm Up Connect: You might say, 1. Yesterday we explored nonfiction books. We discovered that nonfiction books are different than fiction books. Fiction books have elements like the setting, characters, key events, and a conclusion. Most nonfiction books have features. We talked a little about the kinds of features and how they help us read a book. Today we are going to begin an anchor chart and name some of the features and how they help us read. Teach: 2. Display a chart that looks like the sample below. You can use the existing chart (Appendix B) for electronic projection, copy this form on chart paper, or create your own. Example: Features of Nonfiction Text Nonfiction Feature Where How it Helps Us 3. Go through the books that were shared yesterday, and repeat some of the features you have previously marked with sticky notes. This time record the name of the feature, where you found it, and how it helps you as a reader on the anchor chart. Model this procedure with several features. Active Engagement: 4. Use the same basket of nonfiction books used in the previous lesson only this time alternate the books to different students. Tell students that today they are going to continue looking through these books with their partners. As yesterday, they are to look for features, and mark them with sticky notes. 5. Have students share what they have found. As students share their findings, repeat the name of the feature and record it on the chart. Also record where the feature was found and how that feature could help them as a reader. Link: You might say, 7. Today as you read you nonfiction books, I want you to mark the features with a sticky note. Before you go on, ask yourself or talk with a partner about where in the book you found this feature and how this features helps you read the book. Instructional Activities (Independent Time Students are reading independently, with a partner, in a small group, or conferring with the teacher. As they are reading, they are marking features, discussing where they have found the features, and how the features could help them read the book. The teacher is working with small groups or conferring with students assisting with naming the features, helping students locate the where, and understanding how that feature helps in reading the book. Page 8 AKS Lesson Plan

9 Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other Small groups are especially helpful for students still having difficulty understanding the concept of features as opposed to text. Summarizing Strategies (Share) Students share their findings, and the teacher will continue to record new features on the anchor chart. Copyright/Citations (as needed) Growing Readers by Kathy Collins, Pages Resource: Growing Readers p. 212 (Chart) Page 9 AKS Lesson Plan

10 Academic Knowledge & Skills Lesson Plan Lesson Name Sequence of Nonfiction Features Lesson 3 Grade Subject Course Topic Strand First Grade Language Arts Reading Unit Name Unit 2: Sequence and Features of Nonfiction Text 1 day Estimated Time Needed for Lesson (Minutes/Hours/Days) AKS # KLA_A KLA_B KLA_B Description recognize, listen to, and read a variety of literary and informational text for a variety of purposes including to answer questions and stimulate ideas identify sequence of events in literary and informational text recognize and use graphic features and graphic organizers to understand text Materials/Links/Text References Appendix A Features of Nonfiction Text for reference Essential Questions What should students know when unit or lesson is completed? Is there any type of sequence to nonfiction features? Page 10 AKS Lesson Plan

11 Essential Vocabulary Features Table of contents Pictures Illustrations Diagrams Index Glossary Headings Diagram Map Bold Italics Underlined Assessment Strategies Observation of students during the mini lesson, independent reading, and share time. Required Background Knowledge for Students Experience with nonfiction text and lesson 1 & 2. Quality + Teaching Strategies Assessment Questioning Modeling & Practice Comparison & Contrast Summarizing Problem Solving Literacy Background Knowledge Student Goal Setting Non Verbal Presentation Collaboration Vocabulary Technology CHECK ALL THAT APPLY Page 11 AKS Lesson Plan

12 Activating Strategy/Mini Lesson/Warm Up Connect: You might say, 1. We have spent a lot of time looking at nonfiction features, discussing where we found them in the book, and how they help us read the book. Today, I want to especially look at where in the book we find these features to see if there is a pattern. Teach: 2. As a group, look at your class anchor chart, Features of Nonfiction and How they Help Us Read. Focus on the second column, Where to Find it. Talk about some of the sequential patterns you see. You might say, I notice that the table of contents is always at the beginning of a nonfiction book. The index and glossary are at the end of the book. The pictures, illustrations, diagrams, etc. can be anywhere in the book. I see somewhat of a sequential pattern. Verify this with examples in nonfiction books. 3. Let s make a T chart and compare the sequence of a fiction book to a nonfiction book. In a fiction book the pattern is usually, the setting, characters, the key events, and then the conclusion. Record that on the right side of the T chart. In a nonfiction book the sequence is usually a table of contents, all through the book we find pictures, illustrations, diagrams, maps, captions, and at the end we find the glossary and index. Record this on the second column of the T chart. So, there is also somewhat of a sequence with nonfiction. Example: Fiction Setting Characters Key events conclusion Nonfiction Table of contents glossary index Active Engagement: 4. Use the same basket of nonfiction books used in the previous lessons only this time alternating the books to different students. Tell students that today they are going to continue looking through these books with their partners. Today, you want them to look specifically at the table of contents, index and glossary and see where they are located in the book. 5. Have students share what they have found. Link: You might say, 7. Today as you read your nonfiction books, I want you to especially notice the location of the table of contents, the index, and the glossary. See if you see any other features that are almost always in the same part of the book. Instructional Activities (Independent Time Students are reading independently, with a partner, in a small group, or conferring with the teacher. The teacher in working with small groups or conferring. Page 12 AKS Lesson Plan

13 Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other Work individually or in small groups to assist students needing assistance in understanding the locations of common features. Summarizing Strategies (Share) Students share their findings. Discuss the anomalies and answer questions as they come up. Copyright/Citations (as needed) Growing Readers by Kathy Collins, Pages Page 13 AKS Lesson Plan

14 Academic Knowledge & Skills Lesson Plan Lesson Name Using Text Features Lesson 4 Grade Subject Course Topic Strand First Grade Language Arts Reading Unit Name Unit 2: Sequence and Features of Nonfiction Text Estimated Time Needed for Lesson (Minutes/Hours/Days) 1 day AKS # KLA_A KLA_B KLA_B Description recognize, listen to, and read a variety of literary and informational text for a variety of purposes including to answer questions and stimulate ideas identify sequence of events in literary and informational text recognize and use graphic features and graphic organizers to understand text Materials/Links/Text References Nonfiction book of your choice that includes a table of contents A copy of the table of contents for each student Essential Questions What should students know when unit or lesson is completed? How can the table of contents help me find a specific topic? Essential Vocabulary Table of contents Focus Target Teacher Lesson Prep Suggestions (Optional) Run off copies of the table of contents from the nonfiction book you are using to model using the table of contents. Page 14 AKS Lesson Plan

15 Assessment Strategies Observation of students during the mini lesson, conferring, and share time. Required Background Knowledge for Students Previous lessons 1 3 in Unit 2. Quality + Teaching Strategies Assessment Questioning Modeling & Practice Comparison & Contrast Summarizing Problem Solving Literacy Background Knowledge Student Goal Setting Non Verbal Presentation Collaboration Vocabulary Technology CHECK ALL THAT APPLY Activating Strategy/Mini Lesson/Warm Up Connect: You might say, 1. Readers, you have been noticing the features in your nonfiction books, and we ve talked about how they help us read the books. Today, I want to teach you how you can use the table of contents to look for specific information. Teach: 2. Example: All week, I ve been reading this book about the ocean. (Select a nonfiction book you would like to use.) When I looked at the table of contents, I saw how this book has information about lots of different kinds of animals, like sharks, dolphins, and whales. Today, I would like to learn more about dolphins and whales. One of the good things about nonfiction is that I don t have to start from the beginning of the book, like I would with a fiction book. I am going to look at the table of contents at the beginning of the book. Demonstrate looking through the table of contents until you find your target and the page number. Show students how you will go directly to that page to begin reading about dolphins. Active Engagement: You might say, 3. You and your partner are going to pretend that you re reading this ocean book together. I ve made copies of the table of contents for you to use because you and your partner are going to do what I did; you re going to decide what you want to focus on and figure out the page you would find your information. Link: You might say, 4. Today when you are reading your nonfiction book, decide what you want to focus on. Go through the table of contents to find your topic, and the page where you could start reading. Remember, you do not have to read a nonfiction book from beginning to end, you can go to any part of the book you choose. Page 15 AKS Lesson Plan

16 Instructional Activities (Independent Time) Students are reading nonfiction books independently, with a partner, or in groups. Students are focusing on looking for specific topics by searching through the table of contents. The teacher is assisting students with this skill individually through conferring, or in small groups. Differentiation Scaffolds/Language/ESOL Interventions/Extensions/Enrichment/Other For enrichment, students can move on to using the glossary and index. Students having difficulty should work in small groups to practice further with teacher assistance. Summarizing Strategies (Share) Volunteers will come to the group prepared to share target topics they have found in the table of contents. Discuss options when students are unable to find their topics. Copyright/Citations (as needed) Growing Readers by Kathy Collins, pages Page 16 AKS Lesson Plan