1 2. Establish student knowledge of the characteristics (text features) of nonfiction/informational text (headings-subheadings, bold print, 10 captions, diagrams, charts, glossaries, table of contents, sections, etc.) and record on an anchor chart either paper or electronic. Model 11 with a whole class read aloud projected on a white board or document camera identifying those features as they occur in the text. 3 3. Leading a whole class discussion, the teacher asks students to reflect on the kinds of characters they are familiar with in fiction 4 text….what are the usual characteristics? What kinds of challenges/problems have they encountered? (Some of these ideas may be 8 recorded on an anchor chart) 9 2 4. During whole class read alouds, the teacher models thinking necessary to identify the characters (animal/people) in fiction, and 3 events (including the problem or challenge) 4 23 1 5. The teacher now asks student to consider the type of information they might encounter in nonfiction/informational text. Is the 5 information acquired about a topic the same or different from a fiction text? What is the author’s purpose in writing the text? Record 10 information on an anchor chart. 11 20 10 6. Using a read aloud/think aloud format, the teacher models thinking about the topic information as it appears in the informational 11 text. How does the structure of the text help the reader make predictions? How does the structure of the text help the reader understand the information? How does the text structure help the reader find the information? 12 7. Begin looking at broader topics such as friendship, working together, getting along, helping others, etc. How do these topics look in 13 fiction vs. informational text? Are they the same/different? Does it matter? 14 16 8. Reinforce the importance of understanding vocabulary. Introduce party” strategy ( words, phrases from unfamiliar text that “tea 17 small groups read and predict what the text might be about……also a possible important vocabulary strategy) Model reading each phrase and noticing details that help predict what the text is about. Identify possible characters, setting, etc. 6 9. Read aloud the text, asking student to identify when they hear one of the phrases on the slips of paper. Stop periodically to check 17 for understanding.
1 10 11 2. Establish student knowledge of the characteristics (text features) of nonfiction/informational text (headings-subheadings, bold print, captions, diagrams, charts, glossaries, table of contents, sections, etc.) and record on an anchor chart either paper or electronic. Model with a whole class read aloud projected on a white board or document camera identifying those features as they occur in the text. 3 4 8 9 3. Leading a whole class discussion, the teacher asks students to reflect on the kinds of characters they are familiar with in fiction text….what are the usual characteristics? What kinds of challenges/problems have they encountered? (Some of these ideas may be recorded on an anchor chart) 2 3 4 23 4. During whole class read alouds, the teacher models thinking necessary to identify the characters (animal/people) in fiction, and events (including the problem or challenge) 1 5 10 11 20 5. The teacher now asks student to consider the type of information they might encounter in nonfiction/informational text. Is the information acquired about a topic the same or different from a fiction text? What is the author’s purpose in writing the text? Record information on an anchor chart. 10 11 6. Using a read aloud/think aloud format, the teacher models thinking about the topic information as it appears in the informational text. How does the structure of the text help the reader make predictions? How does the structure of the text help the reader understand the information? How does the text structure help the reader find the information? 12 13 14 7. Begin looking at broader topics such as friendship, working together, getting along, helping others, etc. How do these topics look in fiction vs. informational text? Are they the same/different? Does it matter? 16 17 8. Reinforce the importance of understanding vocabulary. Introduce “tea party” strategy ( words, phrases from unfamiliar text that small groups read and predict what the text might be about……also a possible important vocabulary strategy) Model reading each phrase and noticing details that help predict what the text is about. Identify possible characters, setting, etc. 6 17 9. Read aloud the text, asking student to identify when they hear one of the phrases on the slips of paper. Stop periodically to check for understanding.
ela-2-comparing-literature_and_informational_text-unit_template.docx