EL Support Lesson

Information from Multiple Sources

Use this lesson to help your ELs quickly find information on a specific topic by looking for a noun and its pronouns in a nonfiction text. It can be a stand-alone lesson or used as support for the lesson Ecosystems Explained.
This lesson can be used as a pre-lesson for the Ecosystems Explained lesson plan.
Grade Subject View aligned standards
This lesson can be used as a pre-lesson for the Ecosystems Explained lesson plan.

Students will use the strategy of synthesizing information from multiple sources.


Students will be able to find information about a topic with nouns and associated pronouns using color coding.

(5 minutes)
  • Display the diagram of the water cycle from the worksheet The Water Cycle and ask students to write what they notice or know about the visual on a sticky note. Have volunteers read their sticky notes aloud. Write some responses on the board.
  • Choose a volunteer to read the student-friendly language objective (i.e., "I can find information about a topic with nouns and pronouns using color coding."). Then ask for input on the meaning of nouns and pronouns.
  • Tell students they’ll gather information about the same topic but from two different sources. Emphasize that when looking for specific information from texts, looking for specific nouns and pronouns will help them find details quickly.
(5 minutes)
  • Clarify the meaning of a noun and pronoun and ask students to give you some examples. Write the examples of nouns (e.g., "water," "lake," "Josue," "Hadassah") and pronouns (e.g., "it," "he," "she," "himself") in two different colors. (Note: stay consistent with the color coding of the nouns and pronouns.)
  • Write this sentence on the board: “While we need food to give our bodies energy, water helps us control our body temperature.” Model reading the sentence, highlighting the nouns and pronouns in different colors, and then underlining the details. Think aloud about the different nouns and information you can find in the sentence, and isolate the information about water.
  • Add this sentence on the board next to the one that you've reviewed already: “We need to make sure to drink it many times a day.” Follow the same procedure that you used to find the noun in the previous sentence as you find the pronoun (i.e., "it") . Think aloud how the first sentence relates to the second sentence and draw an arrow from the pronoun to the noun it represents (i.e., "water").
  • Tell students that paying attention to nouns and pronouns in a longer text can help them only focus on the information they're looking for.
(8 minutes)
  • Display and distribute the Vocabulary Cards one word at a time as you complete steps 1–4 below. Follow these steps as you introduce each word:
    1. Read the word and have students repeat it.
    2. Tell the students the definition and have them choral read it with you.
    3. Allow them to draw a picture on their vocabulary cards.
    4. Provide an example of how to use the word in a sentence.
  • Complete the above steps for all the words. Then, have ELs choose one word to use in one sentence and write the sentence on the back of one of the Vocabulary Cards. Ask students to share the sentences with their partners.
(10 minutes)
  • Display the worksheet The Water Cycle and ask students to think about how the text features of the worksheet (i.e., bolded terms, pictures, diagrams) help them understand what the text may be about. Refer to their ideas from the introduction section and see if they have new ideas about what the diagram shows.
  • Separate ELs into two groups so that half the class has the worksheet Water Cycle: From the Sky to the Land and Back Again (exclude the last two paragraphs) and the other half has the worksheet The Water Cycle.
  • Allow students to work in partners to read the text and find the noun "water," its pronoun "it," and underline the relevant information in the text. (Note: give advanced and beginning ELs the worksheet The Water Cycle and intermediate ELs the worksheet Water Cycle: From the Sky to the Land and Back Again.)
  • Have students highlight the nouns and pronouns in two different colors after they read the text two times. Then, have them share aloud information specifically about water while you write it on the board in a concept map or list.
  • Rephrase their answers to model using the following sentence stem: “The text says water ____.” Write the sentence stem on the board for student reference.


  • Allow students to use their home language (L1) or their new language (L2) in all their conversations.
  • Make sure ELs have the longer text for the discourse section and the shorter text for their formative assessment. Another option would be to have them work on the same text for the whole lesson.
  • Allow them to read the text in partners and then reread it aloud before completing their sentences. Provide word banks and phrases for students to help complete the sentences. Shorten the assignment if necessary.
  • Pre-teach vocabulary from the passages by providing written and visual definitions in teacher-led small groups (e.g., precipitation, condensation, evaporation, runoff, snowmelt).
  • Have learners repeat instructions and key vocabulary to the teacher before their independent work and partner work.


  • Have them act as student teachers when explaining how they found the nouns, pronouns, and information related to water.
  • Pair them with beginning ELs so that advanced ELs can read the text aloud to their partners.
  • Challenge them to compare the two texts about the water cycle and share during the closing which text gave the best information about water.
(7 minutes)
  • Give students a copy of the text they did not have during the discourse section. Have them find the nouns, pronouns, and information about water from the text. Have them highlight the nouns and pronouns in different colors and then underline the details.
  • Ask them to write two facts about water from the text. Encourage them to use the sentence stem from the board.
(5 minutes)
  • Allow students to share aloud their ideas about water. In partners, ask them to decide if finding the nouns and pronouns for water helped them find details about water easily.
  • Have a student reread the student-friendly language objective. Pass out index cards and ask students to answer the following questions:
    • "Do you think you completed the objective?"
    • "What can you do better next time?"
  • Allow volunteers to share their index card answers aloud.

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