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|Unit Title: Nonfiction Reading with Independence |Duration: 4 weeks |
|Concepts: |
|Nonfiction readers learn the skills and habits essential for nonfiction reading. |
|Nonfiction readers respond to texts and share the topics they are studying with others. |
|Nonfiction readers pursue collaborative inquiries critically and analytically. |
|Materials to be provided by the teacher: |Professional Resources: |
|Nonfiction texts on a variety of topics |Lucy Calkins and Kathleen Tolan, Units of Study for Teaching Reading: A |
|Chart paper for class charts |Curriculum for the Reading Workshop, Grades 3-5, Book 3: Determining |
|Dictionaries for each partnership |Importance and Synthesizing, Heinemann, 2011. |
|Reader’s notebooks |Lucy Calkins, A Curricular Plan for the Reading Workshop, Grade 3, 2011/2012,|
|Sticky notes |Heinemann, 2011. |
|Text set of nonfiction books (3-5 books on one topic) for demonstration purposes |Ardith Davis Cole, Knee to Knee, Eye to Eye, Heinemann, 2003. |
|(see Read-Aloud Texts for suggested titles about the moon) |Emily Kissner, Summarizing, Paraphrasing, and Retelling: Skills for Better |
|Text sets of nonfiction books on various topics for partnerships |Reading, Writing, and Test Taking, Heinemann, 2006. |
|Large white paper and markers for demonstration and for partnerships |Debbie Miller, Teaching with Intention: Defining Beliefs, Aligning Practice,|
| |Taking Action, Stenhouse, 2008. |
| |Jennifer Serravallo & Gravity Goldberg, |
| |Conferring with Readers: Supporting Each Student’s Growth & Independence, |
| |Heinemann, 2007. |
| |Franki Sibberson and Karen Szymusiak, Still Learning to Read: Teaching |
| |Students in Grades 3-6, Stenhouse, 2003. |
| |Tony Stead, Reality Checks: Teaching Reading Comprehension with Nonfiction |
| |K-5, Stenhouse, 2008. |
|Materials to be produced by the teacher: |Read-Aloud Texts: |
|Text Features list |Cheetahs (True Books), Ann O. Squire |
|Enlarged copies of the following class charts: |The Moon Seems to Change (Let’s-Read-And-Find-Out Science), Franklyn M. |
|Ways Nonfiction Readers Read with Power |Branley |
|Text Structures |The Moon Book, Gail Gibbons |
|Enlarged copy or copies for each partnership of the following excerpts from |The Moon (True Books), Elaine Landau |
|Cheetahs for each partnership: |Sun, Moon and Stars (Usborne Beginners), Stephanie Turnbull |
|Pages 11-17 |DVD |
|Pages 23-25 |A Cheetah Story, DVD by National Geographic, Scene 4. |
|Pages 11-13 | |
|Pages 8-9 | |
|Page 32 | |
|Pages 11-12 | |
|Pages 29-31 | |
|Pages 38-43 | |
|Enlarged copy of the illustration on page 35 from Cheetahs. | |
|Individual copies of the following for each student: | |
|Student charts | |
|My Self-Evaluation Checklist: Nonfiction Reading | |
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|Please read these notes before beginning this unit as they provide integral information |
|for completing this unit with success. |
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|Unit Introduction: |
|This unit introduces students to the habits and skills necessary for reading nonfiction texts, which they explore in partnerships in Sessions 1-9. Then |
|students read independently in Sessions 10-12 as they learn ways in which they can respond to nonfiction texts and teach others about their topics. In |
|Sessions 13-19, partnerships pursue topics of interest and celebrate at the end of the unit by teaching others about what they learned. Students read |
|nonfiction texts during class, but also continue to read other books at school and at home. They keep track of the books they are reading on their regular |
|daily reading logs. |
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|Resources and Materials: |
|Use the following website to help you identify nonfiction books that may be appropriate for the students in your class: |
| . |
|Students will use sticky notes almost every day and should have easy access to them. You might put sticky notes on your supply list or indicate in your weekly|
|parent notes that contributions for the classroom would be appreciated. |
|Create permanent classroom class charts by adding new strategies as you go. If you choose to use a document camera to share the class charts from this unit, |
|also create classroom class charts so students can refer to them later. Completed Class Chart is on the following page. Additionally, detailed class charts |
|that correspond with each session are included in a size appropriate for students to cut out and glue or tape into their reader’s notebooks. |
|Use the Conferring Checklist located at the end of this unit to informally assess your students. |
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|Best Practice: |
|Maintaining a daily reading log for reading at school and reading at home is essential to promote continued reading growth. Continue to expect students to |
|complete their daily reading logs throughout the year. Accountability occurs when reading logs and books being read are out on the table every day during |
|reading time. Refer to students’ reading logs every day in conferences. Once or twice a month, encourage students to study their own reading logs in order to|
|find patterns in their reading habits. |
|When you confer with readers, you will want to observe them as they read, compliment them on something that you notice they are doing as readers, and teach one|
|new skill, strategy, or tip to help them grow as readers. |
|Partnerships are crucial to success in reading. Comprehension skyrockets when students talk about their books with others, even briefly. In partnerships, |
|students have opportunities to build on others’ ideas and to express their own ideas clearly and persuasively. |
|Spend more than one day for a session as needed in your classroom. Remember that all teachers and classes are different, and you will want to make adjustments|
|to the session, to the sequence of the sessions, and to the number of days you spend on a session as necessary. |
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|Other: |
|A special thank you goes out to all authors of professional resources cited in this unit for their insights and ideas. |
Overview of Sessions – Teaching and Learning Points Aligned with the Common Core
Concept: Nonfiction readers learn the skills and habits essential for nonfiction reading.
CCSS: RI.3.1, RI.3.2, RI.3.3, RI.3.4, RI.3.5, RI.3.7, RI.3.8, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d, LS.3.4a, LS.3.4d
Session 1: Readers preview, predict, and tap their prior knowledge before reading nonfiction texts.
CCSS: RI.3.5, RI.3.7, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d
Session 2: Readers pause and paraphrase information as they read.
CCSS: RI.3.1, RI.3.3, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d
Session 3: Readers locate main idea sentences within paragraphs.
CCSS: RI.3.2, RI.3.3, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d
Session 4: Readers support the main ideas with key details in nonfiction text.
CCSS: RI.3.1, RI.3.3, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d
Session 5: Readers determine the meaning of unfamiliar vocabulary words from the text.
CCSS: RI.3.4, RI.3.5, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d, LS.3.4a, LS.3.4d
Session 6-9: Readers recognize the structure of nonfiction text (description, sequence, comparison, cause and effect).
CCSS: RI.3.3, RI.3.8, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d
Session 10: Readers use graphic organizers to organize information from nonfiction texts.
CCSS: RI.3.3, RI.3.8, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d
Concept: Nonfiction readers respond to texts and share the topics they are studying with others.
CCSS: RI.3.1, RI.3.3, RI.3.5, RI.3.7, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d, SL.3.3, SL.3.4
Session 11: Readers teach others about the topic they are studying.
CCSS: RI.3.1, RI.3.3, RI.3.5, RI.3.7, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d, SL.3.3, SL.3.3
Session 12: Readers talk with others and listen to grow ideas.
CCSS: RI.3.1, RI.3.2, RI.3.3, RI.3.7, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d, SL.3.2, SL.3.4
Session 13: Readers study the pictures carefully to grow ideas.
CCSS: RI.3.7, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d, SL.3.2
Session 14: Readers take notes and summarize information presented in diverse media.
CCSS: RI.3.2, RI.3.3, RI.3.5, RI.3.7, RI.3.9, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d, SL.3.2.
Concept: Nonfiction readers pursue collaborative inquiries critically and analytically.
CCSS: RI.3.1, RI.3.2, RI.3.3, RI.3.5, RI.3.7, RI.3.8, RI.3.9, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d, SL.3.4, SL.3.6
Session 15: Readers preview a collection of books on a topic of interest.
CCSS: RI.3.5, RI.3.7, RI.3.9, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d
Session 16: Readers summarize the text as they study a subtopic of interest.
CCSS: RI.3.1, RI.3.2, RI.3.5, RI.3.7, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d
Session 17: Readers study the pictures and text features as they study a subtopic of interest.
CCSS: RI.3.4, RI.3.5, RI.3.7, RI.3.9, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d.
Session 18: Readers recognize the text structure as they study a subtopic of interest.
CCSS: RI.3.3, RI.3.8, RI.3.9, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d
Session 19: Readers compare how information on the same subtopic in various texts is presented.
CCSS: RI.3.2, RI.3.3, RI.3.5, RI.3.7, RI.3.9, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d
Session 20: Readers plan presentations about their topics to share with others.
CCSS: RI.3.2, RI.3.3, RI.3.5, RI.3.7, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.1d
Session 21: Readers present information they have learned with others.
CCSS: RI.3.2, RI.3.3, RI.3.5, RI.3.7, SL.3.1, SL.3.1a, SL.3.1b, SL.3.1c, SL.3.3, SL.3.4. SL.3.6
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|Ways Nonfiction Readers Read with Power |
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|I preview, predict, and tap my prior knowledge before I read: |
|I preview the title and headings from the Table of Contents. |
|I preview the heading, pictures, and text features in one section. |
|I predict what I think the section will be about. |
|I tap my prior knowledge to recall I already know about the topic. |
|I read the section and think about what I learned. |
|I decide if it matched my prediction. |
|I pause and paraphrase information by putting it in my own words. |
|I locate main idea sentences within paragraphs. |
|I support the main ideas with key details. |
|I determine the meaning of unfamiliar vocabulary words from the text. |
|I recognize the structure of nonfiction text: |
|Description tells the characteristics of something. |
|Sequence tells the order in which something happens. |
|Comparison tells how information presented are the same and different. |
|Cause and effect tells why something happens. |
|I teach others about a topic I am studying: |
|Include main ideas and key details with my palm and fingers. |
|Use a teaching voice. |
|Point to the illustrations. |
|Use gestures. |
|I talk with others and listen to grow ideas: |
|“I wonder why …” |
|“This makes me think …” |
|“This makes me realize …” |
|“Maybe it’s because …” |
|“I used to think … but now I understand … |
|I study the pictures carefully to grow ideas: |
|“I notice …” |
|“I wonder …” |
|“I think …” |
|I summarize important information. |
|I compare how information on the same subtopic in various texts is presented. |
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|Session 1 |
|Concept |Nonfiction readers learn the skills and habits essential for nonfiction reading. |
|Teaching Point |Readers preview, predict, and tap their prior knowledge before reading nonfiction texts. |
|References |Materials |
|Cheetahs (True Books), Ann O. Squire |Class chart: |
| |Ways Nonfiction Readers Read with Power |
| |Text Features list |
| |Chart paper for text feature class chart |
| |Enlarged copy and/or copies for each student of student chart for Session 1: |
| |Preview, Predict, and Tap Prior Knowledge |
|Notes |Provide nonfiction texts to students during independent reading. If possible, have two copies of the same text, one for each partner.|
| |If not, have students read from the same book. |
| |Have scissors and tape or glue on hand for student to adhere their student charts into their reader’s notebooks beginning with this |
| |session and throughout the unit. Distribute them to students as they leave the meeting area. |
| |Begin a class chart that lists text features and their purpose during this session. Use the one provided as a resource. |
| |Students work in partnerships during independent reading time and then two partnerships join together to share information learned |
| |during partnership share. |
|Introduction |Readers, today we are going to begin a new unit of study where we will learn about how to read nonfiction texts to learn and grow as |
| |readers. We will get started by learning how to preview, predict, and tap our prior knowledge before we read nonfiction texts with |
| |our partners. One thing we are going to learn is that nonfiction readers read with energy and power. We preview to see how the |
| |information is presented. We predict what the text is going to be about. We tap our prior knowledge to recall what we already know |
| |about the topic. In this way, we get ourselves ready to read and learn. |
|Demonstration |Refer to the class chart Ways Nonfiction Readers Read with Power and an enlarged copy of the student chart for Session 1 Preview, |
| |Predict, and Tap Prior Knowledge. |
| |Demonstrate how you prepare to read the book Cheetahs in the following way: |
| |Preview the title and headings from the Table to Contents. Explain the logic behind the Table of Contents (the headings help you |
| |understand how the book is organized) and explain what you think each chapter/section will be about. |
| |Preview the heading, picture, and text features (caption, bold-faced word, fact box/sidebar) from the introduction to the first |
| |chapter, Many Worlds in One, on pages 6 and 7. |
| |“This section probably tells about …” |
| |Predict what you think these two pages will be about. |
| |“I think this section is mostly about ___.” |
| |Tap your prior knowledge about this section. |
| |“I already know …” |
| |Demonstrate how you read with a focused mind, connect new information to known information, and integrate information from the text, |
| |the pictures, and the text features. |
| |Check if the information matched your prediction: |
| |“I learned that …” |
| |“Does this fit with what I thought I knew?” |
| |“It matched (or didn’t match) my prediction.” |
|Guided Practice |Have students refer to the class chart Ways Nonfiction Readers Read with Power and prepare to read and learn from the second section |
| |of the book Cheetahs. |
| |Preview the heading, pictures, and text features with the students. Explain that the information on page 10 is presented in the form |
| |of a fact box, even though it takes up the entire page. |
| |Have students predict and tap their prior knowledge with their partners. |
| |Have students listen as you read aloud. |
| |Have students turn and share with their partners the information they learned from the words, pictures, and text features and decide |
| |whether it matched their predictions. |
| |Have one or two student volunteers share what they learned with the rest of the class. |
|Recap |So readers, today we learned how readers preview, predict, and tap their prior knowledge before they read nonfiction texts. Now it’s |
| |time for you to preview a nonfiction text with your partner. (Distribute books to partnerships.) Read the title and headings from |
| |the Table of Contents. Turn to the first section and preview, predict, and tap your prior knowledge. Pay close attention to the text|
| |features before you begin reading. Then read the section aloud to each other and check to see if the text matched your prediction. |
| |Talk about what you learned. Distribute student charts. |
|Independent Practice |Conduct partnership conferences to make sure students are previewing, predicting, and tapping their prior knowledge before reading |
| |their nonfiction texts. |
|Mid-Lesson |Readers, as you read each section, you will often find that your initial predictions are very general. You would be right to predict |
|Demonstration |that a heading that says, “Insect Legs” will provide information about insects’ legs. As you read, you might realize that the section|
| |is actually telling about how insects’ legs are different from the legs of other animals. Try to be precise when you talk with your |
| |partners about what you learned and how this information does or does not fit with your predictions. |
|Partnership Share |Explain that each partnership will join another partnership and give each other preview of the texts they have been reading. To |
| |prepare, have them refer to the class chart and review their texts for a minute or two. |
| |Have partnerships point out what they saw when they previewed their texts, share their predictions and whether they matched the text, |
| |and tell what they learned. |
|Lesson Closure |Identify and name various text features that occur in the texts that students are reading throughout this unit. Record the text |
| |features and their purpose on an ongoing class chart. Refer to the list of text features provided. |
| |NOTE: Have students keep their nonfiction books for use in Session 2. |
|[pic] |
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|Ways Nonfiction Readers Read with Power |
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|I preview, predict, and tap my prior knowledge before I read: |
|I preview the title and headings from the Table of Contents. |
|I preview the heading, pictures, and text features in one section. |
|I predict what I think the section will be about. |
|I tap my prior knowledge to recall what I already know about the topic. |
|I read and check if the information matched my prediction. |
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|Preview, Predict, and Tap Prior Knowledge |
|Student Chart – Session 1 |
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|I can preview, predict, and tap my prior knowledge before reading in this way: |
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|I preview the title and headings from the Table of Contents. |
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|I preview the heading, pictures, and text features in one section. |
|“This section probably tells about …” |
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|I predict what I think the section will be about. |
|“I think this section is mostly about …” |
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|I tap my prior knowledge. |
|“I already know …” |
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|I read and check if the information matched my prediction. |
|“I learned that …” |
|“Does this fit with what I thought I knew?” |
|“It matched (or didn’t match) my prediction.” |
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|Text Features |
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|A bar graph uses bars to show and compare information. |
|Bold print shows new or important words. |
|Bullets organize information in a list. |
|A caption is a sentence that tells about a picture. |
|A conclusion sums up the important information in a text and leaves the reader with some important ideas. |
|A cross section shows the inside of something. |
|A cutaway shows a part of the inside of something. |
|A cycle uses arrows to show something that happens over and over again. |
|A diagram is a labeled picture that shows the parts of something. |
|A fact box/sidebar gives additional information about a topic. |
|A flow chart uses arrows or numbers to show a sequence. |
|A glossary lists new or important words and tells what they mean. |
|A heading tells what each section is about. |
|An index tells you what page to find information in a book. It is in alphabetical order. |
|Italic print shows new or important words. |
|An introduction captures the interest of the reader and presents the important ideas. |
|A label is a word that tells about a picture. |
|A magnification shows details in a close-up picture. |
|A map is a picture that shows the location of things or a place. |
|Parentheses are used to identify additional information in a sentence. |
|A pictograph uses pictures to show and compare information. |
|A pie graph is a graph in the shape of a circle that shows the parts of a whole. |
|A pronunciation guide tells you how to say a new word. |
|A sidebar gives additional information about a topic. |
|A size comparison compares that size of one thing to the size of another. |
|A subheading organizes information into smaller sections. |
|A T-chart lists information about two different things. |
|A table is a chart of information used to compare things. |
|A Table of Contents gives the heading and the beginning page number of each section in a book. |
|A timeline is a chart that shows events in order. |
|A Venn diagram shows how two things are alike and how they are different. |
|Session 2 |
|Concept |Nonfiction readers learn the skills and habits essential for nonfiction reading. |
|Teaching Point |Readers pause and paraphrase information by putting it in their own words. |
|References |Materials |
|Cheetahs (True Books), Ann O. Squire |Class chart: |
| |Ways Nonfiction Readers Read with Power |
| |Enlarged copy or copies for each partnership of the excerpt from pages 11-17 |
| |from Cheetahs |
| |Enlarged copy and/or copies for each student of student chart for Session 2: |
| |Paraphrasing Information |
|Notes |Have students bring the nonfiction books they started yesterday to the meeting area. |
| |Students work in partnerships during independent reading time and then two partnerships join together to share information learned |
| |during partnership share. |
|Introduction |Readers, today we are going to reread the sections we read yesterday about Cheetahs. We are going to pause after reading a chunk of |
| |text and then paraphrase the information from that part. This helps us to remember what we have learned. Today I want to teach you |
| |how readers paraphrase the information by putting it in our own words as we read. |
|Demonstration |Demonstrate how you pause and paraphrase information as you read aloud the first section: Meet a Cheetah, of the book Cheetahs. |
| |Ask yourself, “What is the one big thing this part is teaching us?” |
| |Refer to the class chart Ways Nonfiction Readers Read with Power and an enlarged copy of the student chart for Session 2 Paraphrase |
| |the Text. |
| |Refer back to pages 5 and 6 in the first section or chapter, Meet with Cheetahs, of the book Cheetahs. Demonstrate how you paraphrase|
| |the information: |
| |Locate key words that are important to the section and cannot be changed: |
| |savannas |
| |Say the information in your own words: |
| |“Cheetahs are the fastest land animal. They can run 70 mph and outrun a car, but we could not see a cheetah because cheetahs live in |
| |the savannas, the grasslands of southern and eastern Africa.” |
| |Refer to the class chart Ways Nonfiction Readers Read with Power. |
|Guided Practice |Have students review the steps on the student chart for Session 2 Paraphrase the Text. |
| |Refer to the enlarged copy, or distribute copies to partnerships, of the excerpt on page 11 from Cheetahs under the subheading Built |
| |for Speed. |
| |Read the excerpt aloud and have partnerships work together to paraphrase the information. |
| |Have one or two student volunteers share how they paraphrased with the rest of the class. |
|Recap |Readers, today we learned how readers paraphrase the information by putting it in their own words. Continue choosing and reading |
| |nonfiction texts that interest you. Stop at the end of a section and practice paraphrasing the information by putting it into your |
| |own words. This will take lots of practice, but when you do this, it will help you to really understand and remember what you are |
| |reading. |
|Independent Practice |Conduct partnership conferences to make sure students are pausing and paraphrasing information as they read. |
|Partnership Share |Have partnerships join together with new partnerships and share the important information they learned from their nonfiction books. |
|Lesson Closure |Have one or two student volunteers share the important information they paraphrased. |
|[pic] |
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|Ways Nonfiction Readers Read with Power |
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|I preview, predict, and tap my prior knowledge before I read: |
|I preview the title and headings from the Table of Contents. |
|I preview the heading, pictures, and text features in one section. |
|I predict what I think the section will be about. |
|I tap my prior knowledge to recall what I already know about the topic. |
|I read and check if the information matched my prediction. |
|I pause and paraphrase information by putting it in my own words. |
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|Paraphrasing Information |
|Student Chart – Session 2 |
|[pic] |
|I can paraphrase information by putting it in my own words in this way: |
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|Locate key words that are important to the section and cannot be changed. |
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|Put the rest of the information in my own words: |
|Change the words the author used |
|Change the structure of the sentences |
|Change the order in which the information is presented |
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|Say or write the information. |
|Session 3 |
|Concept |Nonfiction readers learn the skills and habits essential for nonfiction reading. |
|Teaching Point |Readers locate main idea sentences within paragraphs. |
|References |Materials |
|Cheetahs (True Books), Ann O. Squire |Class chart: |
| |Ways Nonfiction Readers Read with Power |
| |Enlarged copy or copies for each partnership of the excerpt from pages 23-25 |
| |from Cheetahs |
| |Enlarged copy and/or copies for each student of student chart for Session 3: |
| |Locate the Main Idea in Paragraphs |
|Notes |Have students bring the nonfiction books they are reading to the meeting area. |
| |Students work in partnerships during independent reading time and then two partnerships join together to share information learned |
| |during partnership share. |
|Introduction |Readers, yesterday we learned how to pause and summarize important information in the texts we are reading. Today we are going to |
| |learn that often the main idea is stated in the first or last sentence of a paragraph, or sometimes it is not specifically stated and |
| |the reader must determine the main idea from the information included within the paragraph. |
|Demonstration |Preview, predict, and tap your prior knowledge of the third section, What’s for Dinner?, in the book Cheetahs. |
| |Read the first paragraph (page 19) aloud. Demonstrate how you locate the main idea sentence from this paragraph and explain how the |
| |details support this main idea. (It is stated in the first sentence.) |
| |Read the second paragraph aloud (pages 19-21). Demonstrate how you locate the main idea sentence from this paragraph and explain how |
| |the details support this main idea. (It is stated in the last sentence.) |
| |Read the third paragraph aloud (pages 21-23). Demonstrate how the main idea is NOT specifically stated in this paragraph. The reader|
| |needs to use information from the beginning, middle, and end of the paragraph to determine the main idea. Explain how the details |
| |support this main idea. |
| |“The cheetah uses it claws and teeth to capture its prey.” |
| |Refer to the class chart Ways Nonfiction Readers Read with Power. |
|Guided Practice |Read the fourth paragraph aloud. Refer to the enlarged copy or distribute copies to partnerships of the excerpt from pages 23-25 from|
| |Cheetahs. |
| |Have partnerships turn and talk about whether the main idea is stated in the first sentence, the last sentence, or is not specifically|
| |stated in the paragraph. If the main idea is not specifically stated, have them determine the main idea. |
| |Select a student volunteer who has demonstrated the teaching point in this lesson effectively to share with the class. |
|Recap |So readers, today we learned that we can often locate main idea sentences within paragraphs. Sometimes the main idea is stated in the |
| |first sentence, sometimes it is stated in the last sentence, and sometimes it is not specifically stated in the paragraph. In the end|
| |you will either find the main idea in one of the sentences in the paragraph or create one yourself from reading the whole paragraph as|
| |you read. As you continue to read with your partners today, locate or create a main idea sentence for each paragraph or section that |
| |you read. |
|Independent Practice |Conduct partnership conferences to make sure students are locating or creating main ideas. |
|Partnership Share |Have partnerships join with new partnerships and share their topics by telling the main ideas and key details from their nonfiction |
| |texts. |
|Lesson Closure |Have one or two student volunteers share the main ideas and key details from one section of their nonfiction text. |
| |
|[pic] |
| |
|Ways Nonfiction Readers Read with Power |
| |
|I preview, predict, and tap my prior knowledge before I read: |
|I preview the title and headings from the Table of Contents. |
|I preview the heading, pictures, and text features in one section. |
|I predict what I think the section will be about. |
|I tap my prior knowledge to recall what I already know about the topic. |
|I read and check if the information matched my prediction. |
|I pause and paraphrase information by putting it in my own words. |
|I locate main idea sentences within paragraphs. |
| |
| |
|Locate the Main Ideas in Paragraphs |
|Student Chart – Session 3 |
|[pic] |
|I can determine the main ideas by thinking about what is important in this way: |
| |
|I look for a main idea sentence in the paragraph/section or create my own. |
| |
|I pay attention to the first or last sentence. |
| |
|If the main idea sentence is not stated, I think about the information in the beginning, the middle, and the end of the paragraph.|
| |
| |
|I decide how this information fits together. |
| |
|I put this information into my own words to determine the main idea. |
| |
| |
| |
|Session 4 |
|Concept |Nonfiction readers learn the skills and habits essential for nonfiction reading. |
|Teaching Point |Readers support the main ideas with key details from the text. |
|References |Materials |
|Cheetahs (True Books), Ann O. Squire |Class chart: |
| |Ways Nonfiction Readers Read with Power |
| |Enlarged copy and/or copies for each student of student chart for Session 4: |
| |Determine the Main Idea and Key Details |
|Notes |Have students bring the nonfiction books they are reading to the meeting area. |
| |For the independent reading portion of this session, partnerships may be ready to choose new nonfiction texts. |
| |Students work in partnerships during independent reading time and then two partnerships join together to share information learned |
| |during partnership share. |
|Introduction |Yesterday we learned that often the main idea is stated in the first or last sentence of a paragraph or defined by the reader from |
| |information provided in the paragraph. Today we are going to learn how to support the main ideas with key details of these texts. We|
| |are going to look back at some of the work we did yesterday, and learn how to use these strategies to figure out key details that |
| |support these main ideas. This will help us to remember and understand what we have learned. |
|Demonstration |Demonstrate how you use the second section or chapter, Built for Speed, of the book Cheetahs to determine the main idea of this |
| |section. Point to the palm of your hand as you state the main idea: |
| |“Cheetahs have bodies that are built for speed so they can catch their prey.” |
| |Demonstrate how the key details in this section support this main idea. List the key details across your fingers. (If you run out of|
| |fingers, continue with your first finger.) |
| |“Cheetahs hunt during the daytime, so they need to be quick to sneak up on their prey.” |
| |“Cheetahs have long, powerful legs for long strides.” |
| |“Cheetahs have a flexible backbone that pushes the cheetah along.” |
| |“Cheetahs have an extra-large heart and lungs to provide oxygen.” |
| |“Cheetahs have a long tail for balance.” |
| |“Cheetahs have claws that grip the ground.” |
| |“Cheetahs don’t always catch their prey because they can only run fast for a minute or so.” |
| |Explain that using the palm of your hand and your fingers as you state the main idea and key details can help you remember the |
| |information. |
| |Refer to the class chart Ways Nonfiction Readers Read with Power. |
|Guided Practice |Have partnerships use one of the sections in their nonfiction books to determine the main ideas and key details, listing the |
| |information across their hands and fingers. |
| |Select a student volunteer who has demonstrated the teaching point in this lesson effectively to share with the class. |
|Recap |So readers, today we learned how to support the main ideas with key details in nonfiction text. Remember that you can use your hands |
| |to organize this information. Your palms represent the main ideas and your fingers represent the key details. Using your hand will |
| |help you to understand how the key details support the main idea. |
|Independent Practice |Conduct partnership conferences to make sure students are supporting the main ideas with key details as they read. |
|Partnership Share |Have partnerships join with new partnerships and share their topics by telling the main ideas and explaining how the key details from |
| |their nonfiction texts support these main ideas. |
|Lesson Closure |Have one or two student volunteers share the main ideas and explain how the key details from one section of their nonfiction text |
| |support these main ideas. |
| |
|[pic] |
| |
|Ways Nonfiction Readers Read with Power |
| |
|I preview, predict, and tap my prior knowledge before I read: |
|I preview the title and headings from the Table of Contents. |
|I preview the heading, pictures, and text features in one section. |
|I predict what I think the section will be about. |
|I tap my prior knowledge to recall what I already know about the topic. |
|I read and check if the information matched my prediction. |
|I pause and paraphrase information by putting it in my own words. |
|I locate main idea sentences within paragraphs. |
|I support the main ideas with key details from the text. |
| |
| |
| |
|Support the Main Idea with Key Details |
|Student Chart – Session 4 |
|[pic] |
|I can support the main idea with key details from the text in this way: |
| |
|I locate facts, reasons, and examples that support the main ideas. |
| |
|I state the main idea and key details using my palm and fingers to help me remember. |
| |
|I explain how the key details support the main ideas. |
| |
| |
| |
|Session 5 |
|Concept |Nonfiction readers learn the skills and habits essential for nonfiction reading. |
|Teaching Point |Readers determine the meaning of unfamiliar vocabulary words. |
|References |Materials |
|Cheetahs (True Books), Ann O. Squire |Class chart: |
| |Ways Nonfiction Readers Read with Power |
| |Enlarged copy and/or copies for each student of student chart for Session 5: |
| |Vocabulary Words and Phrases |
| |Enlarged copy or copies for each partnership of the excerpt from pages 11-13 |
| |from Cheetahs |
| |Dictionaries for each partnership |
|Notes |Have students bring the nonfiction books they are reading to the meeting area. |
| |Students work in partnerships during independent reading time and then two partnerships join together to share information learned |
| |during partnership share. |
|Introduction |Readers, we have been reading nonfiction books that are full of words that are specific to the topic. Sometimes we already know these|
| |words, and other times we don’t. Nonfiction readers try hard to figure out and learn these new vocabulary words. Today we are going |
| |to review some of the problem-solving strategies we have already been using and learn some new ways to help us determine the meaning |
| |of unfamiliar vocabulary words. |
|Demonstration |Review strategies introduced in Unit 1 for problem-solving unfamiliar words. |
| |Refer to the class chart, Ways to Determine the Meaning of Unfamiliar Vocabulary Words and Phrases. |
| |Explain that vocabulary words specific to the topic are sometimes bold-faced, and sometimes they are not. |
| |Demonstrate two ways to determine the meaning of an unfamiliar vocabulary word using context by referring to the following examples on|
| |pages 6 and 14 in the book Cheetahs: |
| |Look for the definition of the word in the same sentence (page 6): |
| |They live on the savannas, or grasslands, of southern and eastern Africa. |
| |Look for the definition of the word in the next sentence (page 14): |
| |Unlike other cats, the cheetah has claws that do not retract. This means that they cannot be pulled back into the paw. |
| |Explain that often new words are used in a text, but are not defined. Often, using the context of the sentence(s) will make it |
| |possible to infer the meaning of the word. |
| |Use the context of the sentence(s) to determine the meaning. |
| |Demonstrate how you locate these words in the glossary, ask someone, and check the dictionary. |
| |Look for bold-faced vocabulary words in the glossary. |
| |Ask someone. |
| |Use a dictionary. |
| |Explain that nonfiction readers learn and use these new vocabulary words in conversations with others. |
| |Refer to the class chart Ways Nonfiction Readers Read with Power. |
|Guided Practice |Refer to the enlarged copy or distribute copies to partnerships of the excerpt from pages 11-13 from Cheetahs. Read the excerpt |
| |aloud. |
| |Have partnerships work together to determine the meaning of any unfamiliar words. |
| |Select a student volunteer who has demonstrated the teaching point in this lesson effectively to share with the class. |
|Recap |So readers, today we learned that we can use a variety of strategies to determine the meaning of unfamiliar vocabulary words. We have|
| |to be willing to work hard to figure out the meanings, and we have to remember the word so we can use it when we talk about the |
| |information we are learning. When you read today, take time to figure out the meaning of any word that you don’t know right away |
| |using the strategies listed on our class chart. |
|Independent Practice |Conduct student conferences to help students determine the meaning of unfamiliar vocabulary words. |
|Partnership Share |Have partnerships join with new partnerships and share their topics by including new vocabulary words from their nonfiction texts. |
|Lesson Closure |Have one or two student volunteers share their topics using vocabulary words from their nonfiction text. |
|[pic] |
| |
|Ways Nonfiction Readers Read with Power |
| |
|I preview, predict, and tap my prior knowledge before I read: |
|I preview the title and headings from the Table of Contents. |
|I preview the heading, pictures, and text features in one section. |
|I predict what I think the section will be about. |
|I tap my prior knowledge to recall what I already know about the topic. |
|I read and check if the information matched my prediction. |
|I pause and paraphrase information by putting it in my own words. |
|I locate main idea sentences within paragraphs. |
|I support the main ideas with key details from the text. |
|I determine the meaning of unfamiliar vocabulary words from the text. |
| |
| |
|Vocabulary Words and Phrases |
|Student Chart – Session 5 |
|[pic] |
|I can determine the meaning of unfamiliar vocabulary words and phrases in this way: |
| |
|I look for the definition in the same sentence. |
| |
|I look for the definition in another sentence. |
| |
|I use the context of the sentence(s) to determine the meaning. |
| |
|I look in the glossary. |
| |
|I ask someone. |
| |
|Look in the dictionary. |
| |
|[pic] |
| |
|Ways Nonfiction Readers Read with Power |
| |
|I preview, predict, and tap my prior knowledge before I read: |
|I preview the title and headings from the Table of Contents. |
|I preview the heading, pictures, and text features in one section. |
|I predict what I think the section will be about. |
|I tap my prior knowledge to recall what I already know about the topic. |
|I read and check if the information matched my prediction. |
|I pause and paraphrase information by putting it in my own words. |
|I locate main idea sentences within paragraphs. |
|I support the main ideas with key details from the text. |
|I determine the meaning of unfamiliar vocabulary words from the text. |
| |
|Session 6 |
|Concept |Nonfiction readers learn the skills and habits essential for nonfiction reading. |
|Teaching Point |Readers recognize the descriptive structure of nonfiction text. |
|References |Materials |
|Cheetahs (True Books), Ann O. Squire |Class chart: |
| |Ways Nonfiction Readers Read with Power |
| |Enlarged copy or copies for each partnership of the excerpt from pages 8-9 from|
| |Cheetahs |
| |Sticky notes |
| |Enlarged copy and/or copies for each student of student chart for Session 6: |
| |Description Nonfiction Text |
|Notes |Have students bring the nonfiction books they are reading to the meeting area. |
| |Students work in partnerships during independent reading time and then two partnerships join together to share information learned |
| |during partnership share. |
|Introduction |Readers, we have been learning about ways to read and understand nonfiction texts. Unlike narrative texts that are organized in one |
| |particular way, nonfiction texts can be organized in several different ways. Nonfiction readers pay attention to the way in which the|
| |text they are reading is organized to help them understand the information and to help them share this information with others. Today|
| |we are going to look at an example of a text organized in a way to help us recognize the descriptive structure of nonfiction text. |
|Demonstration |Explain that one way that authors organize nonfiction text is by description. Refer to pages 7-8 in the book Cheetahs as an example |
| |of descriptive text structure. |
| |Description tells the characteristics of something. |
| |Use idea/detail charts to record the main idea and key details. |
| |Refer to the class chart Ways Nonfiction Readers Read with Power. |
| |Explain that nonfiction readers pay attention to the structure of the text. When we understand how the author has organized the |
| |information, the text is easier to understand and remember. We have a framework to figure out how all the smaller pieces of |
| |information fit together. |
| |Refer to the class chart Ways Nonfiction Readers Read with Power and an enlarged copy of the student chart for this session |
| |Descriptive Nonfiction Text. |
| |Demonstrate how you determine the topic being described and then locate adjectives and other words and phrases that describe the |
| |topic. |
| |Demonstrate how to organize the information using a web or boxes and bullets at the bottom of the page. |
| |Describe how being able to recognize and organize descriptive nonfiction text supports your understanding of the text. |
|Guided Practice |Refer to the enlarged copy or distribute copies to partnerships of the excerpt from pages 8-9 from Cheetahs. Read the excerpt aloud. |
| | |
| |Have partnerships work together to determine the structure of this information (description). |
| |Select a student volunteer who has demonstrated the teaching point in this lesson effectively to share with the class. |
|Recap |So readers, today we learned that nonfiction texts can be organized in a descriptive structure. When we recognize the structure of |
| |nonfiction texts it is easier to understand what we are reading. When you read today in your partnerships, see if you can recognize |
| |the structure of a section in your nonfiction texts. Mark it with a sticky note, and talk about how the information is organized when|
| |you get together with other partnerships. Choose a graphic organizer and record the information. Describe with your partners how the |
| |structure supports your understanding of the text. |
|Independent Practice |Conduct partnership conferences to help students recognize and organize descriptive nonfiction texts from the texts they are reading. |
|Partnership Share |Have partnerships join with new partnerships and share their topics and the structure of the nonfiction texts they are reading. |
|Lesson Closure |Have one or two student volunteers share the structure of a section from their nonfiction text. |
| |
|[pic] |
| |
|Ways Nonfiction Readers Read with Power |
| |
|I preview, predict, and tap my prior knowledge before I read: |
|I preview the title and headings from the Table of Contents. |
|I preview the heading, pictures, and text features in one section. |
|I predict what I think the section will be about. |
|I tap my prior knowledge to recall what I already know about the topic. |
|I read and check if the information matched my prediction. |
|I pause and paraphrase information by putting it in my own words. |
|I locate main idea sentences within paragraphs. |
|I support the main ideas with key details from the text. |
|I determine the meaning of unfamiliar vocabulary words from the text. |
|I recognize the structure of nonfiction text: |
|Description tells the characteristics of something. |
| |
|Descriptive Nonfiction Text |
|Student Chart – Session 6 |
|[pic] |
|I can recognize and organize descriptive nonfiction text. |
| |
|Descriptive nonfiction text describes the topic by providing details about its characteristics. |
| |
|Key words include adjectives and other words and phrases that describe. |
| |
|It can be organized using a web or an idea/detail chart: |
| |
|Web Idea/Detail Chart |
| |
| |
| |
|Session 7 |
|Concept |Nonfiction readers learn the skills and habits essential for nonfiction reading. |
|Teaching Point |Readers recognize the sequential structure of nonfiction text. |
|References |Materials |
|Cheetahs (True Books), Ann O. Squire |Class chart: |
| |Ways Nonfiction Readers Read with Power |
| |Enlarged copy or copies for each partnership of the excerpt from page 32 from |
| |Cheetahs |
| |Sticky notes |
| |Enlarged copy and/or copies for each student of student chart for Session 6: |
| |Sequence Nonfiction Text |
|Notes |Have students bring the nonfiction books they are reading to the meeting area. |
| |Students work in partnerships during independent reading time and then two partnerships join together to share information learned |
| |during partnership share. |
|Introduction |As nonfiction readers we are learning to pay attention to the way in which the texts we are reading are organized to help us |
| |understand the information and to help us share this information with others. Today we are going to look at an example of text |
| |organized in sequence to help us recognize the structures of nonfiction text. |
|Demonstration |Explain that another way that authors organize nonfiction text is by sequence. Refer to pages 21-23 in Cheetahs as an example of |
| |sequential text structure. |
| |Sequence tells the order in which something happens. |
| |Demonstrate how to use a sequential organizer to show the sequence. |
| |Refer to the class chart Ways Nonfiction Readers Read with Power. |
|Guided Practice |Refer to the enlarged copy or distribute copies to partnerships of the excerpt from page 32 from Cheetahs. Read the excerpt aloud. |
| | |
| |Have partnerships work together to determine the structure of this information (sequence). |
| |Select a student volunteer who has demonstrated the teaching point in this lesson effectively to share with the class. |
|Recap |So readers, today we learned that nonfiction texts can be organized in a sequential structure and when we recognize the structure of |
| |nonfiction texts it is easier to understand what we are reading. When you read today in your partnerships, see if you can recognize |
| |the structure of a section in your nonfiction texts. Mark it with a sticky note, and talk about how the information is organized when|
| |you get together with other partnerships. Choose a graphic organizer and record the information. Describe with your partners how the|
| |structure supports your understanding of the text. |
|Independent Practice |Conduct partnership conferences to help students recognize and organize sequential nonfiction texts from the texts they are reading. |
|Partnership Share |Have partnerships join with new partnerships and share their topics and the structure of the nonfiction texts they are reading. |
|Lesson Closure |Have one or two student volunteers share the structure of a section from their nonfiction text. |
| |
|[pic] |
| |
|Ways Nonfiction Readers Read with Power |
| |
|I preview, predict, and tap my prior knowledge before I read: |
|I preview the title and headings from the Table of Contents. |
|I preview the heading, pictures, and text features in one section. |
|I predict what I think the section will be about. |
|I tap my prior knowledge to recall what I already know about the topic. |
|I read and check if the information matched my prediction. |
|I pause and paraphrase information by putting it in my own words. |
|I locate main idea sentences within paragraphs. |
|I support the main ideas with key details from the text. |
|I determine the meaning of unfamiliar vocabulary words from the text. |
|I recognize the structure of nonfiction text: |
|Description tells the characteristics of something. |
|Sequence tells the order in which something happens. |
| |
|Sequential Nonfiction Text |
|Student Chart – Session 7 |
|[pic] |
|I can recognize and organize sequence nonfiction text. |
| |
|Sequential nonfiction text provides information in the order in which in happens. |
| |
|Key words include first, then, next, last, after, later, and finally. |
| |
|It can be organized using a timeline, a flow diagram, or a cycle: |
| |
|Timeline Flow Diagram Cycle |
| |
|Session 8 |
|Concept |Nonfiction readers learn the skills and habits essential for nonfiction reading. |
|Teaching Point |Readers recognize and organize comparison nonfiction text. |
|References |Materials |
|Cheetahs (True Books), Ann O. Squire |Class chart: |
| |Ways Nonfiction Readers Read with Power |
| |Enlarged copy and copies for each student of the student chart: |
| |Comparison Nonfiction Text |
| |Enlarged copy of the excerpt on page 13 from the book Cheetahs |
| |Enlarged copy, or copies for each partnership, of the excerpt on page 20 from |
| |the book Cheetahs |
| |Sticky notes |
|Note |Students work in partnerships during independent reading time and then two partnerships join together to share information learned |
| |during partnership share. |
|Introduction |Readers, we know that nonfiction texts can be organized in several different ways. Nonfiction readers pay attention to the way in |
| |which the text they are reading is organized to help them understand the information and to help them share this information with |
| |others. We already learned how to recognize and organize descriptive and chronological nonfiction texts. Today we are going to learn|
| |how to recognize and organize comparison nonfiction text. |
|Demonstration |Remind students that nonfiction readers pay attention to the structure of the text. When we understand how the author has organized |
| |the information, the text is easier to understand and remember. We have a framework to figure out how all the smaller pieces of |
| |information fit together. |
| |Refer to the class chart Ways Nonfiction Readers Read with Power and an enlarged copy of the student chart for this session Comparison|
| |Nonfiction Text. |
| |Provide an example of comparison nonfiction text by referring to the excerpt on pages 11 and 12 in the book Cheetahs. |
| |Demonstrate how you determine the two things being compared. Locate key words that indicate a comparison. |
| |Demonstrate how to organize the information using a Venn diagram or 3-column chart at the bottom of the page. |
| |Describe how being able to recognize and organize comparison nonfiction text supports your understanding of the text. |
|Guided Practice |Refer to the enlarged copy or distribute copies to partnerships of the excerpt from pages 11 and 12 from Cheetahs. Read the excerpt |
| |aloud. |
| |Have partnerships work together to determine the two things being compared and locate key words that indicate a comparison text |
| |structure. |
| |Have students organize the information using a Venn diagram or 3-column chart at the bottom of the page. |
| |Have a student volunteer share their work and then describe how the structure supports their understanding of the text. |
|Recap |So readers, today we learned that when we recognize and organize comparison nonfiction texts, it is easier to understand what we are |
| |reading. When you read today in your partnerships, see if you can locate a section that is organized using comparison text structure.|
| |Mark and label the place with a sticky note, and then write the title of the book and page number in your reader’s notebooks. Choose |
| |a graphic organizer and record the information. Describe with your partners how the structure supports your understanding of the |
| |text. |
|Independent Practice |Conduct partnership conferences to help students recognize and organize comparison nonfiction texts from the texts they are reading. |
|Partnership Share |Have partnerships join with new partnerships and share a section from the nonfiction texts they are reading that is organized using |
| |comparison text structure. Have them describe how the structure supports their understanding of the text. |
|Lesson Closure |Have one or two student volunteers share a section from the nonfiction texts they are reading that is organized using comparison text |
| |structure. Have them describe how the structure supports their understanding of the text. |
| |
|[pic] |
| |
|Ways Nonfiction Readers Read with Power |
| |
|I preview, predict, and tap my prior knowledge before I read: |
|I preview the title and headings from the Table of Contents. |
|I preview the heading, pictures, and text features in one section. |
|I predict what I think the section will be about. |
|I tap my prior knowledge to recall what I already know about the topic. |
|I read and check if the information matched my prediction. |
|I pause and paraphrase information by putting it in my own words. |
|I locate main idea sentences within paragraphs. |
|I support the main ideas with key details from the text. |
|I determine the meaning of unfamiliar vocabulary words from the text. |
|I recognize the structure of nonfiction text: |
|Description tells the characteristics of something. |
|Sequence tells the order in which something happens. |
|Comparison tells how things are the same and different. |
| |
|Comparison Nonfiction Text |
|Student Chart – Session 8 |
|[pic] |
|I can recognize and organize comparison nonfiction text. |
| |
|Comparison nonfiction text tells how two things are the same and how they are different. |
| |
|Key words include both, same, different, like, unlike, either, and as well as. |
| |
|It can be organized using a Venn diagram or a 3-column chart: |
| |
|Venn Diagram 3-Column Chart |
| |
|A Both B |
| |
| |
|Session 9 |
|Concept |Nonfiction readers learn the skills and habits essential for nonfiction reading. |
|Teaching Point |Readers recognize the cause and effect structure of nonfiction text. |
|References |Materials |
|Cheetahs (True Books), Ann O. Squire |Class chart: |
| |Ways Nonfiction Readers Read with Power |
| |Enlarged copy or copies for each partnership of the excerpt from pages 11-13 from |
| |Cheetahs |
| |Sticky notes |
| |Enlarged copy and/or copies for each student of student chart for Session 8 Cause and|
| |Effect Nonfiction Text |
|Notes |Have students bring the nonfiction books they are reading to the meeting area. |
| |Students work in partnerships during independent reading time and then two partnerships join together to share information learned |
| |during partnership share. |
|Introduction |Readers, we have been learning about how nonfiction readers pay attention to the way in which the text they are reading is organized |
| |to help them understand the information and to help them share this information with others. Today we are going to look at an example|
| |of a cause and effect text to help us recognize the different structures of nonfiction text. |
|Demonstration |Remind students that nonfiction readers pay attention to the structure of the text. When we understand how the author has organized |
| |the information, the text is easier to understand and remember. We have a framework to figure out how all the smaller pieces of |
| |information fit together. |
| |Refer to the class chart Ways Nonfiction Readers Read with Power and an enlarged copy of the student chart for this session Cause and |
| |Effect Nonfiction Text. |
| |Provide an example of cause and effect nonfiction text by referring to the excerpt on pages 7-9 in the book Cheetahs. |
| |Demonstrate how you determine how one thing causes another thing to happen. Locate key words that indicate cause and effect. |
| |Demonstrate how to organize the information using a cause and effect map at the bottom of the page. |
| |Describe how being able to recognize and organize cause and effect nonfiction text supports your understanding of the text.. |
| |Refer to the class chart Ways Nonfiction Readers Read with Power. |
|Guided Practice |Refer to the enlarged copy or distribute copies to partnerships of the excerpt from pages 11-13 from Cheetahs. Read the excerpt |
| |aloud. |
| |Have partnerships work together to determine the structure of this information (cause and effect). |
| |Select a student volunteer who has demonstrated the teaching point in this lesson effectively to share with the class. |
|Recap |So readers, we continue to learn that nonfiction texts have different structures and when we recognize the structure of nonfiction |
| |texts it is easier to understand what we are reading. Today you learned about the cause and effect structure. When you read today in|
| |your partnerships, see if you can recognize the structure of a section in your nonfiction texts. Mark it with a sticky note, and talk|
| |about how the information is organized when you get together with other partnerships. Choose a graphic organizer and record the |
| |information. Describe with your partners how the structure supports your understanding of the text. |
|Independent Practice |Conduct partnership conferences to help students recognize and organize cause and effect nonfiction texts from the texts they are |
| |reading. |
|Partnership Share |Have partnerships join with new partnerships and share their topics and the structure of the nonfiction texts they are reading. |
|Lesson Closure |Have one or two student volunteers share the structure of a section from their nonfiction text. |
| |
|[pic] |
| |
|Ways Nonfiction Readers Read with Power |
| |
|I preview, predict, and tap my prior knowledge before I read: |
|I preview the title and headings from the Table of Contents. |
|I preview the heading, pictures, and text features in one section. |
|I predict what I think the section will be about. |
|I tap my prior knowledge to recall what I already know about the topic. |
|I read and check if the information matched my prediction. |
|I pause and paraphrase information by putting it in my own words. |
|I locate main idea sentences within paragraphs. |
|I support the main ideas with key details from the text. |
|I determine the meaning of unfamiliar vocabulary words from the text. |
|I recognize the structure of nonfiction text: |
|Description tells the characteristics of something. |
|Sequence tells the order in which something happens. |
|Comparison tells how things are the same and different. |
|Cause and effect tells why something happens. |
| |
|Cause and Effect Nonfiction Text |
|Student Chart – Session 8 |
|[pic] |
|I can recognize and organize cause and effect nonfiction text. |
| |
|Cause and effect nonfiction text tells what causes something to happen. |
| |
|Key words include caused by, effect, reason, because, and as a result. |
| |
|It can be organized using a cause and effect map: |
| |
| |
|Cause/Effect |
|Maps |
| |
| |
|Session 10 |
|Concept |Nonfiction readers learn the skills and habits essential for nonfiction reading. |
|Teaching Point |Readers use graphic organizers to organize information from nonfiction texts. |
|References |Materials |
|Cheetahs (True Books), Ann O. Squire |Class chart: |
| |Ways Nonfiction Readers Read with Power |
| |Text Structures |
| |Enlarged copy or copies for each partnership of the excerpt from pages 11-13 |
| |from Cheetahs |
| |Sticky notes |
|Note |Students work in partnerships during independent reading time and then two partnerships join together to share information learned |
| |during partnership share. |
|Introduction |Readers, yesterday we studied the cause and effect text structure in our information books. Today I want to show you that readers |
| |often use a variety of graphic organizers to help them organize important information they are learning. Information can be organized|
| |using these various graphic organizers, depending on the text structure. Today we are going to again use graphic organizers to |
| |organize information from nonfiction texts. |
|Demonstration |Introduce the class chart, Text Structures, which provides graphic organizers for each of the text structures. |
| |Refer to the same sections in the book, Cheetahs, by Ann O. Squire, that you referenced in Sessions 6, 7, and 8 (pages 7-9 – |
| |description, pages 21-23 – sequence, pages 15-16 – cause/effect). |
| |Refer to each graphic organizer you created (description, sequence, and cause and effect) in your reader’s notebook. Suggest that |
| |readers include a sketch, if it is helpful. |
| |Explain how this helps you understand and remember the information. |
|Guided Practice |Refer to the enlarged copy, or distribute copies to partnerships, of the excerpt from pages 11-13 aloud from Cheetahs. Reread the |
| |excerpt aloud. |
| |Have partnerships work together to create a graphic organizer in their reader’s notebooks and record the important information. |
| |Include a sketch, if it is helpful. |
| |Have one or two student volunteers share their graphic organizers (and sketches) with the rest of the class and explain how the |
| |graphic organizers help them understand and remember the information. |
|Recap |Readers, when we read information texts, it is helpful to use a graphic organizer to help us organize the information we are learning.|
| |Today as you read in your partnerships, choose a section from one of your information books, decide on the structure, then choose and |
| |create a graphic organizer to organize the information. Talk about how this helps you understand and remember what you have read. |
| |Choose a graphic organizer and record the information. Describe with your partners how the structure supports your understanding of |
| |the text. |
|Independent Practice |Conduct partnership conferences to help students choose and create appropriate graphic organizers to organize the information they are|
| |learning. |
|Partnership Share |Have partnerships join with new partnerships and share the graphic organizers they created. |
|Lesson Closure |Have one or two student volunteers share their graphic organizers with the class. |
| |
|[pic] |
| |
|Ways Nonfiction Readers Read with Power |
| |
|I preview, predict, and tap my prior knowledge before I read: |
|I preview the title and headings from the Table of Contents. |
|I preview the heading, pictures, and text features in one section. |
|I predict what I think the section will be about. |
|I tap my prior knowledge to recall what I already know about the topic. |
|I read and check if the information matched my prediction. |
|I pause and paraphrase information by putting it in my own words. |
|I locate main idea sentences within paragraphs. |
|I support the main ideas with key details from the text. |
|I determine the meaning of unfamiliar vocabulary words from the text. |
|I recognize the structure of nonfiction text: |
|Description tells the characteristics of something. |
|Sequence tells the order in which something happens. |
|Comparison tells how things are the same and different. |
|Cause and effect tells why something happens. |
| |
| |
| |
|Text Structures |
| |
| |
|Description – The author describes the topic by giving details about its characteristics. Key words include adjectives and other words and phrases that |
|describe. |
| |
|Web Idea/Detail Chart |
| |
| |
| |
|Sequence – The author provides information in the order in which it happens. Key words include first, then, next, last, after, later, and finally. |
| |
|Flow Timeline Cycle |
|Diagram |
| |
| |
| |
|Comparison – The author tells how two things are the same and how they are different. Key words include both, same, different, like, unlike, either, and as |
|well as. |
| |
|A Both B |
|Venn 3-Column Chart |
|Diagram |
| |
| |
| |
|Cause and Effect – The author tells what causes something to happen. Key words include caused by, effect, reason, because, and as a result. |
| |
| |
|Cause and Effect |
|Maps |
| |
| |
|Session 11 |
|Concept |Nonfiction readers respond to texts and share the topics they are studying with others. |
|Teaching Point |Readers teach others about a topic they are studying. |
|References |Materials |
|Cheetahs (True Books), Ann O. Squire |Class chart: |
| |Ways Nonfiction Readers Read with Power |
| |Enlarged copy or copies for each partnership of the excerpt from pages 29-31 |
| |from Cheetahs |
| |Enlarged copy and/or copies for each student of student chart for Session 10: |
| |Teaching Others about a Topic |
|Notes |Have partnerships read their nonfiction texts independently starting today. The books they read can be identical or on the same |
| |topic. |
|Introduction |Readers, you are becoming experts on the topics you are reading about, and you have been sharing the information you are learning with|
| |others. Today I want to show you how you can teach others about the topic you are studying. To teach someone, you need to know the |
| |main ideas and key details. And it helps to use a teaching voice, the illustrations, and gestures as you teach others. |
|Demonstration/ |Preview, predict, and tap your prior knowledge of the fourth section in the book Cheetahs. Read the first paragraph on pages 26 and |
|Teaching |27 aloud. |
| |Demonstrate how you teach others about the topic in the following ways: |
| |Use your palm and fingers to list the main ideas and key details. |
| |“Most cat species live by themselves; however cheetahs often live with other cheetahs. |
| |”Male cheetahs often live with other males |
| |Female cheetahs often live with other females or cubs.” |
| |Use a teaching voice. |
| |Point to the illustration (page 27). |
| |Use gestures (show the main idea and key details on your hand). |
| |Read the second, third, and fourth paragraphs on pages 27 through 29 aloud. Demonstrate how you teach others about the topic: |
| |“Mother cheetahs take good care of their cubs. |
| |The mothers hide their cubs carefully. |
| |At first, the mothers feed their cubs milk. |
| |Later, the mothers bring back meat for the cubs to eat. |
| |After a few weeks, the mothers take their cubs with them as they hunt.” |
| |Use a teaching voice. |
| |Point to the illustration (page 28). |
| |Use gestures (show the main ideas on your fingers). |
| |Refer to the class chart Ways Nonfiction Readers Read with Power. |
|Guided Practice |Read the fourth paragraph aloud. Refer to the enlarged copy or distribute copies to partnerships of the excerpt from pages 29-31 from|
| |Cheetahs. |
| |Have partnerships teach each other this information following the steps on the class chart. |
| |Select a student volunteer who has demonstrated the teaching point in this lesson effectively to share with the class. |
| |Finish reading pages 32 and 33 in this section. |
|Recap |So readers, today we learned that when we read nonfiction texts, we can become experts who can teach others what we are learning. As |
| |you read your nonfiction books with your partners today, keep in mind that you aren’t just reading them for yourselves; you are also |
| |reading them for others. When you read today, make sure that you think about how you are going to share the information you are |
| |learning with others. |
|Independent Practice |Conduct student conferences to help them prepare to teach the information they are learning to their partners. |
|Partnership Share |Have partnerships teach each other what they have learned about their topics by following the steps on the class chart. |
|Lesson Closure |Have one or two student volunteers teach the class about their topics. |
| |
| |
|[pic] |
| |
|Ways Nonfiction Readers Read with Power |
| |
|I preview, predict, and tap my prior knowledge before I read: |
|I preview the title and headings from the Table of Contents. |
|I preview the heading, pictures, and text features in one section. |
|I predict what I think the section will be about. |
|I tap my prior knowledge to recall what I already know about the topic. |
|I read and check if the information matched my prediction. |
|I pause and paraphrase information by putting it in my own words. |
|I locate main idea sentences within paragraphs. |
|I support the main ideas with key details from the text. |
|I determine the meaning of unfamiliar vocabulary words from the text. |
|I recognize the structure of nonfiction text: |
|Description tells the characteristics of something. |
|Sequence tells the order in which something happens. |
|Comparison tells how things are the same and different. |
|Cause and effect tells why something happens. |
|I teach others about a topic I am studying: |
|I include main ideas and key details with my palm and fingers. |
|I use a teaching voice. |
|I point to the illustrations. |
|I use gestures. |
| |
|Teaching Others about a Topic |
|Student Chart – Session 11 |
|[pic] |
|I can teach others about a topic I am studying in this way: |
| |
|I determine the main ideas and key details of the section. I think about how the information is organized. |
| |
|I use my hand and fingers to help me keep track of the information. |
| |
|I use a teaching voice. |
| |
|I point to the illustrations. |
| |
|I use gestures to make my point clear. |
| |
|Session 12 |
|Concept |Nonfiction readers respond to texts and share the topics they are studying with others. |
|Teaching Point |Readers talk with others and listen to grow ideas. |
|References |Materials |
|Cheetahs (True Books), Ann O. Squire |Class chart: |
| |Ways Nonfiction Readers Read with Power |
| |Enlarged copy or copies for each partnership of the excerpt from pages 38-43 |
| |from Cheetahs |
| |Sticky notes for students |
| |Enlarged copy and/or copies for each student of student chart for Session 11: |
| |Talk with Others and listen to Grow Ideas |
|Note |Students read their nonfiction texts independently and share with their partners during partnership share. |
|Introduction |Readers, our job as nonfiction readers is to read with understanding, learning new information all the time. We have been noticing a |
| |lot of interesting facts in our books and learning strategies to help us gather information and teach it to others. One of the things|
| |we need to remember is that we have to do even more than just remember what we are learning. We also have to think about what we are |
| |learning. Today I want to teach you that readers talk with others and listen to grow ideas. |
|Demonstration |Preview, predict, and tap your prior knowledge of the fifth section beginning on page 34 in the book Cheetahs. Read the first |
| |paragraph aloud. |
| |Refer to the class chart Ways Nonfiction Readers Read with Power. |
| |Demonstrate how you use the conversational prompts to talk back to the information in the first paragraph: |
| |I wonder why … the cheetah population is dropping. |
| |Maybe it’s because … people are moving into their territory. |
| |Record one of your ideas starting with the conversational prompt on a sticky note in preparation for a conversation with your partner.|
| |Read the second, third, and fourth paragraphs aloud. State the key details from this section: |
| |Two out of three cheetah cubs are killed by lions and hyenas. |
| |Cheetahs have a shorter lifespan than other cats. |
| |Cheetahs lose their hunting habitat as the human population grows. |
| |Poachers kill cheetahs for their beautiful spotted fur. |
| |Demonstrate how you use the conversational prompts to talk back to this information: |
| |This makes me think … that cheetahs are really in danger. |
| |This makes me realize … that cheetahs might be close to extinction. (Include your own thoughts and feelings about this.) |
| |Explain that when you talk back to the information in a text in this way, you are often inferring. You are using the text and your |
| |prior knowledge to determine something the author doesn’t tell you directly. |
| |Record one idea or surprising fact on a sticky note. |
| |Explain how conversational prompts and surprising facts can lead you to grow your ideas into even bigger ideas. |
|Guided Practice |Read the last two paragraphs aloud. Refer to the enlarged copy or distribute copies to partnerships of the excerpt from pages 38-43 |
| |from Cheetahs. |
| |Have partnerships use the conversational prompts to talk back to this information following the steps on the class chart. |
| |Select a student volunteer who has demonstrated the teaching point in this lesson effectively to share with the class. |
|Recap |Readers, when you get together with your partners to talk, sometimes I see you talking like this: one says something, the other says |
| |something, back and forth. It is as if you think the reason to have a conversation is to talk. But that is not the only reason. We |
| |also need to listen and, most importantly, to think. We want to take the facts and information we are learning to grow our ideas into|
| |even bigger ideas. As you read today, pay close attention to the ideas and the surprising facts in your nonfiction texts, jot them |
| |down on sticky notes using the conversational prompts, and then use them to help you grow ideas when you share with others. |
| |Distribute sticky notes to students (consider giving them a limited number of sticky notes). |
|Independent Practice |Conduct student conferences to help them use the conversational prompts to grow their ideas into even bigger ideas. |
|Partnership Share |Have partnerships use conversational prompts to teach each other what they have learned about their topics by following the steps on |
| |the class chart. |
|Lesson Closure |Have one or two student volunteers use the conversational prompts to share their ideas about their nonfiction text. |
| |
|[pic] |
|Ways Nonfiction Readers Read with Power |
| |
|I preview, predict, and tap my prior knowledge before I read: |
|I preview the title and headings from the Table of Contents. |
|I preview the heading, pictures, and text features in one section. |
|I predict what I think the section will be about. |
|I tap my prior knowledge to recall what I already know about the topic. |
|I read and check if the information matched my prediction. |
|I pause and paraphrase information by putting it in my own words. |
|I locate main idea sentences within paragraphs. |
|I support the main ideas with key details from the text. |
|I determine the meaning of unfamiliar vocabulary words from the text. |
|I recognize the structure of nonfiction text: |
|Description tells the characteristics of something. |
|Sequence tells the order in which something happens. |
|Comparison tells how things are the same and different. |
|Cause and effect tells why something happens. |
|I teach others about a topic I am studying: |
|I include main ideas and key details with my palm and fingers. |
|I use a teaching voice. |
|I point to the illustrations. |
|I use gestures. |
|I talk with others and listen to grow ideas: |
|“I wonder why …” |
|“This makes me think …” |
|“This makes me realize …” |
|“Maybe it’s because …” |
|“I used to think … but now I understand…” |
| |
|Talk with Others and Listen to Grow Ideas |
|Student Chart – Session 12 |
|[pic] |
|I can talk with others and listen to grow ideas in this way: |
| |
|I refer to details and examples in the text that make me think and wonder. |
| |
|I use conversational prompts to push my thinking as I talk with others: |
|“I wonder why …” |
|“Maybe it’s because …” |
|“This makes me think …” |
|“I used to think … |
|But now I understand …” |
| |
|I listen to the ideas of others to help grow my own ideas. |
| |
| |
|Session 13 |
|Concept |Nonfiction readers respond to texts and share the topics they are studying with others. |
|Teaching Point |Readers study the pictures carefully to grow their ideas. |
|References |Materials |
|Cheetahs (True Books), Ann O. Squire |Class chart: |
| |Ways Nonfiction Readers Read with Power |
| |Enlarged illustration from pages 35 from Cheetahs |
| |Sticky notes |
|Notes |Have students bring the nonfiction books they are reading to the meeting area. |
| |Students work in partnerships during independent reading time and then two partnerships join together to share information learned |
| |during partnership share. |
|Introduction |Readers, I noticed yesterday that some of you are just breezing past the pictures in your nonfiction books. When you read the text on|
| |the page, you are often ready to move right on to the next page without really paying attention to what more you might learn from |
| |studying the pictures. Today I want to teach you how important it is to study the pictures carefully to help you think about the |
| |information and to grow your ideas. |
|Demonstration/ |Refer to the class chart Ways Nonfiction Readers Read with Power and an enlarged copy of the student chart for Session 12 Study the |
|Teaching |Pictures to Grow Ideas. |
| |Refer to the illustration on page 35 and the class chart Demonstrate how you use the following conversational prompts as you study the|
| |picture. |
| |Share what you notice, what you wonder, and what you think: |
| |I notice … a lion is chasing a cheetah |
| |I wonder … why one big cat is chasing a different big cat. |
| |I wonder … if the lion will catch the cheetah, which is faster. |
| |I think … the lion is going to catch the cheetah since cheetahs can’t run fast for long. |
| |I think … sometimes lions are predators and cheetahs are prey. |
| |Record one idea, question, or surprising fact on a sticky note. |
| |Explain how conversational prompts can help you grow your ideas into even bigger ideas as you listen to others. |
|Guided Practice |Have partnerships turn to a picture in their own nonfiction texts. |
| |Have them use the conversational prompts to grow their ideas as they study the picture. Have them discuss what they notice, what they|
| |wonder, and what they think. |
| |Select a partnership volunteer who has demonstrated the teaching point in this lesson effectively to share with the class. |
|Recap |Readers, remember you can get a lot of information and grow your ideas from studying the pictures in your nonfiction books. When you |
| |take the time to notice, to wonder, and to think about the pictures, it will help you to grow your ideas. When you continue reading |
| |today, take the time to study the pictures in your nonfiction books and jot a sticky note or two about your ideas. The pictures are |
| |there for a reason, and we can learn a lot from putting together what we notice in the pictures with what we learn from the text. |
|Independent Practice |Conduct student conferences to help students study the pictures to grow ideas. |
|Partnership Share |Have partnerships teach each other what they have learned about their topics by studying the pictures to grow ideas. |
|Lesson Closure |Select a partnership volunteer who has demonstrated the teaching point in this lesson effectively to share their conversation with the|
| |class. |
| |
|[pic] |
| |
|Ways Nonfiction Readers Read with Power |
| |
|I preview, predict, and tap my prior knowledge before I read: |
|I preview the title and headings from the Table of Contents. |
|I preview the heading, pictures, and text features in one section. |
|I predict what I think the section will be about. |
|I tap my prior knowledge to recall what I already know about the topic. |
|I read and check if the information matched my prediction. |
|I pause and paraphrase information by putting it in my own words. |
|I locate main idea sentences within paragraphs. |
|I support the main ideas with key details from the text. |
|I determine the meaning of unfamiliar vocabulary words from the text. |
|I recognize the structure of nonfiction text: |
|Description tells the characteristics of something. |
|Sequence tells the order in which something happens. |
|Comparison tells how things are the same and different. |
|Cause and effect tells why something happens. |
|I teach others about a topic I am studying: |
|I include main ideas and key details with my palm and fingers. |
|I use a teaching voice. |
|I point to the illustrations. |
|I use gestures. |
|I talk with others and listen to grow ideas: |
|“I wonder why …” |
|“This makes me think …” |
|“This makes me realize …” |
|“Maybe it’s because …” |
|“I used to think … but now I understand…” |
|I study the pictures carefully to grow ideas: |
|“I notice …” |
|“I wonder …” |
|“I think …” |
| |
| |
|Study the Pictures to Grow Ideas |
|Student Chart – Session 13 |
|[pic] |
|I can study the pictures carefully to grow ideas in this way: |
| |
|I refer to a picture in the text that makes me think and wonder. |
| |
|I use conversational prompts to push my thinking as I talk with others: |
|“I notice …” |
|“I wonder …” |
|“I think …” |
| |
|I listen to the ideas of others to help grow my own ideas. |
| |
| |
| |
|Session 14 |
|Concept |Informational readers pursue collaborative inquiries critically and analytically. |
|Teaching Point |Readers take notes and summarize information presented in diverse media. |
|References |Materials |
|Cheetahs (True Books), Ann O. Squire |Class chart: |
|A Cheetah Story, DVD by National Geographic (Scene 4: Bonding and Affection) |Ways Informational Readers Read with Power |
| |Large white paper for demonstration and partnerships |
| |Markers |
| |Reader’s notebooks |
| |Student copies of pages 23-25 from Cheetahs |
| |Sticky notes |
|Notes |Preview the DVD, A Cheetah Story by National Geographic (Scene 4), prior to this lesson. |
|Introduction |Readers, yesterday we studied pictures carefully to help us think about the information presented and to grow our ideas. Today we are|
| |going to take notes and make comparisons from information about cheetahs presented in two different ways – print and video. Then we |
| |will summarize the information we learn. |
|Demonstration |Explain that today the class will view a portion of a DVD on cheetahs, reread pages from the book Cheetahs, and make comparisons about|
| |how the same information was presented in slightly different ways. |
| |Explain that students will use what they have already learned about determining the main idea and supporting details from print to |
| |help them determine the main idea and supporting details from a video. Refer to the student charts for Sessions 3 and 4. |
| |Show a portion of Scene 4 from the DVD and demonstrate how you determine the main idea and supporting details related to the perils of|
| |hunting. State this information aloud using key vocabulary used in the video, as follows: |
| |Main Idea: Vultures and hyenas are a danger to cheetahs. |
| |Supporting details: |
| |Vultures show the location of the captured prey to other dangerous animals. |
| |The cheetah usually gives up the captured animal to the vultures. |
| |She wants to protect her cubs and herself. |
| |Hyenas often finish eating the stolen prey. |
| |They are a danger to the cheetah and her cubs, too. |
| |Record this information using an idea/detail chart. |
|Guided Practice |Show the next portion of Scene 4 from the DVD and have students turn and share their ideas about the main idea and supporting details |
| |with their partners related to the rogue male cheetah. |
| |Main Idea: Rogue male cheetahs are a danger to the female cheetah’s captured prey. |
| |Supporting details: |
| |The female leaves the captured prey in order to protect her cubs. |
| |This rogue cheetah does not appear interested in anything but the captured animal. |
| |Have partnerships record their ideas in their reader’s notebooks using idea/detail charts. |
| |Select one or two student volunteers to share the information they recorded about the rogue male cheetah with the class. |
|Recap |Readers, today you will work with your partners as you take notes from pages 23-25 in the book, Cheetahs, using an idea/detail chart. |
| |Then you will use these notes together with your notes from the DVD, A Cheetah Story, to compare how each type of media presented |
| |information about the types of animals that are a threat to cheetahs as they hunt. Share what you have learned with your partners. Be|
| |sure to include key vocabulary used in the video and book. |
|Partnership |Conduct partnership conferences to help students compare how information on the same topic is presented in both media and how to |
|Practice |record notes about what they have read. |
|Mid-Workshop |Demonstrate how to summarize information from your notes about the perils of hunting. |
|Teaching |Reread your notes from both the print and the video. |
| |Create a main idea sentence aloud and record it on chart paper as the first sentence in a paragraph. |
| |Continue summarizing by writing the supporting details. |
| |Have partnerships summarize information from their notes about the perils of hunting. |
|Lesson Closure |Select a student volunteer who has effectively summarized information about the perils of hunting to share with the class. |
[pic]
Cheetahs
By Ann O. Squire
Excerpt from pages 23-25
After it has captured its prey, the cheetah is often too exhausted to eat right away. It drags the prey to a hidden spot and then lies down to catch its breath. Once the cheetah has rested for 20 or 30 minutes, it begins to eat as fast as it can. There is always a danger that lions, vultures, or hyenas will try to steal its food. With its light-weight body and blunt claws, the cheetah cannot defend itself very well. So when a larger, more aggressive animal comes by, the cheetah backs off. The prey it has captured becomes a meal for another animal.
|Session 15 |
|Concept |Nonfiction readers pursue collaborative inquiries critically and analytically. |
|Teaching Point |Readers preview a collection of books on a topic of interest. |
|References |Materials |
|Text set of books for demonstration purposes |Class chart: |
|Text sets on various topics for partnerships |Ways Nonfiction Readers Read with Power |
| |Large white paper for demonstration and partnerships |
| |Markers |
|Notes |Collect nonfiction books on various topics to create text sets. Some of the texts might be general (weather) and some might be |
| |specific (tornadoes) in one text set. Partnerships will choose one text set on a topic of interest to study for the remainder of this|
| |unit. |
| |You will use a text set on the topic of the moon for demonstration purposes. See the Read-Aloud Texts section on the first page of |
| |this unit for the titles that can be used in the rest of the sessions of this unit. |
|Introduction |Readers, you might not know that many grown-ups have interests, or areas of expertise, that extend beyond the work that they do for a |
| |living. For example, (provide examples). Some kids think they have to wait until they are grown-ups to become an expert on a topic. |
| |However, today I want to teach you that you can choose topics that might eventually become your own areas of expertise. To begin, we |
| |will gather and preview a collection of books on topics of interest that you will use for your own personal learning projects. |
|Demonstration |Introduce your own text set on the topic of the moon. Explain that this topic is one that you want to learn more about, so you will |
| |read several books on the topic so you can learn as much as possible. Shortly, students will be choosing a text set on a topic of |
| |their own interest to study with their partners. |
| |Explain that in the same way students have been previewing one text, they can also preview a collection of texts. Demonstrate as |
| |follows: |
| |Think about and then record on large white paper the subtopics you expect to read about in your text set using boxes (topic) and |
| |bullets (subtopics). In this way, you are creating a Table of Contents across your text set. |
| |Choose one of the easier books (Sun, Moon and Stars) and preview it (using the Table of Contents, if one is available), checking to |
| |see whether your expectations were accurate. Starting with an easier book will allow you to grasp the bigger picture more easily. |
| |Put a check next to each subtopic you locate. Add new subtopics to your list as you notice them. |
| |Preview a second book and add to your subtopics list. |
| |By creating a Table of Contents across your text set, you will be thinking about the ideas that are repeated across the texts. |
| |When you preview books whose titles suggest a broader category (Sun, Moon and Stars), only record subtopics related to your topic (the|
| |moon). |
| |Refer to the class chart Ways Nonfiction Readers Read with Power as you preview. |
| |Introduce the text sets you have prepared and have partners choose one text set that will become their area of interest. |
|Guided Practice |Distribute large white paper and markers to each partnership. Have partnerships record their topic in a box at the top of the paper. |
| | |
| |Have students think about their topic and begin recording subtopics next to bullets on the paper before they look through their text |
| |set. |
| |Select one or two partnership volunteers who have demonstrated the teaching point in this lesson effectively to share with the class. |
|Recap |Readers, today you will begin previewing your collection of books to see whether your expectations were accurate and then adding new |
| |subtopics to your list as you notice them in different texts. Talk about which subtopics interest you the most. Circle the one |
| |subtopic from your list that you want to read first. |
|Independent Practice |Conduct partnership conferences to help students create a list of subtopics that corresponds with their topic. |
|Lesson Closure |Select a partnership volunteer who has demonstrated the teaching point in this lesson effectively to share their conversation with the|
| |class. |
|Session 16 |
|Concept |Nonfiction readers pursue collaborative inquiries critically and analytically. |
|Teaching Point |Readers summarize important information as they study a subtopic of interest. |
|References |Materials |
|Text set of books for demonstration purposes |Class chart: |
|Text sets on various topics for partnerships |Ways Nonfiction Readers Read with Power |
| |Large white paper for demonstration and partnerships |
| |Enlarged copy and/or copies for each student of student chart for Session 14: |
| |Summarizing the Text |
| |Markers |
| |Reader’s notebooks |
| |Sticky notes |
|Notes |Have partnerships bring their text sets to the meeting area. |
| |Students work in partnerships during independent reading time and then two partnerships join together to share information learned |
| |during partnership share. |
|Introduction |Readers, yesterday we each made a Table of Contents for our text set including subtopics that we expected to find and others that we |
| |didn’t expect to find. Today we are going to start to become experts on one of our subtopics. We will study our subtopics and |
| |summarize important information as we read. |
|Demonstration |Choose a subtopic from your own Table of Contents page that interests you the most. |
| |Look through each one of your texts for information related to this subtopic and place a sticky note on the page. |
| |Record the subtopic and two or three questions you have about this subtopic in your reader’s notebook. |
| |Begin reading aloud information from one of the texts. Pay close attention to information that answers your questions, to the main |
| |ideas and key details in the text, and to the vocabulary that is specific to this subtopic. |
| |Pause and summarize important information as you read. |
| |Create a shortened version of the original text that includes: |
| |Main ideas |
| |Key details |
| |The structure of the text |
| |General categories instead of lists |
| |Jot information you have learned about this subtopic in your reader’s notebook (information students will share with their partners). |
| |Make it a point to include vocabulary that is specific to this subtopic. |
| |Demonstrate how you teach others about your subtopic by using your notes and the text (information students will share with their |
| |partners). |
|Guided Practice |Have students refer to the subtopic they chose in Session 10 and locate places in their text sets that have information related to |
| |this subtopic. Have them place a sticky note on each page. |
| |Have students record the subtopic and two or three questions they have about this subtopic in their reader’s notebooks. |
|Recap |Readers, today you will study information on your subtopic of interest and summarize important information as you read. Each partner |
| |will choose one of the texts in your text set to read, summarize, and take notes about the subtopic in your reader’s notebooks. Be |
| |sure to include vocabulary words that are specific to your subtopic. When you finish reading information about your subtopic in one |
| |book, put it aside and choose another book. |
|Independent Practice |Conduct student conferences to help them record information they are learning about their subtopics. |
|Partnership Share |Have partnerships teach each other what they have learned about their subtopics using vocabulary specific to the subtopic by referring|
| |to their notes and the texts they read. |
|Lesson Closure |Select a partnership volunteer who has demonstrated the teaching point in this lesson effectively to share their conversation with the|
| |class. |
| |
|[pic] |
| |
|Ways Nonfiction Readers Read with Power |
| |
|I preview, predict, and tap my prior knowledge before I read: |
|I preview the title and headings from the Table of Contents. |
|I preview the heading, pictures, and text features in one section. |
|I predict what I think the section will be about. |
|I tap my prior knowledge to recall what I already know about the topic. |
|I read and check if the information matched my prediction. |
|I pause and paraphrase information by putting it in my own words. |
|I locate main idea sentences within paragraphs. |
|I support the main ideas with key details from the text. |
|I determine the meaning of unfamiliar vocabulary words from the text. |
|I recognize the structure of nonfiction text: |
|Description tells the characteristics of something. |
|Sequence tells the order in which something happens. |
|Comparison tells how things are the same and different. |
|Cause and effect tells why something happens. |
|I teach others about a topic I am studying: |
|I include main ideas and key details with my palm and fingers. |
|I use a teaching voice. |
|I point to the illustrations. |
|I use gestures. |
|I talk with others and listen to grow ideas: |
|“I wonder why …” |
|“This makes me think …” |
|“This makes me realize …” |
|“Maybe it’s because …” |
|“I used to think … but now I understand…” |
|I study the pictures carefully to grow ideas: |
|“I notice …” |
|“I wonder …” |
|“I think …” |
|I summarize important information. |
| |
| |
|Summarizing the Text |
|Student Chart – Session 16 |
|[pic] |
|I can summarize the text as I read in this way: |
| |
|I determine the main ideas and key details of the section. |
| |
|I determine the structure of the text. |
| |
|I replace any lists of related items with a general category (pennies, nickels, and dimes are coins). |
| |
|I create a shortened version of the original text that includes: |
|Main ideas |
|Key details |
|The structure of the text |
|General categories instead of lists |
| |
|Session 17 |
|Concept |Nonfiction readers pursue collaborative inquiries critically and analytically. |
|Teaching Point |Readers study the pictures and text features as they study a subtopic of interest. |
|References |Materials |
|Text set of books for demonstration purposes |Class chart: |
|Text sets on various topics for partnerships |Ways Nonfiction Readers Read with Power |
| |Large white paper for demonstration and partnerships |
| |Markers |
| |Reader’s notebooks |
| |Sticky notes |
|Notes |Have partnerships bring their text sets to the meeting area. |
| |Students may continue to study one subtopic or move on to other subtopics of interest as they study their topics of interest today and|
| |in the coming days. |
| |Students work in partnerships during independent reading time and then two partnerships join together to share information learned |
| |during partnership share. |
|Introduction |Readers, yesterday we started to study one of our subtopics so we could become experts. We marked places in our texts that had |
| |information related to the subtopic that we chose, we wrote questions that we had about this subtopic, and then we started reading and|
| |taking notes about what we learned. Today we are going to study the pictures and text features carefully as we continue studying our |
| |subtopics. |
|Demonstration |Share some of the information that you gathered yesterday about your own subtopic of interest. |
| |Return to one of the texts you read yesterday or choose a new one and pay close attention to the pictures and the text features. For |
| |example, refer to page 19 in The Moon by Elaine Landau. |
| |Study one of the pictures or text features carefully to help you grow ideas. |
| |Jot or sketch information you have learned from this picture or text feature in your reader’s notebook (information students will |
| |share with their partners). Make it a point to include vocabulary that is specific to this subtopic. |
| |Demonstrate how you use your notes, sketches, and the text to share this new information you learned with the class (information |
| |students will share with their partners). |
|Guided Practice |Have students locate pictures and text features in the texts they read yesterday. |
| |Have them choose one of the pictures or text features and study it carefully to help them grow ideas. |
| |Have students jot or sketch information they have learned in their reader’s notebooks using vocabulary words that are specific to the |
| |subtopic. |
| |Select one or two student volunteers who have demonstrated the teaching point in this lesson effectively to share with the class. |
|Recap |Readers, today you will study information on your subtopic of interest by studying the pictures and the text features. As you read, |
| |pay close attention to the pictures and the text features and use them to help you grow ideas about your subtopic. Continue to study |
| |your subtopic by reading, taking notes, and making sketches in your reader’s notebooks. Be sure to include vocabulary words that are |
| |specific to your subtopic. When you finish reading information about your subtopic in one book, put it aside and choose another book.|
|Independent Practice |Conduct student conferences to help them record information they are learning about their subtopics from the pictures and text |
| |features. |
|Partnership Share |Have partnerships teach each other what they have learned about their subtopics by referring to their notes, their sketches, and the |
| |texts they read. |
|Lesson Closure |Select a partnership volunteer who has demonstrated the teaching point in this lesson effectively to share their conversation with the|
| |class. |
|Session 18 |
|Concept |Nonfiction readers pursue collaborative inquiries critically and analytically. |
|Teaching Point |Readers recognize the text structure as they study a subtopic of interest. |
|References |Materials |
|Text set of books for demonstration purposes |Class chart: |
|Text sets on various topics for partnerships |Ways Nonfiction Readers Read with Power |
| |Large white paper for demonstration and partnerships |
| |Markers |
| |Reader’s notebooks |
| |Sticky notes |
|Notes |Have partnerships bring their text sets to the meeting area. |
| |Students work in partnerships during independent reading time and then two partnerships join together to share information learned |
| |during partnership share. |
|Introduction |Readers, yesterday we studied the pictures and text features carefully to help us grow ideas as we studied our subtopics. Today we |
| |will remind ourselves that it is also important to recognize the text structure as we study our subtopics to help us understand what |
| |we are reading and to teach others what we are learning. |
|Demonstration |Share some of the information that you gathered yesterday about your own subtopic of interest or read a new section aloud. |
| |Pay close attention to the text structure and explain how it helps you to understand the section and to be able to teach it to others.|
| |For example, refer to pages that show the phases of the moon in The Moon Book by Gail Gibbons, as an example of sequential text |
| |structure. |
| |Refer to the class chart, Ways Nonfiction Readers Read with Power, that lists three ways nonfiction text might be organized |
| |(description, sequence, cause and effect). |
| |Jot or sketch information you have learned from drawing on the text structure in your reader’s notebook (information students will |
| |share with their partners). Make it a point to include vocabulary that is specific to this subtopic. |
| |Demonstrate how you use your notes, sketches, and the text to share this new information you learned with the class (information |
| |students will share with their partners). |
|Guided Practice |Have students refer to the class chart to review the ways in which nonfiction text might be organized. |
| |Have them reread a section of their nonfiction text or read a new section and pay close attention to the text structure. |
| |Have partnerships share the text structures that they identify in their texts. |
| |Select one or two student volunteers who have demonstrated the teaching point in this lesson effectively to share with the class. |
|Recap |Readers, today you will study information on your subtopic of interest by paying close attention to the text structure. As you read, |
| |draw on the text structure to help you understand the section and prepare to share this information with your partners. Continue to |
| |study your subtopic by reading, taking notes, and making sketches in your reader’s notebooks. Be sure to include vocabulary words |
| |that are specific to your subtopic. When you finish reading information about your subtopic in one book, put it aside and choose |
| |another book. |
|Independent Practice |Conduct student conferences to help them record information using the text structures in their nonfiction texts. |
|Partnership Share |Have partnerships teach each other what they have learned about their subtopics by referring to their notes, their sketches, and the |
| |texts they read. |
|Lesson Closure |Select a partnership volunteer who has demonstrated the teaching point in this lesson effectively to share their conversation with the|
| |class. |
|NOTE |You may choose to spend one or more additional sessions having students study their topics of interest, each day reminding them to |
| |revisit one or more strategies on the class chart, Ways Nonfiction Readers Read with Power. |
|Session 19 |
|Concept |Nonfiction readers pursue collaborative inquiries critically and analytically. |
|Teaching Point |Readers compare how information on the same subtopic in various texts is presented. |
|References |Materials |
|Text set of books for demonstration purposes |Class chart: |
|Text sets on various topics for partnerships |Ways Nonfiction Readers Read with Power |
| |Large white paper for demonstration and partnerships |
| |Enlarged copy and/or copies for each student of student chart for Session 17: |
| |Comparisons of Nonfiction Texts |
| |Markers |
| |Reader’s notebooks |
| |Sticky notes |
|Notes |Have partnerships bring their text sets to the meeting area. |
| |Students work in partnerships during independent reading time and then two partnerships join together to share information learned |
| |during partnership share. |
|Introduction |Readers, yesterday we paid close attention to the text structure as we studied our subtopics to help us understand what we are reading|
| |and to teach others what we are learning. Today we are going to compare how information on the same subtopic from various texts is |
| |presented. |
|Demonstration |Choose two texts that present the same information in slightly different ways. |
| |Pay close attention to the way in which two different texts present information about how the moon was formed (page 37 in The Moon by |
| |Elaine Landau and the fifth through seventh page in The Moon Book by Gail Gibbons). |
| |Explain how both books present information in a similar way, however, The Moon provides more details. |
| |Jot or sketch information you have learned from comparing information from various texts in your reader’s notebook (information |
| |students will share with their partners). Make it a point to include vocabulary that is specific to this subtopic. |
| |Demonstrate how you use your notes, sketches, and the text to share this new information you learned with the class (information |
| |students will share with their partners). |
|Guided Practice |Have students reread sections about the same subtopic in two different texts and pay attention to how information on the same topic is|
| |presented. |
| |Have partnerships discuss how the information is similar and how it is different. |
| |Select one or two student volunteers who have demonstrated the teaching point in this lesson effectively to share with the class. |
|Recap |Readers, today you will study information on your subtopic of interest by comparing how information on the same subtopic in various |
| |texts is presented. As you read, think about how the information is similar and how it is different. Use this information when you |
| |share what you have learned with your partners. Continue to study your subtopic by reading, taking notes, and making sketches in your|
| |reader’s notebooks. Be sure to include vocabulary words that are specific to your subtopic. |
|Independent Practice |Conduct student conferences to help them compare how information on the same subtopic in various texts is presented. |
|Partnership Share |Have partnerships teach each other what they have learned about their subtopics by referring to their notes, their sketches, and the |
| |texts they read. |
|Lesson Closure |Select a partnership volunteer who has demonstrated the teaching point in this lesson effectively to share their conversation with the|
| |class. |
| |
|[pic] |
| |
|Ways Nonfiction Readers Read with Power |
| |
|I preview, predict, and tap my prior knowledge before I read: |
|I preview the title and headings from the Table of Contents. |
|I preview the heading, pictures, and text features in one section. |
|I predict what I think the section will be about. |
|I tap my prior knowledge to recall what I already know about the topic. |
|I read and check if the information matched my prediction. |
|I pause and paraphrase information by putting it in my own words. |
|I locate main idea sentences within paragraphs. |
|I support the main ideas with key details from the text. |
|I determine the meaning of unfamiliar vocabulary words from the text. |
|I recognize the structure of nonfiction text: |
|Description tells the characteristics of something. |
|Sequence tells the order in which something happens. |
|Comparison tells how things are the same and different. |
|Cause and effect tells why something happens. |
|I teach others about a topic I am studying: |
|I include main ideas and key details with my palm and fingers. |
|I use a teaching voice. |
|I point to the illustrations. |
|I use gestures. |
|I talk with others and listen to grow ideas: |
|“I wonder why …” |
|“This makes me think …” |
|“This makes me realize …” |
|“Maybe it’s because …” |
|“I used to think … but now I understand…” |
|I study the pictures carefully to grow ideas: |
|“I notice …” |
|“I wonder …” |
|“I think …” |
|I summarize important information. |
|I compare how information on the same subtopic in various texts is presented. |
| |
|Session 20 |
|Concept |Nonfiction readers pursue collaborative inquiries critically and analytically. |
|Teaching Point |Readers plan presentations about their topics to share with others. |
|References |Materials |
|Text set of books for demonstration purposes |Class chart: |
|Text sets on various topics for partnerships |Ways Nonfiction Readers Read with Power |
| |Poster boards for each partnership |
| |Markers |
| |Reader’s notebooks |
|Note |Have partnerships bring their text sets to the meeting area. |
| |This may take more than one day. |
|Introduction |Readers, we have become experts on the topics we have been studying over the past few days. Today we are going to plan how we want to|
| |share the information we have been learning with others. |
|Demonstration |Choose one of the subtopics that you studied using your own text set that you want to share with others. |
| |Demonstrate how you think about and plan for the best way to share the ideas you have learned with others. |
| |Demonstrate how you use a poster board (or other resource, including technology) to organize your ideas about one of the subtopics you|
| |studied. You might chose to use one or more of the following: |
| |Boxes and bullets (to share the main ideas and key details) |
| |Pictures and text features (to illustrate ideas) |
| |Text structures (to show description, sequence, or cause and effect) |
| |Questions and answers |
| |Vocabulary (bold print, definitions, mini-glossary) |
| |You might choose to either photocopy (from a book that you have been reading or from an internet search) or sketch the images that you|
| |want to illustrate. |
| |You might also choose a short section of one of your texts to read aloud when you share. |
| |Explain that these presentations are meant to be simple and quick. |
|Guided Practice |Explain that each partnership will be given a poster board (or other resource, including technology) to organize their ideas. They |
| |will have the rest of today (or an additional day if necessary) to complete their poster boards and be ready to share them with |
| |others. |
|Recap |Readers, today you will spend the rest of your time planning and completing your presentations to share with others. Make sure that |
| |the information you include is large enough and neatly written so it can be read easily by others. Make it interesting so that others|
| |will want to learn about your topic. And remember to use vocabulary words that are specific to the subtopic. |
|Independent Practice |Conduct partnership conferences to help them plan and prepare their presentations. |
|Lesson Closure |Select one or two partnership volunteers to share with the class. |
|Session 21 |
|Concept |Nonfiction readers pursue collaborative inquiries critically and analytically. |
|Teaching Point |Readers present information they have learned with others. |
|References |Materials |
|Text set of books for demonstration purposes |Class chart: |
|Text sets on various topics for partnerships |Ways Nonfiction Readers Read with Power |
| |Poster boards for each partnership |
| |Markers |
|Note |You might either have partnerships share with the rest of the class or have students sit with their partners in groups of three or |
| |four partnerships and share in these small groups. |
|Introduction |Readers, we have been reading all kinds of information texts this month. What I want to teach you today is this: When we finish |
| |reading nonfiction texts about topics we come to care about, we remember what we have learned and find ourselves continuing to learn |
| |about our topics. Today we will share what we have learned with others. Remember to use a teaching voice, to point to the pictures |
| |and text features you created, and use gestures as you teach others about your topics. |
|Celebration |Have partnerships share and then answer one or two questions about their topics. |
| |Suggest that students continue to read and learn from nonfiction texts every day. Nonfiction reading can lead us to areas of interest|
| |that will intrigue us for a lifetime. |
| |Display poster boards in the classroom or hallway for others to view. |
|Conferring Checklist: Nonfiction Reading |
|Student Name: |
|1: Learning skills and habits: | |
|Previews, predicts and taps prior knowledge before | |
|reading. | |
|2: Learning skills and habits: | |
|Pauses and paraphrases important information. | |
|3: Learning skills and habits: | |
|Locates or determines main idea within paragraphs. | |
|4: Learning skills and habits: | |
|Supports the main ideas with key details. | |
|5: Learning skills and habits: | |
|Determines the meaning of unfamiliar vocabulary | |
|words. | |
|6-9: Learning skills and habits: | |
|Recognizes the structure of nonfiction texts. | |
|10: Learning skills and habits: | |
|Uses graphic organizers to organize information. | |
|11: Responds to texts/shares topics: | |
|Teaches others about a topic. | |
|12: Responds to texts/shares topics: | |
|Talks and listens to grow ideas. | |
|13: Responds to texts/shares topics: | |
|Studies the pictures to grow ideas. | |
|14: Pursues collaborative inquiries: | |
|Previews a collection of texts. | |
|15: Pursues collaborative inquiries: | |
|Summarizes important information. | |
|16: Pursues collaborative inquiries: | |
|Studies pictures and text features. | |
|17: Pursues collaborative inquiries: | |
|Recognizes text structures. | |
|18: Pursues collaborative inquiries: | |
|Compares information on the same subtopic from | |
|various texts. | |
|19: Pursues collaborative inquiries: | |
|Plans presentation about topic. | |
|20: Pursues collaborative inquiries: | |
|Teaches others about topic. | |
|My Self-Evaluation Checklist: Nonfiction Reading |
|Name: |[pic] |
|I can preview, predict and tap my prior knowledge before reading. | |
|I can pause and paraphrase information. | |
|I can locate or determine main ideas within paragraphs. | |
|I can support main idea with key details. | |
|I can determine the meaning of unfamiliar vocabulary words. | |
|I can recognize nonfiction text structure: | |
|Description, sequence, comparison, cause and effect. | |
|I can use graphic organizers to organize information. | |
|I can teach others about a topic. | |
|I can talk and listen to grow ideas. | |
|I can study the pictures to grow ideas. | |
|I can preview a collection of texts. | |
|I can summarize the text. | |
|I can study pictures and text features. | |
|I can recognize text structures. | |
|I can compare information on the same subtopic from various texts. | |
|I can plan a presentation about topic. | |
|I can teach others about my topic. | |
-----------------------
[pic]
Cheetahs
By Ann O. Squire
Excerpt from page 11
Like other big cats, cheetahs hunt other animals for food. But while lions and leopards hunt at night, cheetahs pursue their prey during the daytime. This makes it much more difficult for cheetahs to sneak up on swift-footed gazelles, springboks, and impalas. The cheetah’s spotted coat helps it hide in the tall grass, but to capture a prey animal, this cat needs more than camouflage. Fortunately, cheetahs are champion runners, and their sleek, lightweight bodies are built for speed.
__________________________________________
[pic]
Cheetahs
By Ann O. Squire
Excerpt from pages 23-25
After it has captured its prey, the cheetah is often too exhausted to eat right away. It drags the prey to a hidden spot and then lies down to catch its breath. Once the cheetah has rested for 20 or 30 minutes, it begins to eat as fast as it can. There is always a danger that lions, vultures, or hyenas will try to steal its food. With its light-weight body and blunt claws, the cheetah cannot defend itself very well. So when a larger, more aggressive animal comes by, the cheetah backs off. The prey it has captured becomes a meal for another animal.
[pic]
Cheetahs
By Ann O. Squire
Excerpt from pages 11-13
Like other big cats, cheetahs hunt other animals for food. But while lions and leopards hunt at night, cheetahs pursue their prey during the daytime. This makes it much more difficult for cheetahs to sneak up on swift-footed gazelles, springboks, and impalas. The cheetah’s spotted coat helps it hide in the tall grass, but to capture a prey animal, this cat needs more than camouflage. Fortunately, cheetahs are champion runners, and their sleek, lightweight bodies are built for speed.
[pic]
Cheetahs
By Ann O. Squire
Excerpt from pages 8-9
One sure way to recognize a cheetah is by the long, black stripes that run from the inside corner of each eye down to the mouth. These stripes are called “tear lines.” Scientist believe that the dark tear lines help protect the cheetah’s eyes from the glaring African sun.
_____________________________________________________________________________
______
1.
2.
3.
[pic]
Cheetahs
By Ann O. Squire
Excerpt from pages 32
As the cubs grow older, their mother teaches them how to hunt. First they watch her as she captures a prey animal. Later, she starts to bring back animals that are still alive, so the cubs can learn to make the killing bite.
________________________________________________________________
[pic]
Cheetahs
By Ann O. Squire
Excerpt from pages 11-12
Like other big cats, cheetahs hunt other animals for food. But while lions and leopards hunt at night, cheetahs pursue their prey during the daytime. This makes it much more difficult for cheetahs to sneak up on swift-footed gazelles, springboks, and impalas. The cheetah’s spotted coat helps it hide in the tall grass, but to capture a prey animal, this cat needs more than camouflage.
___________________________________
[pic]
Cheetahs
By Ann O. Squire
Excerpt from pages 11-13
Like other big cats, cheetahs hunt other animals for food. But while lions and leopards hunt at night, cheetahs pursue their prey during the daytime. This makes it much more difficult for cheetahs to sneak up on swift-footed gazelles, springboks, and impalas. The cheetah’s spotted coat helps it hide in the tall grass, but to capture a prey animal, this cat needs more than camouflage. Fortunately, cheetahs are champion runners, and their sleek, lightweight bodies are built for speed.
______
1.
2.
3.
[pic]
Cheetahs
By Ann O. Squire
Excerpt from pages 29-31
At this age, the cubs look very different from adult cheetahs. Instead of a sleek, spotted coat, a baby cheetah has long grayish hair that forms a ridge on its head, neck, and back. It looks almost like a Mohawk haircut! Some scientists think that this ridge makes the cub look bigger, so predators may be less likely to attack it. It may also make the cub look a bit like a honey badger, one of the fiercest animals on the savanna. In addition, the cub’s coat serves as camouflage, helping the cub blend in with its surroundings.
[pic]
Cheetahs
By Ann O. Squire
Excerpt from pages 38-43
There’s no doubt that cheetahs are close to extinction. People are working hard to save them, however. Many areas of Africa have been set aside as parks and reserves in order to protect cheetahs from hunters and angry ranchers. Some ranchers are using electric fences and other methods to keep cheetahs away rather than kill them. A few ranchers have even turned their ranches into wildlife parks. This lets them make money from tourists and still protect cheetahs.
Another way to save an endangered species is to breed the animals in zoos. Unfortunately, this has been difficult with cheetahs. Wildlife biologists are continuing to look for ways to breed more captive cheetahs. The hope is that then these magnificent cats may someday be returned to the wild.
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