ALEX Classroom Resource

  

Predicting and Gathering Information With Nonfiction Texts

  Classroom Resource Information  

Title:

 Predicting and Gathering Information With Nonfiction Texts

URL:

 http://readwritethink.org/classroom-resources/lesson-plans/predicting-gathering-information-with-316.html

Content Source:

 ReadWriteThink
Type: Lesson/Unit Plan

Overview:

The reading community recognizes nonfiction as vital to early learners. This concept is relatively new, and most primary teachers have little experience with how to introduce nonfiction to their students and use it as part of the reading curriculum. This lesson supports second-grade teachers in introducing nonfiction to their students and using it for informational purposes. Students develop an understanding of nonfiction through peer interaction and hands-on experiences with books. They use graphic organizers to record their thinking and new learning.

Content Standard(s):
English Language Arts
ELA2015 (2015)
Grade: 2
10 ) Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. [RI.2.1]

Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.10- Answer who, what, and where questions to demonstrate understanding of an informational text.
English Language Arts
ELA2015 (2015)
Grade: 2
14 ) Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently. [RI.2.5]
English Language Arts
ELA2015 (2015)
Grade: 2
19 ) By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the Grades 2-3 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.2.10]
English Language Arts
ELA2015 (2015)
Grade: 2
21 ) Read with sufficient accuracy and fluency to support comprehension. [RF.2.4]

a. Read on-level text with purpose and understanding. [RF.2.4a]

b. Read on-level text orally with accuracy, appropriate rate, and expression on successive readings. [RF.2.4b]

c. Use context to confirm or self-correct word recognition and understanding, rereading as necessary. [RF.2.4c]

Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.21- Read and comprehend a text of 75 words with or without pictures.
ELA.AAS.2.21a- Read on-level text with purpose and understanding.
English Language Arts
ELA2015 (2015)
Grade: 2
23 ) Write informative or explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [W.2.2]
English Language Arts
ELA2015 (2015)
Grade: 2
27 ) Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations). [W.2.7]

Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.27- Participate in research projects.
English Language Arts
ELA2015 (2015)
Grade: 2
28 ) Recall information from experiences or gather information from provided sources to answer a question. [W.2.8]

Alabama Alternate Achievement Standards
AAS Standard:
ELA.AAS.2.28- Recall experiences to answer a question.
English Language Arts
ELA2015 (2015)
Grade: 2
29 ) Participate in collaborative conversations with diverse partners about Grade 2 topics and texts with peers and adults in small and larger groups. [SL.2.1]

a. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). [SL.2.1a]

b. Build on others' talk in conversations by linking their comments to the remarks of others. [SL.2.1b]

c. Ask for clarification and further explanation as needed about the topics and texts under discussion. [SL.2.1c]
Tags: Animal inquiry, charts, collaboration, diagrams, graphic organizer, nonfiction, science
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Author: Cassie Raulston