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Building Background Knowledge of Nonfiction Text Features

This document provides a lesson plan template for a mini lesson on building background knowledge of nonfiction text features in first grade. The objective is for students to understand the different nonfiction text features and their purpose. During the lesson, the teacher will connect to prior knowledge, model how to identify features like the title and pictures in a provided article, engage students to work with partners to identify additional features, and link the lesson to its purpose of determining a nonfiction text's topic through its features.

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188 views

Building Background Knowledge of Nonfiction Text Features

This document provides a lesson plan template for a mini lesson on building background knowledge of nonfiction text features in first grade. The objective is for students to understand the different nonfiction text features and their purpose. During the lesson, the teacher will connect to prior knowledge, model how to identify features like the title and pictures in a provided article, engage students to work with partners to identify additional features, and link the lesson to its purpose of determining a nonfiction text's topic through its features.

Uploaded by

api-338560104
Copyright
© © All Rights Reserved
Available Formats
Download as DOC, PDF, TXT or read online on Scribd
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MacKenna Adams

11/09/16

Teaching Reading: Mini Lesson Format (Calkins, 2001)


Targeted Literacy Strategy or Skill: Building Background Knowledge of Nonfiction Features
Grade level: First Grade
Objective: The student will be able to build background knowledge by looking at a nonfiction text and
understanding the different features and their purpose.
Common Core State Standard/ PASS Standard:
Standard 6: Comprehension/Critical Literacy The student will interact with the words and concepts in a
text to construct an appropriate meaning.
1. Literal Understanding
a. Read and comprehend both fiction and nonfiction that is appropriately designed for the second half of
first grade.
b. Use pre-reading strategies such as previewing, using prior knowledge, predicting, and having a purpose
for reading.
Prior knowledge: (What students already know)
Students already know how to use pre-reading skills such as connecting prior knowledge to a text and
making predictions about the text.
Observations/Rationale: (Before Lesson) What did you notice in your students work that let you
know this lesson was necessary? (This will be an approximation this semester.)
I noticed that students were having difficulty using pre-reading skills when reading nonfiction text. They
were not applying these skills to determine the topic of the text or article.
Materials Needed
Lesson from (Name your source including page number): Strategies That Work pg. 159
Mentor Text: Childrens news article: Chicago Cubs End 108-Year Championship Drought With World
Series Win
Materials: Childrens news article: Chicago Cubs End 108-Year Championship Drought With World
Series Win, Dry erase board and markers, Readers Notebooks, Pencils
Student Groups (whole/small group/partners): Whole groups and partners
Mini Lesson Format:
Connect (AKA~ Anticipatory Set, Engagement/Pre-reading): Good afternoon, everyone. I have
noticed recently that some of us are struggling with determining the topic of nonfiction texts.
Remember that nonfiction means that something is real, so it can include journal articles,
argument pieces, scientific or historical writings, or biographies. Before we read something, good
readers want to be aware of what they are going to be reading about. In order to do this, we must
use our pre-reading skills and look at the important text features. Can anyone give me an example
of a text feature? (Allow students to offer answers) There are many nonfiction text features we can
talk about, including: Titles and subtitles, headings, pictures, captions, graphics, labels,
variability in font, etc.

Teach (Model/Explain): I have given each of you a copy of a nonfiction article that were going to
use to practice with today. If you would all get out your readers notebooks and turn to the next
page, I would like you to draw this T-chart. Write Feature on the left side and Purpose on the
right. (Draw T-chart on the board and allow students to copy down.)
Before I read this article, I want to use my pre-reading skills to figure out what its going to be
about. I notice that the title stands out, so Im going to write that on my chart. The title is an
important text feature because it usually tells the reader what the main topic is. (Write Title in
the Feature column write Tells what the topic is in the Purpose column.)
The next important feature that I notice are the pictures. Can anyone think of what the authors
purpose might be for including a picture/pictures? (Allow students to answer write answer on
the board.)

Active Engagement (AKA~ Check for Understanding: students try it out, teacher observes): Now,
I would like you all to work with a partner or as a group and come up with one or two more text
features and what their purpose is. Write your answers in your readers notebooks and we will
share some of our ideas in a few minutes. (Allow students time to write; ask for at least 1 person
from every table to provide an example.

Link (AKA~ Closing the Lesson [with accountability for the skill/process]): As we finish up
today, I hope that you all learned something about nonfiction text features and the purpose that
they serve. As you come across nonfiction texts in the future, be sure to use this strategy and other
pre-reading skills to determine the topic of what you are going to read.

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