Nonfiction Reading: Learning and Recording New Information
Students will be able to re-read a nonfiction text at their level and write or draw three new things they’ve learned to share with a partner.
- Tell students they are going to learn to share what they are learning in their nonfiction books with others by discussing three interesting facts with a partner.
- Explain that facts drawn from nonfiction texts are truths verified by the author’s research.
Explicit Instruction/Teacher Modeling(5 minutes)
- Reread a familiar, short nonfiction text to your class.
Guided Practice/Interactive Modeling(5 minutes)
- Using the same text, model three facts as you would share with a partner.
- Mark each page with a sticky note, modeling how to make a quick written note or drawing to remind yourself why you chose that fact. Include a question or two.
- Model the Think, Jot, and Talk About Facts worksheet, and answer any of your students' questions.
Independent Working Time(15 minutes)
- Give each student the Think, Jot, and Talk About Facts worksheet and three sticky notes to record their thinking.
- Have students get their familiar nonfiction book, start reading, and marking interesting facts. *Students then transfer their sticky notes to their Think, Jot, and Talk About Facts worksheet and share with a partner.
Enrichment Advanced students can double up more sticky note facts.
Support Students may use the same book, discussing their facts together before going off with a partner.
- Show your read aloud through a projector so students can see better (especially your sticky notes).
- Walk around and check in with students as they read and share. Take notes on student understanding to acknowledge which students need more support.
- Collect work and review for student understanding.
Review and Closing(10 minutes)
- Have students bring the book they want to share to the rug.
- Model how to talk to their partner using a chart with sentence stems like: "My book is called…" "The main topic is…" "One thing I thought was interesting is…" "This was interesting to me because…"
- Have students turn and share their ideas with a neighbor.
- Close with a compliment for participants you noticed were successful in the exercise!