Lesson 2: Explicit Information in Fiction
- Learning Goal
- Use explicit information to answer questions about a fiction text.
- Approximately 50 minutes
- Necessary Materials
Provided: Example Chart, Independent Practice Worksheet
Not Provided: The Stories Huey Tells by Ann Cameron, chart paper, markers
will read aloud from a chart that asks questions about explicit information in the story “The Rule,” in The Stories Huey Tells by Ann Cameron (see Direct Teaching and Guided Practice Example Chart in Teacher and Student Materials below). I will begin to read “The Rule” aloud. I will note that the answers to my first three questions are “right there” in the text. I will model answering the first three questions as I read the text.
Ask: How did I find the answers to the questions? Students should respond that you first read the questions, then read the text, and looked right in the text for the answers.
will continue reading “The Rule” in The Stories Huey Tells and answer the remaining questions on the chart as we read. We will read “Chef Huey” in The Stories Huey Tells.
will read “Chef Huey” from The Stories Huey Tells and answer the questions as you read. (Student Independent Practice is provided below.)
TIP: You may want to have students record the page that they found the answer to each question in the Independent Practice. This will insure that they are identifying explicit information from the text.
(To see all of the ReadWorks lessons aligned to your standards, click here.)
Build Student Vocabulary single
|Tier 2 Word: single|
|Contextualize the word as it is used in the story||Since Julian was a baby he liked to eat every single vegetable.|
|Explain the meaning student-friendly definition)||Single means one or each one. “Julian liked every single vegetable” means that he liked each one of the vegetables.|
|Students repeat the word||Say the word single with me: single.|
|Teacher gives examples of the word in other contexts||A mother loves every single one of her children. She loves each child. When I was driving to school this morning, every single stoplight turned red. Each individual stop light turned red. I care about every single student in my class, even when each one of them talks out of turn.|
|Students provide examples||Can you think of a group of something in which you like every single part of? Start by saying, “I like every single ____________.”|
|Students repeat the word again.||What word are we talking about? single|
|Additional Vocabulary Words||fastened, gasping|
While reading the chapter "The Rule," stop and ask students if they know what a magnifying glass is. Explain that a magnifying glass is a lens that makes things look bigger, like eye glasses do. When light passes through the lens, the curved shape of the lens widens the light, so the object appears bigger to the human eye. By doing this, you can see the details of an object in greater detail.