February 7, 2017
By Sara Ellsberg

Lesson plan

Nonfiction Reading: Learning and Recording New Information

(2 ratings )
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Do you need extra help for EL students? Try the Sharing Facts from NonfictionPre-lesson.
EL Adjustments
Do you need extra help for EL students? Try the Sharing 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)
  • 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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