Lucy T. Davis Lesson Plan Name: First Grade Subject: ELA Week of: Grade: 1st Standards Addressed This Week: RI. 1.4: Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. RI. 1.5: Know and use various features (e.g., headings, tables of content, glossaries, electronic menus, (icons) to locate key facts or information in a text. RI. 1.6: Distinguish between information provided by pictures or other illustrations and information provided by the words in a text. (L7,9) RI. 1.7: Use illustrations and details in a text to describe its key ideas. (L7-9) RI. 1.8: Identify the reasons an author gives to support points in a text. RI. 1.9: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). (L7) Mentor Text: Any non-fiction text (including at least one biography as well as menus, magazines, cookbooks, etc.) Vocabulary Words: after, read, draw, pictures, was, write Spelling Words: Short E/ clusters with s/: yes, let, red, ten, bed, get, sled, step, stem, spell Skills/ Strategies: Non Fiction- Text & Graphic Features; Comparing Fiction and Non-Fiction Texts Objective: TSWBAT noticed and explain the difference between a fiction and nonfiction text. Engage- Show students two books (one fiction and one non-fiction). Ask them: what differences do you notice about the two? Explore- Turn and Talk to a partner about the differences in the two books you just saw. M O N D A Y Explain- Use the Interactive Read Aloud book (by Linda Hoyt) to guide the mini-lesson on the difference in fiction vs. non-fiction texts. Create an anchor chart (see examples below)..
TTW send students off to work in small groups for the remainder of the reading period. Computer- Compass Skills- fiction vs. nonfiction text activity (Scholastic)-See examples below Independent Reading- Students will spend this time reading independently or partner reading. Guided reading- This is the teacher group. She will work with students on texts based on their interests and needs. Extend- Students will come back to the whole group meeting area and share their learning, observations, etc. from group time. The teacher will close the lesson. She will explain that tomorrow we will look more closely at non-fiction texts.
Evaluate- Teacher observation; work from skills group (daily grade); exit slip with 2 questions from IRA book (optional quick check) Objective: TSWBAT explain what features make up a nonfiction text. They will be able to describe what a biography is (which is ONE type of nonfiction text). Engage-TTW say: Readers, today we will begin exploring nonfiction. Nonfiction books are books that contain true facts and information. We read these types of books so that we can learn more about a person, a place, or a topic. These books are full of so much information and interesting facts. We will start studying nonfiction by reading and studying biographies. (which is ONE type of nonfiction text) Explore- TTW ask: How many of you know what a biography is? Turn and talk to your partner about what you think a biography is like. TTW say: I hear many good answers. Explain- TTW say: (Student name) you are right, biographies are true stories about a person. I want you to know that there are two types of biographies. One type tells about the entire life of a person and the other tells about a specific period of time in a person s life. They both read just like a fiction story but are true stories. T U E S D A Y Create a Non-fiction anchor chart for students. One anchor chart will be created ahead of time. It will include What is Non-fiction? and can be reviewed with students. It will be gun the classroom.
The next anchor chart will be created with the students during the lesson (the title and picture can already be in place). As the class adds ideas about what a biography is, the teacher will add these ideas to the chart. TTW send students off to groups for workshop time. Computer- Compass Skills- Have multiple biographies in this group in addition to other books. With their group, have students sort the books by nonfiction vs. fiction (biographies from fiction). Then, group members will create a mini-anchor chart together explaining how they knew which books were fiction/nonfiction and how they know which books were biographies. The most important part here is that they EXPLAIN, after they sort, how they know. Independent Reading- Students will spend this time either reading independently or partner reading. They can respond to reading in a journal but the teacher will need to show students how to do this before they can do it on their own. Guided reading- This is the teacher group. She will work with students on texts based on their interests and needs. Extend- Bring students back to the whole group meeting area. Tell the students to share with your partner what you learned about biographies/nonfiction today. Then, have a few students share out loud. Add any other relevant information to the anchor chart. Evaluate- Teacher observation; anecdotal notes from guided reading group W E D N E S D A Y Objective: TSWBAT discover and explain different reasons for reading non-fiction. They will explain the purpose for various types of non-fiction. Engage- TTW show students a newspaper, magazine, a recipe, etc. Explore- TTW ask students to turn and talk to a partner about what type of text they think they are looking at and why. Explain- TTW say: Today I am going to teach you that every time you pick up a newspaper to find out how your favorite team is doing, whenever you follow a cooking recipe, or read a movie review, you are reading nonfiction. Nonfiction gives information. It explains, informs, or persuades.
However, nonfiction materials are quite different from a story or a novel and reading nonfiction presents more challenges than reading fiction. Select a form of nonfiction you frequently read (as the teacher), such as a newspaper, exercise magazine, or professional educator materials. Explain when and why you read it to the class. Move to a different form, such as a zoo brochure or other field trip materials. Bring examples that relate to student experiences such as lunch menus, school letters, calendars, or phone books. Follow with a third format of nonfiction text such as an advertisement, newspaper editorial, or technical/instruction manual. Explain uses of this information. Begin a two- column chart, Discovering Reasons for Reading Nonfiction. List your nonfiction form in the left column and purpose in the right column (see sample at the end of this unit- see resource website provided for chart example OR scroll down and look at the sample at the bottom of the lesson plans). Hold up a copy of your favorite cooking recipe and say, Readers did you know cooking recipes are considered to be a type of expository nonfiction? Ask, Have any of you ever used a cooking recipe while making your favorite dish? What would be the purpose for using a recipe? Repeat the process for at least two other types of nonfiction that students may see in everyday life. Add the form of nonfiction text and its purpose to the two-column chart. TTW send students off to groups during workshop time. Computer- Compass Skills- Have various types on non-fiction here. Have students work on continuing the chart on what you might use if for. (Chart: Discovering Reasons for Reading Nonfiction) The teacher can either have chart paper here or copies of the chart. They can refer to the one already created in class by the teacher during the lesson so that nothing is repeated. Independent Reading- Students will spend this time reading independently or partner reading. They can respond to reading in a journal but the teacher will need to show students how to do this before they can do it on their own. Guided reading- This is the teacher group. She will work with students on texts based on their interests and needs. Extend- Extend the lesson by expanding on student noticings/comments from small groups or guided reading group. For example: As I was conferring with (student name) I couldn t help but notice his enthusiasm for reading nonfiction text. As he discussed the bus schedule he was reading with me, he really did an awesome job explaining how a bus schedule helps him and his mom travel around town. He also talked to me about how he never would have imagined a bus schedule could be considered as a nonfiction text. Way to go (student name)! Read on readers! Then TTW say I can tell by the looks on your faces that you have discovered tons of new forms of nonfiction that we have not talked about yet. Do I have any volunteers to share a new form of nonfiction they have explored today and to talk about its purpose in day to day life? TTW call on a couple volunteers and remember to add any new examples of expository nonfiction to the classroom chart.
Evaluate- Teacher observation; anecdotal notes from guided reading group; matching activity (nonfiction text examples/uses) See chart for an example of how this matching activity MIGHT lookonly include the text examples that have been reviewed with students. Instead of Feature/Purpose, the teacher would include Type of Non-fiction Text/Purpose, since that was the focus of TODAY s lesson! Objective: TSWBAT located nonfiction text features within a text and explain how and why a reader would use them. Engage-TTW say: Boys and girls, let s take a look at all these great nonfiction books I have in my basket here! I want everyone to choose a book that looks interesting to you and we re going to spend some time looking through our books to see what we notice about nonfiction text features. Remember, a feature is just a part of something. Explore- Turn and talk to your partner about what you noticed about your book. Then, have students share what their partners said. T H U R S D A Y Explain- TTW say: Today, I want to teach you that nonfiction text features are really like sign posts because they teach us to pay close attention and provide us with lots of interesting information. Some types of nonfiction text features are: illustrations, photographs, maps, and diagrams. Text features also include things such as the table of contents, headings, and bold or italic words. These features help organize the text so we can navigate through all the information. Headings break the text into sections and give us a heads up as to what our reading is going to be about. Different types of font, or words that are in italic or bold print, signal us to pay attention to them or they tell us, Hey, look at me because I am important. If you really think about it, these text features work together because we rely upon words, like labels or a caption, to accurately explain or describe a photograph or illustration. And an illustration can help us understand a long, wordy description or explanation. TTW say: Watch me as I share some of the features I notice in this book Space (or any other nonfiction text you have).
We have already talked about the different types of text features, so I am going to begin listing some of those on an anchor chart (see chart example below- bottom of lesson plans). I am going to create a two column chart. One column will be for the name of the text feature and the other column for its purpose. Together, as a class, we will describe the purpose of each feature, how it guides our reading, and helps us understand the information. So readers, on our feature chart we mentioned titles. It was one of the first features on our list and it is one of the most important. I would say the purpose of a title is to tell us what we are going to be reading about, so I ll write that here, in the Purpose column of the chart. And photographs. As I look through this book, I notice that the photographs show me exactly what walking on the moon looks like, so I ll write that under the Purpose column of the chart, next to the word photograph. If we were to take a look at the table of contents for this book, you can see it tells us what topics are in the book and on what page the information is located. As readers we can use this feature, the table of contents to understand more about Space. The table of contents is there to guide our reading. Watch me as I skim the list of chapters to see which topic I want to read about first. Let s see here s a chapter called Journey to the Moon. I really want to read this chapter because I have always fantasized about going to the moon and I would like to know what it is like. The table of contents tells me to turn to page 12. So, I ll add this information to my chart under the Purpose column next to the words table of contents. I am going to continue flipping through this book and I want you to raise your hand when you notice a text feature you think will help you to read the book better. Teacher will continue with the book walk, stopping when children raise their hand to signal that they have found a text feature. Turn and tell your neighbor what text feature you noticed on this page. Teacher will listen in and report back. Good job, you all noticed the glossary at the end of the book. Some of you said that the glossary will help you figure out the meaning of unfamiliar or tricky words. Great work! When you are reading nonfiction text and come across a word you are not familiar with, you can always flip to the glossary in the back of the book to help figure out the meaning. TTW send students off to work in groups. Computer- Compass Skills- Have various types on non-fiction here. TTW will give students a non-fiction scavenger hunt sheet to complete. They will also complete a sticky note activity. Remember, today and every day, that as you read nonfiction you will notice certain text features that are there to help you read the text better. Today, the job of you and your group is to find a nonfiction text from the basket, read and flip through the book as I did, and put sticky notes on the different text features that you notice, remembering to also note its purpose. Then, jot down what page you found it on, on your scavenger hunt sheet. We will come back to the carpet for group share time to talk about our findings. Your reading and your books are waiting. Off you go!
Independent Reading- Students will spend this time either reading independently or partner reading. They can respond to reading in a journal but the teacher will need to show students how to do this before they can do it on their own. Guided reading- This is the teacher group. She will work with students on texts based on their interests and needs. Extend- Boys and girls, you did great practicing with NF text today. I was listening to Joseph and Maria s conversation and they noticed a new text feature called an index. Joseph and Maria labeled the index with a sticky note and on the sticky note they wrote that the index would help them find the page number of a specific topic. Isn t that great work? What else did you notice today? Have students share.
Evaluate- Teacher observation; anecdotal notes from guided reading group; sticky note activity check Objective: TSWBAT locate nonfiction text features with a text and explain how they are used; specifically labels and captions today. Engage-Refer back to the anchor chart from yesterday when different non-fiction text features were used. F R I D A Y Explore-Students will share what Non-Fiction text features they learned about and why they are important to a reader. Explain- Teacher tells the students that today we are going to look more closely at TWO of the NF text features that were introduced yesterday. TTW discuss labels and captions. TTW explain how labels and captions are found near photographs and give specific information. Teacher models reading a caption and explains how it works. Teacher creates an anchor chart (see anchor chart examples below).
TTW send the students off to work in groups. Computer- Compass Skills- Group is given a photocopy sample of a photo with labels. Students talk about how labels help them better understand photos and write information discussed in response journal/on paper/on sticky notes. Remind children that when looking at photographs, it is important to read the captions and labels to gather more Information. Independent Reading- Students will spend this time either reading independently or partner reading. They can respond to reading in a journal but the teacher will need to show students how to do this before they can do it on their own. Guided reading- This is the teacher group. She will work with students on texts based on their interests and needs. Extend- Gather students at whole group meeting area to share findings. Evaluate- Non-fiction text feature test
Discovering Reasons for Reading Nonfiction Form of Nonfiction Text Purpose cookbook telephone book Shows us how to prepare certain foods Gives us the location and telephone number to a specific person or place of business
Nonfiction Text Feature Purpose