Lesson 1: Using Text Features
Deserts (A True Book-Ecosystems) | 670L
- Learning Goal
- Use text features in nonfiction texts to identify explicit information.
- Approximately 50 minutes
- Necessary Materials
- Provided: Example Chart, Independent Practice Worksheet
Not Provided: Deserts by Darlene R. Stille, chart paper, markers, nonfiction books about animals at a variety of levels from classroom or school library
will explain that good researchers use nonfiction books to answer questions. I will read aloud questions I have about the desert (see Direct Teaching and Guided Practice Example Chart in Teacher and Student Materials below). I will model how to use the Table of Contents in the book Deserts by Darlene R. Stille to decide where the answers to my questions may be located in the book. I will read aloud pages 5–7. I will note that the answer to my first question is “right there” in the text. I will write the answer to my first question on the chart.
TIP: When modeling how to use table of contents also define it as a list of chapters found in a book. Point out that the Table of Contents lists the chapters and is in page number order.
Ask: How did I find the information I needed in the book? Students should respond that you thought about a question and then looked at the Table of Contents and determined where the information was in the book.
will read the next question and use the Table of Contents to decide where the answer may be located in the book. Using the Table of Contents as a guide, we will continue reading pages 9–18 and 36–43 and chart the answers to the rest of our questions.
TIP: You may want to make copies of the Table of Contents for students for use with the Guided Practice. This will allow them to tell the teacher which chapter to go to for the answer to the next explicit information question before you continue reading.
will find information about an animal in books, using the Table of Contents. You will answer questions about your animal and write the title of the book and page number where you found the answer. (Student Independent Practice Worksheet is provided below.)
Note: Multiple books on a variety of animals and at a variety of reading levels will be needed for the students. This may be a project best suited for the library, when available.
TIP: Provide students with books that have a Table of Contents for the Independent Practice. Books from the True Books series are a good resource.
Build Student Vocabulary store
|Tier 2 Word: store|
|Contextualize the word as it is used in the story||There are plants in the desert that “are able to store water from desert rainstorms.”|
|Explain the meaning student-friendly definition)||Stored means gathered and put away for future use. Some desert plants are able to gather and put away water when there is little rain in the desert.|
|Students repeat the word||Say the word with me: store.|
|Teacher gives examples of the word in other contexts||I store my summer vegetables in the freezer so that I can eat them during the winter. During the summer, I stored my winter coat in the closet so that I could wear it next winter.|
|Students provide examples||What is something that you store? Start by saying, “I store ______________________.”|
|Students repeat the word again.||What word are we talking about? store|
|Additional Vocabulary Words||survive, spring (water)|
After reading the book, share information about U.S. National Parks with deserts. Show students photographs of the Grand Canyon, Mojave National Park, or Death Valley. Show students where these parks are located on a map of the United States. Explain that because these places are National Parks, the unique plant and animal life are protected from humans. Humans cannot build on the land of the National Parks. People can go to the parks and see first-hand what we just read about in the book.
Texts & Materials
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