August 22, 2018
|
by Kerry McKee

EL Support Lesson

Sharing Facts from Nonfiction

no ratings yet
Download lesson plan
This lesson can be used as a pre-lesson for the Nonfiction Reading: Learning and Recording New Information lesson plan.
Grade

No standards associated with this content.

No standards associated with this content.

No standards associated with this content.

No standards associated with this content.

No standards associated with this content.

Which set of standards are you looking for?

This lesson can be used as a pre-lesson for the Nonfiction Reading: Learning and Recording New Information lesson plan.
Academic

Students will be able to record and share three key details from a nonfiction text.

Language

Students will be able to identify, record, and share key details from a nonfiction text at a sentence level using sentence frames and partner support.

(5 minutes)
  • Hold up a nonfiction book.
  • Remind students that nonfiction books contain true information about a topic.
  • Have students predict what the book will be about by sharing what they already know about the topic with a partner.
  • Choose a few volunteers to share their predictions using the following sentence stem:
    • I think the book will be about ____.
  • Display the Vocabulary Cards.
  • Share that fiction books are made-up. The author uses his or her imagination to write a fiction book.
  • Explain that nonfiction books, or books about real-life, provide the reader with information about a topic. The author researches, or learns, about a topic to write a nonfiction book.
  • Tell students that readers can find facts in nonfiction books. Facts that readers find in nonfiction books are true information about the topic of the book. Facts are details that give information about the main topic, or what the book is about.
  • Provide a few examples and non-examples of facts. Have students give a thumbs-up if a statement is a fact, and thumbs-down if the statement is not a fact. Tie examples to the book presented in the introduction. For example, if you showed the class a book about dogs you could say, "Dogs are the best pet." (This should ellicit a thumbs-down as this cannot be proven and students may have different opinions.) Then you might say, "Dogs need food and water to live." (Students should answer thumbs-up as this can be proven true or false.)
(10 minutes)
  • Tell students that readers have thoughts when they read nonfiction books, and that paying attention to these thoughts can help them understand and remember the book.
  • Go back to the book you presented in the introduction. Write the following sentence frame on the board:
    • This nonfiction book is about ____.
  • Model preparing your mind to read by identifying the topic of the book and making predictions about what you might learn from reading the book.
  • Tell students that you are excited to learn more about this topic, and read a few pages of the text.
  • As you read, think aloud, "This fact is really interesting." Model writing an exclamation mark on a sticky note and sticking it next to an interesting fact.
  • As you read, think aloud, "I wonder about this." Model asking a question about the text. Write a question mark on a sticky note, and stick it next to the text that you are wondering about.
  • Tell students that they will work in partners to mark interesting facts in nonfiction books with sticky notes. If they have a question about something in the book, they should use a question mark on a sticky note.
  • Model using the following sentence stems as you share a few more examples from the book:
    • I think it is interesting that ____.
    • I wonder about ____.
  • Distribute nonfiction books at the students' independent reading levels to pairs of students. On each book, each partnership should use two or more sticky notes to mark interesting facts or questions they had about the book.
(10 minutes)
  • After identifying several interesting facts and questions they have about their nonfiction books, have partners work together to form a group of four. Have them use the following sentence frames to share one interesting fact they learned and one question they have after reading the book:
    • I think it is interesting that ____.
    • I wonder about ____.
  • As they share about their book, have students use complete sentences to respond to one another. Provide the following sentence stems:
    • I agree that it is interesting that ____.
    • I am also wondering about ____.

BEGINNING

  • Have students work in a teacher-led small group.
  • Read the book aloud to students.
  • Have students use their home language to restate the instructions for the activity.

ADVANCED

  • Have students read the texts independently while searching for key facts and questions.
  • Challenge students to write a paragraph describing what they learned about the topic after reading the nonfiction book.
(2 minutes)
  • Ask students to answer the following questions using the sentence stems provided:
    • What was one interesting fact you found in your nonfiction book?
      • "I thought it was interesting that ____."
    • What was one question you had after reading your nonfiction book?
      • "I wondered about ____."
(3 minutes)
  • Call on pairs to volunteer to share an interesting fact or a question they had about their nonfiction book. Have the students share the text in the book that they marked with the sticky note.

How likely are you to recommend Education.com to your friends and colleagues?

Not at all likely
Extremely likely

What could we do to improve Education.com?

Please note: Use the Contact Us link at the bottom of our website for account-specific questions or issues.

What would make you love Education.com?

What is your favorite part about Education.com?