Lesson plan

Nonfiction Reading: Learning and Recording New Information

As students reread nonfiction, have them draw or write new information they learn. Students then share these new learnings with reading partners.
Need extra help for EL students? Try theSharing Facts from NonfictionPre-lesson.
EL Adjustments
GradeSubjectView aligned standards
Need extra help for EL students? Try theSharing Facts from NonfictionPre-lesson.

Students will be able to re-read a nonfiction text at their level and write or draw three new things they’ve learned to share with a partner.

The adjustment to the whole group lesson is a modification to differentiate for children who are English learners.
EL adjustments
(5 minutes)
Think, Jot, and Talk About Facts
  • Tell students they are going to learn to share what they are learning in their nonfiction books with others by discussing three interesting FactsWith a partner.
  • Explain that FactsDrawn from nonfiction texts are truths verified by the author’s research.
(5 minutes)
  • Reread a familiar, short nonfiction text to your class.
(5 minutes)
  • Using the same text, model three facts as you would share with a partner.
  • Mark each page with a sticky note, modeling how to make a quick written note or drawing to remind yourself why you chose that fact. Include a question or two.
  • Model the Think, Jot, and Talk About Facts worksheet, and answer any of your students' questions.
(15 minutes)
  • Give each student the Think, Jot, and Talk About Facts worksheet and three sticky notes to record their thinking.
  • Have students get their familiar nonfiction book, start reading, and marking interesting facts.
  • Students then transfer their sticky notes to their Think, Jot, and Talk About Facts worksheet and share with a partner.

Enrichment:Advanced students can double up more sticky note facts.

Support:Students may use the same book, discussing their facts together before going off with a partner.

  • Show your read aloud through a projector so students can see better (especially your sticky notes).
(5 minutes)
  • Walk around and check in with students as they read and share. Take notes on student understanding to acknowledge which students need more support.
  • Collect work and review for student understanding.
(10 minutes)
  • Have students bring the book they want to share to the rug.
  • Model how to talk to their partner using a chart with sentence stems like: "My book is called…" "The main topic is…" "One thing I thought was interesting is…" "This was interesting to me because…"
  • Have students turn and share their ideas with a neighbour.
  • Close with a compliment for participants you noticed were successful in the exercise!

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