Lesson: You don't need to start at the beginning

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Lesson Objective

SWBAT recoginze that nonfiction texts have numerous entry points for reading depending on your purpose for reading the text.

Lesson Plan

You don’t need to start at the beginning (Lesson #6)
1. QQ – (5 min.) Which two nonfiction text features are most helpful to you as you read? Discuss why these features are so useful.  
2. Mini-lesson – (10 min.)
a. Name the teaching point: Good readers understand that they don’t always need to start reading at the beginning of a nonfiction text. Today we will learn how to use the index and table of contents to zero in on just the information we need. 
b. Use the common student text to think aloud about how you would use the index to find information about a specific topic. (common student text Incredible Insects Q&A by Sally Tagholm)
c.   Using the teacher’s reader’s notebook as a model and the document camera have students copy today’s teaching point and notes into their reader’s notebook.  
                              i.   See the lesson files for notes
3. Students practice the reading strategy – (6-8 min.)
a. With students in pairs have them practice using the strategy with Incredible Insects Q&A. Circulate through partners while they practice the strategy aloud. 
                              i.   Choose two topics the students will find in the index of Incredible Insects and post them on the white board. 
                             ii.   Partner A is responsible for finding one topic and reading about it to partner B. 
                            iii.   Then partner B is responsible for finding the other topic and reading about it to partner A.
b. Brief whole class debrief to discuss why/when this strategy would be most useful. 
4. Independent reading time – (25 min.)
a. Using their independent reading books have students choose a section of text to read. If the book has an index or table of contents the student should use it to find the section of text they are most interested in reading. If they finish reading the section before the end of independent practice time, they should choose another section of text to read. 
5. Exit slip – (5 min.)
a. How did you find the section of text you read today? Did you use the index, the table of contents, or another method? When do you think you would use this strategy the most? 
6. Homework – (3 min.)
a. Nonfiction independent reading for at least 20 minutes and complete nonfiction IR log. 
1. What went well?
2. What would you change?
3. What needs explanation?
As fortune would have it, about 10 minutes before the lesson began; one student asked me if he could begin reading his nonfiction IR book in the middle. 
Jorge’s question really resonated with the rest of the class who were all wondering the same thing, so the lesson was very logical for the kids and took very little time to model. Everyone eagerly picked up books, went straight to the index and began reading sections of text about what interested them the most. 
This worked really well and was very intuitive for the students. As I circulated through the room, I could clearly see students using the strategy. The exit slips all showed solid understanding of the content. I don’t think I would change anything. 
All is well in reading world today. 

Lesson Resources

NF notes dont begin at beginning IMG 0111   Notes
Exit Ticket with lines for OEQ s   Assessment
nonfiction reading log   Homework
Quick Questions with lines for OEQ s   Starter / Do Now
Good Readers of Nonfiction...   Notes
Don t need to begin at beginning  
Incredible Insects   Reading Passage


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