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Lesson Plan Format

|Name |Morgan Chylinski |Current Grade Level |2nd Grade |

|Name | |Instructional Reading | |

|Clinician |Finding Important facts in Nonfiction Text |Level | |

| | | |2nd Grade |

| | | | |

|Lesson Plan # |30 |Date |November 26, 2008 |

Overview:

a. introduction to the lesson

This lesson deals with improving students’ ability to determine what information is important in non-fiction text. The lesson is geared toward teaching second graders the key information comprehension strategy. The lesson is important because students need to decide what information is important in a non-fiction text if they want to be able to remember the information in order to learn from the text.

b. material to be used lesson

Slinky Scaly Snakes! By Jennifer Dussling

Sticky notes

c. Tell how this lesson relates to the needs of the student

The students have been learning about how to read non-fiction text. The students need to be able to pull out the important information from a text in order to learn. When students understand what information is important they will be able to remember that information and therefore learn. If students are unable to determine important information then they will have too much information that they are trying to learn or none and thus learning will not take place. The students must be able to use this strategy when reading in order to fully comprehend a non-fiction text.

Objectives:

a. Student Objective or aim of the lesson (What do we want students to be able to do as readers/writers

The aim of this lesson is to help students improve their ability to determine what is important in non-fiction text. The reader should be able to read a text and pull out the most important information in that text. The students will also learn strategies to mark this information so they can remember it after reading the text. The students are working on their ability to comprehend a non-fiction text. The students will especially need this strategy when they enter higher grades and need to base their learning off text books. Students who have learned how to comprehend non-fiction text will be able to use these skills to read textbooks and documents to learn.

b. Instructional (teacher) Objective: What are the actions in light of what we want readers to do that you will take to facilitate the learning.

The teacher is showing the students how to distinguish important information in the text. Having the ability to do this will allow students to take more meaning away from the text. I will demonstrate to students how you pull out important information and strategies to remember these key points. In this lesson, I will show them how to use sticky notes to help them remember important information in the text. The students overall comprehension will improve as they learn to find important information in non-fiction text.

Standards:

NYS ELA Standard 1: Students will read, write, listen, and speak for information and understanding.

• Read unfamiliar informational texts to collect and interpret data, facts, and ideas, with assistance.

• Take notes to record facts by following teacher directions, with assistance.

• Support explanations with evidence from text.

• Identify essentials details, with assistance.

• Collect information, with assistance.

NYS ELA Standard 4: Students will read, write, listen, and speak for social interaction.

• Share reading experiences to build relationships with peers or adults; for example, read together silently or aloud.

Lesson Procedures: The Gradual Release of Responsibility Framework (The Big 3)

a. Before Reading: Connect and Engage

Introduce the lesson by telling students that we are going to continue are non-fiction unit. In today’s lesson, we will look at how a reader is supposed to determine what information is important. I will introduce the book, Slinky Scaly Snakes. We will do a preview of the book. I will ask the students based on the preview what they think this book might be about. I will remind them that we are studying snakes in science and this information will help us with our animal research projects. We did predictions last week so the students know how to use that strategy with non-fiction text. I will then begin to read the book.

b. Model

I will begin by reading the first two pages of the text. I will tell the students that I am trying to use the book to figure out characteristics of a snake. I will take the post-it-notes and tell the class that I am going to make a note of what I think is an important characteristic of snakes. I will write on a sticky note

Snakes have:

Legless bodies

Unblinking eyes

I will explain to them that I think these are important facts because it helps me understand what a snake looks like. I will continue the same procedure on the next couple pages.

c. Guide

For the second half of the book, I will continue to read the book to the students. I will stop at parts I think are important, I will invite the students to tell me what they think is important in this section. The students will have to explain why they think this information is important. I will then mark the main book with a post it of the information that they find important.

d. Collaborative or Independent Practice

The students will now work with their learning partners. The learning partners will read the last third of the book and decide what information they believe is important in this section. The partners will have to mark the information that they find important. I will inform them that they should be able to explain why this information is important.

e. Share the Learning

When we finish reading the text, I will have the students talk about what information they found important. They will have to justify their answers by saying why they chose this part. I will remind the students that this strategy helps us determine what is important in the text. We can also now use the notes we have made to go back and quickly review the characteristics of snakes. We will not have to read the chapter again but just look at our sticky notes if we forget what the book is about. I will explain that this strategy not only helps us find meaning within the book, but it also allows us to remember the important information.

Follow-Up:

Today’s lesson went well and we all did a good job searching through the text to find important information. The learning partners also did an excellent job working together and making sure that they explained their ideas to one another. We will continue our work in the next class when I teach you another strategy for determining importance. We will also be using the information that we found in the text in our next writing class. We will write about the characteristics of snakes. The sticky notes that we wrote will help us write about the most important information in the text. We must remember that the information that we find in non-fiction text can be used in other subjects. When we start our animal research projects some of you could chose to do snakes and you already have a start on your information. So remember to use this strategy of looking for important information each time you read.

Evaluation:

a. During Independent reading, I will conference with different partner groups when they are trying to decide what information is important. This will help me understand if the students are able to understand what information they think is important. I will also examine the sticky notes to see if the students are using them correctly and picking out important information.

Reflection:

a. My plan for the next session is to read the text again. The students will have 3- 4 topics that they will have to look for details that support the topic. The students will make a two column chart with this information.

b. In order to make this lesson better, I would have the introduction lesson on this topic be a small article so students are not overwhelmed.

c. I am learning that partner work is a efficient way of having students share their thoughts. A struggling student can also be helped by their partner so they too can succeed too.

d. Elkhart Community Schools. (n.d.). Determining What's Important. In Mosaic Teaching Tools. Retrieved November 28, 2008, from .

Teacher Language that Facilitated Student Learning

|Component of Lesson |Specific Examples of Teacher Language |

|Connect and Engage |“What do you think this book is about?” |

| | |

| | |

|Model |“These are important facts because they help me understand |

| |what a snake looks like.” |

| | |

| | |

|Guided Practice |“What do you think is important in this part?” |

| | |

| | |

| | |

|Collaborative or Independent Practice |“Make sure to explain why you think this information is |

| |important.” |

| | |

| | |

|Sharing the Learning |“We can use our sticky notes to go back and quickly review the|

| |text.” |

| | |

| | |

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