Lesson plan - Study Island
|Reading Lesson: Text Features |Grade Level: 4 |
|Lesson Summary: Students will learn to use a table of contents, glossary, and index to locate information. The teacher will ask students to examine these features |
|in some of the class texts that they have with them. Students will practice locating page numbers for topics chosen by the teacher in these texts. The teacher will|
|then explain the use of a glossary and an index. Students will read the selection. The teacher will provide questions about where certain topics might be found in |
|the selection, and students will identify the section as noted in the table of contents. Students will use the Activity Worksheet for Independent Practice and |
|review answers for closing. Advanced learners will provide glossary entries for words of their choice and the teacher will work with struggling learners to locate |
|text features and use a glossary. |
|Lesson Objectives: |
| |
|The students will know… |
|that text features can be used to give an overview of the contents of text. |
|that text features can be used to locate information. |
| |
|The students will be able to… |
|identify a table of contents, glossary, and index in a book. |
|understand how to use a table of contents, glossary, and index to locate information. |
|Learning Styles Targeted: |
| |
| |
|Visual |
| |
|Auditory |
| |
|Kinesthetic/Tactile |
| |
|Pre-Assessment: |
|Ask students to turn to the front of one of their textbooks (science or social studies work well). |
| |
|Ask them to find the table of contents. |
| |
|Ask them to explain what it is and how to use it. |
| |
|Note students who have little or no knowledge of a table of contents or how to use it. |
|Whole-Class Instruction |
|Materials Needed: a copy of the Activity Worksheet* for each student, a copy of the table of contents for “Learning to Play the Piano”* for each student, |
|textbooks, and pencils |
|Procedure: |
|Presentation |
|Using the textbooks from the Pre-Assessment section, point out the parts of the table of contents: headings, part and chapter titles, and dot leaders to page |
|numbers. |
| |
|Give students a topic listed in the table of contents and ask them to find the correct page number. Repeat for several more topics. |
| |
|Show students how to find the glossary at the back of the textbook. Tell them that the glossary defines important words that appear in the book. Give them a term |
|to find and read the definition. |
| |
|Show students how to find the index at the back of the textbook. Tell them that the index helps you find the page number where a term or topic is found in the |
|book. Give them a term or topic and ask them to locate it on the textbook page where it is found. |
| |
|Guided Practice |
|Give each student a copy of the table of contents for “Learning to Play the Piano.”* |
| |
|Ask the students to identify this text (a table of contents). |
| |
|Give students questions, and ask them to decide in which chapter the answer might be found. |
|Should I keep the top of the piano open or shut? (Chapter 2) |
|How do I get my fingers to hit the right notes? (Chapter 6) |
|How do I know what notes to play? (Chapter 4) |
|What should I do to get ready to play the piano? (Chapter 3) |
|What kind of piano do I need? (chapter 1) |
| |
| |
|Independent Practice |
|Give each student a copy of the worksheet*. Explain that for each item they will choose the letter of the text feature that will work best in answering the |
|question. |
| |
|Closing Activity |
|Go over the answers to the worksheet. Ask students to explain why they chose certain text features to answer the questions. |
|Advanced Learner |
|Materials Needed: Access to a library or teacher-supplied short, familiar trade books, paper, and pencils |
|Procedure: |
|Remind students that a glossary gives definitions for important words found in a book. |
| |
|Tell students they will be writing 5 glossary definitions for a book of their choice. They need to find the words and define them as they are used in the book. |
| |
|Allow students time to locate the words they want to define and write their glossary entries. |
| |
|Students may share their glossary entries with the group. |
|Struggling Learner |
|Materials Needed: textbooks |
|Procedure: |
|Each student should have a copy of the same textbook. |
| |
|Ask students to quickly find the table of contents, index, and glossary. Give assistance and reteach as needed. |
| |
|When students are proficient at finding these text features, have them locate page numbers for topics in the table of contents and index. |
| |
|Have them find and read glossary entries. |
*see supplemental resources
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related searches
- lesson plan themes by month
- water lesson plan for preschoolers
- watershed lesson plan activity
- lesson plan themes for toddlers by month
- preschool lesson plan templates blank pdf printable
- toddler lesson plan template printable
- school age lesson plan ideas
- free preschool lesson plan template printables
- daycare weekly lesson plan template
- school age lesson plan format
- lesson plan themes preschool
- school age lesson plan sample