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1 Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools

ReadersWorkshopUnitofStudy7thGrade–InformationalReading

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Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools.

ReadersWorkshopUnitofStudy7thGrade–InformationalReadingTableofContentsPrefaceLearningProgressions6-8..........................................................................................................................1

LearningProgressions9-12........................................................................................................................2

BackgroundSectionAbstract........................................................................................................................................................5

Standards.....................................................................................................................................................6

OverviewofSessions–TeachingandLearningPoints.................................................................................7

ResourceMaterialsSectionSession1.......................................................................................................................................................8

Session2.....................................................................................................................................................11

Session3.....................................................................................................................................................15

Session4.....................................................................................................................................................17

Session5.....................................................................................................................................................20

Session6.....................................................................................................................................................24

Session7.....................................................................................................................................................27

Session8.....................................................................................................................................................29

Session9.....................................................................................................................................................32

Session10...................................................................................................................................................37

Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools.

ReadersWorkshopUnitofStudy7thGrade–InformationalReadingPreface

ThefollowingunitsupportsandalignstotheCommonCoreStateStandards.Thisresearch-basedworkis

theoutcomeofacollectiveeffortmadebynumeroussecondaryteachersfromaroundthestateof

Michigan.MichiganAssociationofIntermediateSchoolAdministrators(MAISA)initiatedastatewide

collaborativeproject,bringingtogethereducatorsfromaroundthestatetocreateandrefineaK-12

EnglishLanguageArtsmodelcurriculum.TheIndependentReadingunitissituatedastheopening

readingunitofstudywithinayearlongsequenceofreadingunits.Theunitemphasizesstudents’

recognizingreadingcomprehension,readerindependence,andreaderidentity.Thefoundationofa

readingidentityandstrategiestoengagewithtextscaffoldreadersintothecomplexitiesofsubsequent

readingunitsthatarefocuseddeeplywithinthethreemaintypesofwriting.EachunitwithintheMAISA

yearlongmodelcurriculumpresentsastringofteachingpointsthatscaffoldandspiralthecontentand

skills.Unitsofstudyarestructuredtobestudent-centeredratherthanteacher-driven.Sessions

emphasizestudentengagementandstrivetosimultaneouslyincreasecriticalthinkingandwritingskills.

Sessionsaredesignedasaseriesofmini-lessonsthatallowtimetoread,practice,respond,and

conference.Throughsummativeandformativeassessmentsspecifictoeachunit,studentswillprogress

towardbecomingindependentthinkersandreaders.

Significantinputandfeedbackwasgatheredbothintheinitialconceptualizingoftheunitandlater

revisions.Teachersfromaroundthestatepilotedand/orreviewedtheunit;theirfeedbackandstudent

artifactshelpedintherevisionprocess.SpecialthanksgotoleadunitwritersBryanHartsig,LisaKraiza,

andJudyKelly,whocloselystudiedtheCCSS,translatedthestandardsintocurriculumandpractice,and

revisedwithacloseeyetoclassroomteacherfeedback.Throughouttheyearlongcollaborativeproject,

teacherswhoarereviewingunitsarefindinghowstudents’habitsofmindhaveshiftedfromtask-

orientedtobig-picturethinking,utilizingacriticalliteracylens.

1 Copyright © 2010-2014 by the Michigan Association of Intermediate School Administrators and Oakland Schools.

InformationalReadingLearningProgressionsGrades6-8

6th 7th 8th

AnalyzingGenre:CraftandStructure

• Analyzethedifferencebetweennarrativeandinformationaltext

• Analyzehowinformational-textfeaturesorganizetheelaborationofkeyideas

• Analyzeanauthor’sshiftsinstructurewhileelaboratinganidea

• Understandthatauthorspresentinformationinavarietyofways

• Locatespecificinformation,andreadtogatherinformation

• Readpurposelytoexplorenewandunfamiliarconcepts

• Buildbackgroundknowledgeaboutnewtopics

• Analyzethedifferentstructuresofinformationaltext

• Determineacentralideaofatext,whileanalyzingitsdevelopmentoverthecourseofthepiece

• Provideanobjectivesummaryofthetext

• Analyzehowatextmakesconnectionsanddistinctionsbetweenindividuals,ideasorevents

DevelopingStrategiesforCloseReading:KeyIdeasandDetails

• Determineacentralideaandhowitisdeveloped

• Determinewhatisimportant• Summarizeacentralidea• Determinethemeaningsofspecific

words• Determineanauthor’spurposeand

howitisconveyed

• Makeconnectionstowhattheyknowandnewinformation

• Usestrategiestodecodecontextofwordstheydon’tunderstandusingcluesintext

• Useeffectivestrategiestonavigatedifferentstructuresofinformationaltext

• Determineanauthor’spointofvieworpurposeinatext

• Analyzewhatanauthorhasexplicitlysaidandwhatisimpliedinthetext

• Evaluatetextualevidenceasitrelatestotheauthor’sclaimanddeterminesupportingideas

• Analyzehowtheauthoracknowledgesandrespondstoconflictingevidenceorviewpoints

InteractingwithMultipleTexts:IntegrationofKnowledgeandIdeas

• Comparetwoauthors’presentationsofideas

• Evaluatedetailsandassessiftheyarerelevantandsupportthecentralidea

• Examineoneormorecentralideaandbeabletoprovideasummaryofthetextusinganauthor’spresentedevidence

• Analyzehowtwodifferentauthorsadvancetheirevidencetosupportthecentralideaininformationaltext

• Evaluatethedifferentformsofinformationaltext:i.e.print,digital,multimedia

• Analyzetwoormoretextsonthesametopic


InformationalReadingLearningProgressionsGrades9-12

9thGradeInformationalTextStructures

andFeatures

10thGradeCoreDemocraticValues

11thGradeBillofRights

12thGradeSocialIssues

FocusRangeofTextComplexitytoIncreaseRigor

CurrentEventsMagazineandnewsprinttexts

UnitedStatesHistoryPoetry,song,speech(video),photography,printarticle,digitalwebsitetext,politicalcartoonandposter,U.S.foundationaldocuments:speech(audio&print)andletters

ComparativeViewofRightsinAmerica(Poetry,song),educationalvideo,printtext,graphsandcharts,contemporaryspeech/transcripts,foundationallegaldocuments,includingTheBillofRights

AmericanandGlobalSocialIssuesEducationalvideo,photographs,printtext,

infographics,foundationalspeech/transcripts,websites,poetry,andmemoir

DevelopingStrategiesforCloseReading:KeyIdeasandDetails

• Developamulti-draftreadingprocessforarangeofcurrent-eventarticles:magazineandnews

• Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext

• Determineacentralideaormultiplecentralideasofatext.

• Analyzehowtheauthorusestextstructureandtextfeaturestoshapeandrefinespecificdetails;provideanobjectivesummary

• Developamulti-draftreadingprocessforarangeofinformationaltexts:audiospeech,print,cartoons/posters,andletters

• Citestrongandthoroughtextualevidencetosupportanalysisofhistory,politicalviews,statements(positionofAmerica)andfoundational(Constitutional)knowledge

• Determineacentralideaormultiplecentralideasinsophisticatedfoundationaldocuments

• Analyzedevelopmentofmultiplecentralideasoverthecourseofthetext,includinghowtheyemergeandareshapedandrefinedbyspecificdetails

• Provideanobjectivesummaryofpartsofatexttoanalyzehowmultipleideasemergeandconnect

• Developamulti-draftreadingprocessforarangeofinformationaltexts:educationalvideos,printtext,graphsandcharts,speeches/transcripts,foundationallegaldocuments

• Citestrongandthoroughtextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellasinferencesdrawnfromthetext


• Analyzedevelopmentofmultiplecentralideasoverthecourseofthetext,includinghowtheyemergeandareshapedandrefinedbyspecificdetails;provideanobjectivesummaryofthetext

• Developamulti-draftreadingprocessforarangeofinformationaltexts:educationalvideos,photographs,printtexts,infographics,memoirs,poetry,andfoundationalspeeches/transcripts

• Citestrongandthoroughtextualevidencetosupportanalysisofhistory,politicalviews,statements(positionofAmerica)andfoundationalknowledge


• Analyzedevelopmentofmultiplecentralideasoverthecourseofthetext,includinghowtheyemergeandareshapedandrefinedbyspecificdetails

• Provideanobjectivesummaryofpartsofatexttoanalyzehowmultipleideasemergeandconnect.

AnalyzingGenre:CraftandStructure

• Identifyandanalyzetypesoftextfeatures

• Identify,analyze,andevaluatetheimpactandeffectivenessoftheseauthoringdecisionsonmeaningandauthorintent/centralideaincurrentprintmedia

• Writeanobjectivesummaryofpartsofatexttoidentifythe

• Identifycraftdecisionsthatimpactmeaningandauthorintent/centralidea:diction,academic,orhistoricallyrelevantvocabulary

• Identifydetailsthatcreatehistoricalorfactualcontextanddevelopandshapethecentralidea

• Interpretwordsandphrasesastheyareusedinatextorhistoricalcontextandanalyzehowspecificwordchoices

• Identifycraftandstructuraldecisionsthatimpactmeaningandauthorintent/centralidea:diction,academic,legal,orhistoricallyrelevantvocabulary.

• Identifydetailsthatcreatehistoricalorfactualcontextthatimpactdiction,identificationofkeydetails,andacentralidea

• Identifycraftdecisionsthatimpactmeaningandauthorintent/centralidea:diction,academic,orhistoricallyrelevantvocabulary.

• Identifydetailsthatcreatehistoricalorfactualcontextanddevelopandshapethecentralidea

• Interpretwordsandphrasesastheyareusedinatextorhistoricalcontextandanalyzehowspecificwordchoicesshape


functionofthepartandits

relationshiptootherpartsofthetext

• IdentifyandanalyzetypesofstructuralorganizationIdentifyandanalyzedictionforbias

shapemeaningortonetocreateaudienceresponse

• Developstrategiestoaccumulateatextinparts(chunks)thatconnecttomakeakeypoint,sethistoricalbackground,developorsupportastatementonthepositionoftheUnitedStatesorpolitical/socialclaim

• Writeanobjectivesummaryofpartsofatexttoidentifythefunctionofthepartanditsrelationshiptootherpartsofthetext

• Assess how point of view or purposeshapethecontentandstyleofatext

• Interpretwordsandphrasesastheyareusedinatextorhistoricalcontextandanalyzehowspecificwordchoicesshapemeaningortonetocreateaudienceresponse

• Developstrategiestoaccumulateatextinparts(chunks)thatconnecttomakeakeypoint

• Writeanobjectivesummarytoidentifythefunctionofthepartanditsrelationshiptootherpartsofthetext

• Assesshowtherhetoricalfeaturesaffectthecontentandstyleofatext

• Considervariouspointsofviewonasubjectandhowthosealternateviewscontributetoformingapositiononthetopic

meaningortonetocreateaudienceresponse

• Developstrategiestoaccumulateatextinparts(chunks)thatconnecttomakeakeypoint,sethistoricalbackground,ordeveloporsupportastatementonthepositionoftheUnitedStates,othercountry,orpolitical/socialclaim

• Writeanobjectivesummaryofpartsofatexttoidentifythefunctionofthepartanditsrelationshiptootherpartsofthetext

• Assess how point of view or purposeshapesthecontentandstyleofatext

InteractingwithMultipleTexts:IntegrationofKnowledgeandIdeas

• Gatherrelevantinformationfrommultiplesources

• Createaworks-citedpagetoprovideproperdocumentation

• Applyknowledgeoftextstructures,textfeatures,genre,andbiastoexaminehowideasandeventscanbeconveyeddifferentlybydifferentauthorsandpublications

• ConnectthethemesinliteraturetohistoricaleventsandfoundationalconceptsandbeliefsestablishedbytheConstitutionandotherfoundationaldocuments

• Throughanalysisofpairedfoundationaldocumentsofhistoricalorliterarysignificance,identifytherelationshipbetweenthedocumentsandtheinfluencestheystillholdforAmericansorwriters/readersoftoday’ssocialandpoliticalevents

• Throughanalysisofpairedfoundationaldocumentsandarangeofinformationaltexts,identifyatopic/ideatoresearchandextendcurrentthinkingaboutthethemesandconceptsinthefoundationaldocuments

• Throughanalysisofafoundationaldocumentoflegalsignificanceandacontemporarypoliticalspeech,identifytherelationshipbetweenthedocumentandtheinfluencesitstillholdsforAmericansorwriters/readersoftheworldtoday

• ThroughanalysisofTheBillofRightsandarangeofinformationaltexts,includingacontemporarypoliticalspeech,identifyatopic/ideatoresearchandextendcurrentthinkingaboutthethemesandpurposesofthefoundationaldocument

• Considerindividuals’responsibilitiestoprotectrights

• Connectthethemesinliteraturetocurrentsocialissues,historicaleventsandbeliefsestablishedbyfoundationaldocuments

• Throughanalysisofpairedfoundationaldocumentsofhistoricalorliterarysignificance,identifytherelationshipbetweenthedocumentsandtheinfluencestheystillholdforglobalcitizensorwriters/readersoftoday’sworld

• Throughanalysisofpairedfoundationaldocumentsandarangeofinformationaltexts,identifyatopic/ideatoresearchandextendcurrentthinkingaboutthethemesandconceptsinthefoundationaldocuments


ReadersWorkshopUnitofStudy7thGrade–InformationalReadingAbstractInformationalReadingStudentswilldelveintotheworldofinformationalreading.Theywillexploreavarietyofinformationaltextstructures

thatwillchallengetheirabilitytoanalyze,citeevidenceanddrawinferencesfromtext.Thestudentgoalsforthisunit

includebeingabletoidentifytwoormorecentralideas,understandingspecializedvocabularyincontextandthe

capabilitytoprovideanobjectivesummaryofthetext.Studentsmustunderstandthewaysthatgoodreaderstackle

informationaltextinordertogetastrongunderstandingoftheinformationgiven.Thestudentswilltraceandevaluate

informationaltextandassesswhethertheevidencebehindthetextisrelevanttotheclaimspresented.

PhilosophyThe7thgradeinformationalreadingunitisalignedwiththeCCSS.Studentswilldevelopanunderstandingandappreciationof

informationaltext.Throughascaffoldapproachtoreadinginstruction,studentswillbecomeactiveandindependentreadersof

informationaltext.Studentswillbeabletoanalyze,evaluate,andmakeconnectionstoavarietyofinformationaltexts.Students

engageintheartofcloseinformationalreadingwhilebecomingthoughtfulintheiranalysisofthetexttheyread.The7thgrade

informationalreadingunitisfocusedusingessentialquestionsandpurposefulfocusquestions.Teacherscandifferentiatecontent,

process,andproductwhereappropriatetoalloweachstudenttoachievehisorherpotential.Readingfoldersareusedtoactively

engagestudentsinthereadingprocess.Studentsparticipateinreadingcommunitiesthatinvolvetheminanauthenticreading

experience,whichfocusesonspecificinformationalreadingstrategiesbeingtaught.Throughinteractionwiththetext,self-

monitoringandcommunitydiscussion,studentsestablishwaysofreadinginformationaltextwithagency.Theunitisintendedto

honeskillsindevelopingtheoriesaboutmeaningwhiledeterminingrelevanceofevidenceusedtosupportsourceclaims.Students

developstrongandmeaningfulreadingskillsthroughtheuseofspecificmini-lessons,sharedreadingandconferencingfocusedon

theanalysisofintentionaluseofinformationalstructures.Remember:focusquestionsaredesignedtoanchoryourclassroomdiscussions.

KeyConceptsEvaluationConventionsAnalysis InferenceNonfictionEvidenceStructureInterpretationConnectionsTextFeaturesExploringText


Standards

CommonCoreStandards:Narrative:ThefollowingCollegeandCareerReadiness(CCR)anchorstandardsapplytoreadingandwritinginnarrativetemplatetasks.Refertothe6-12standardsforgrade-appropriatespecificsthatfiteachtaskandmodulebeingdeveloped.Thestandardsnumbersandgeneralcontentremainthesameacrossallgrades,butdetailsvary.

Number CCRAnchorStandardsforReading7.RIT.1 Citeseveralpiecesoftextualevidencetosupportanalysisofwhatthetextsaysexplicitlyaswellas

inferencesdrawnfromthetext.

7.RIT.2 Determinetwoormorecentralideasinatextandanalyzetheirdevelopmentoverthecourseofthetext;

provideanobjectivesummaryofthetext.

7.RIT.4 Determinethemeaningofwordsandphrasesastheyareusedinatext,includingfigurative,connotative,

andtechnicalmeanings;analyzetheimpactofaspecificwordchoiceonmeaningandtone.

7.RIT.5 Analyzethestructureanauthorusestoorganizeatext,includinghowthemajorsectionscontributetothe

wholeandtothedevelopmentoftheideas.

7.RIT.6 Determineanauthor’spointofvieworpurposeinatextandanalyzehowtheauthordistinguisheshisor

herpositionfromthatofothers.

7.RIT.8 Traceandevaluatetheargumentandspecificclaimsinatext,assessingwhetherthereasoningissound

andtheevidenceisrelevantandsufficienttosupporttheclaims.

7.RIT.9 Analyzehowtwoormoreauthorswritingaboutthesametopicshapetheirpresentationsofkey

informationbyemphasizingdifferentevidenceoradvancingdifferentinterpretationsoffacts.

7.RIT.10 Bytheendoftheyear,readandcomprehendliterarynonfictioninthegrades6–8textcomplexityband

proficiently,withscaffoldingasneededatthehighendoftherange.


OverviewofSessions–TeachingPointsandUnitAssessmentsUnitDescription(overview):Thisunitprovidesstrategicliteracytasksrelevanttostudentswhoareanalyzinginformationaltext.Theseliteracytasks,coupled

withinformationaltextexploration,willserveyourstudentswellacrosstheschooldaywithinothercontentareas.Thetools,tasksandsuggestedteachingprovidedencouragethedevelopmentofastudent’sabilitytonavigateinformationaltextofallkinds

(expository,literary,narrative,etc.).Readersdelveintotheworldofinformationalreading.Theyexploreavarietyofinformational

textstructuresthatchallengetheirabilitytoanalyze,citeevidenceanddrawinferencesfromtext.Thestudentlearningforthisunit

includesbeingabletoexamineoneormorecentralideas(andmainideasinapassageoftext),decodespecializedvocabularyused

incontext,provideanobjectivesummaryoftextusinganalysisofauthors’presentedevidence,andbegintounderstandhow

differentauthorsadvancetheirevidence.Studentsmustunderstandthewaysthatgoodreaderstackleinformationaltextinorder

togetastrongunderstandingoftheinformationgiven.Thestudentswilltraceandevaluateinformationaltextandassesswhether

theevidencebehindthetextisrelevanttotheclaimspresented.

Pre-UnitAssessmentTask

ThisistobeusedasacomparisontoollookingforprogressmadebetweenSessions#1and#8:***Responseswilllikelybemisinformedandstudentswillstruggle.ThatisOK***Studentswillbepromptedwitharubrictousetheir“GatheringInformation”handouttosummarizecentralideasfromthetextand

toanalyzehowthoseideasaredevelopedacrossthetext. Thesummarydescribesthepurposeoftheinformationaltextandthe

author’spointofview.Itdemonstratesvariousstrategiestodisseminatetheinformationgiven.Thesummaryiswrittenina

student’sownwords.

TeachingPoints:AnalyzingGenre:CraftandStructure:

1. Informationalreadersunderstandthatauthorspresentinformationinavarietyofways.

2. Informationaltextreadersreadtofindspecificinformation.

3. Informationalreadersreadpurposelytoexplorenewandunfamiliarconcepts.

4. Informationaltextgivesreadersachancetobuildbackgroundknowledgeaboutnewtopics.

DevelopingStrategiesforCloseReading:KeyIdeasandDetails:5. Informationalreadersmakeconnectionstowhattheyknowandtonewinformation.

6. Informationaltextreadersusestrategiestodecodethecontextofwordstheydon’tunderstand,usingcluesintext.

7. Informationalreadersuseeffectivestrategiestonavigatedifferentstructuresofinformationaltext.

InteractingwithMultipleTexts:IntegrationofKnowledgeandIdeas:8. Informationalreadersevaluatedetailsandassessiftheyarerelevantandsupportthecentralidea.

9. Informationaltextreadersexamineoneormorecentralideasandareabletoprovideasummaryofthetextusingan

author’spresentedevidence.

10. Studentsdeterminehowtwodifferentauthorsadvancetheirevidencetosupportthecentralideaininformationaltext.

Mid-UnitFormativeAssessmentTask Checkallreadingfoldersandholdconversationswithgroupsofstudentstoensurecomprehensionofinformationalreading

strategiesbeingtaught.Studentsshouldhaveawidevarietyofinformationalreadingtoolsgatheredandcompletedwithintheir

readingfolders.Noticeshiftsinstudentthinking.Encourageallreaderstocontinueonathoughtfulpath,noticingexplicitdetails

aboutinformationaltext.Studentsshouldrecognizehowthesemovessupporttheiranalysisoftheinformationalgenre.

Post-UnitSummativeAssessmentTask

Studentswillbepromptedwitharubrictousetheirlearningfromthisunittocraftasummarythatincludesanalysisofthemain

ideasandrelevantdetails.Thesummaryshoulddescribethepurposeoftheirchoseninformationaltextandtheauthor’sintentor

pointofview.Thesummaryiswritteninthestudents’ownwords.


Session1 AnalyzingGenre:CraftandStructureTeachingPoint Informationalreadersunderstandthatauthorspresentinformationinavarietyofways.Preparation • Preparestudentreadingfoldersforstudentstohousetheirinformationaltexttoolandall

othertoolsusedinthisunit.

• Decideasaclassroomhowtoorganizethereadingfolders.• Preparecopiesof“GatheringInformation”handout,whichisincludedafterthissession.• Eithermakecopiesof—orprepareachartof—“InformationalTextFeatures”handout,

whichisincludedafterthissession• Preparecopiesoftherubricthat’sattachedafterthissession.

SuggestedMaterials • Collectmultiplecopiesofseveraldifferentpiecesofnonfictionfrombooks,articles,

magazines,onlinesourcesandnewspapers.Theseshouldappealtothestudentsandtheir

interests.Youarebuildingacollectionofmaterialstobeusedthroughouttheunit.

• Chartpaper,markers,etc.

• ReadingFolders[Quotesframingpedagogy/lessonintent]

“Knowledgeispower.Informationisliberating.Educationisthepremiseofprogress.”KofiAnnan

FocusQuestion FocusQuestion:Howcaninformationaltextfeaturesbeappliedtoothercontentareas?ActiveEngagement • Distributereadingfolders.

• Createananchorcharttodefineinformationaltextsandhowtheyareusedforauthorsto

presentinformation.Discusshowtheycontainfeaturestohelpusnavigate.Becreative,add

yourown,andhavestudentssearchforanswers.

- Informationaltext:isatypeofreal-worldwritingthatpresentsinformationthatis

factuallynecessaryorvaluabletothereader:Textbooks,Internet,magazines,

newspaperarticles,etc.

• Modelhowyouexploreinformationalmaterialsandhowtoproperlyusethegathering

informationtool.

• Reviewthe“gatheringinformation”handoutandteachingpoint.

• Distributethehandoutandreadingfolders.

• Studentswillbrowsethecollectionofpreparednonfictionsamplesandchoosesamplesthey

areinterestedin.

• Studentsmaypairupinsmallgroupstofilloutthehandoutintheirreadingfoldersusing

theirchosenselections.

Share Reportoutfindingsfromgroupwork.Createanotherchartoraddtotheanchorchartanddiscuss

thedifferentwaysthatinformationaltextispresented.Focusdiscussiononhowthisenhancesa

readers’understandingofinformationpresentedinthegenreofnonfiction.Discussthatgood

readersareabletolocateandanalyzeinformationpresentedininformationaltext.

Extension

Studentscanbeaskedtofindaninformationaltextsamplefromhomeandfilloutthesame

gatheringinformationtexttool.

Pre-UnitAssessmentTask

ThisistobeusedasacomparisontoollookingforprogressmadebetweenSessions#1and#8:***theseareintendedtobemisinformedandstudentswillstruggle!!***ITISOKStudentswillbepromptedwitharubrictousetheirGatheringInformationhandouttosummarize

centralideasfromthetextandtoanalyzehowthoseideasaredevelopedacrossthetext. Thesummarydescribesthepurposeoftheinformationaltextandtheauthor’spointofview.It

demonstratesvariousstrategiestodisseminatetheinformationgiven.Thesummaryiswrittenina

student’sownwords.


InformationalReading7:Session1

INFORMATIONALTEXTFEATURESInformationaltexthasfeaturestohelpyounavigate!

TEXT(words):

Font:bold,largetype,italics,labels,bullets,highlighting

TextualCues:forexample,but,suchas,therefore,noticeParts:index,glossary,appendix,marginnotes,footnotes

GRAPHICS:

IllustrationsWord

Bubbles

PhotosArrows

MapsLists

Graphs

Timelines

Tables

Diagrams&Charts

Informationaltextdefinition:

DifferentTypesofInformationalText:

ANCHOR CHART



GATHERINGINFORMATIONFROMINFORMATIONALTEXT

TypeofInformational

Text

WhatisthePurposeoftheText?

IsTheTextInformational?

StudentGroupChecklist(yesorno)

Yes

No

Iparticipatedinmygroup

discussions

Iwaspreparedformywork

IMPORTANTFACTSANDDETAILSINOTICEDUSINGTEXTFEATURES:

Pages_____Paragraph#s_____TextFeatureFound______________Inthissection:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

______________________________

______________________________________________________________________________

Pages_____Paragraph#s_____TextFeatureFound______________Inthissection:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

______________________________

______________________________________________________________________________

Pages_____Paragraph#s_____TextFeatureFound______________

Inthissection:

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________



NAME: ________________________ Directions:Usetheinformationyouhavegatheredandtherubricbelowtowriteasummaryoftheselectionyourgroupchosetobrowsetoday.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4 points

3 points

2 points

1 point

• My summary includes a

thorough analysis of the main ideas and relevant details.

• My summary fully describes the purpose of the informational text and the author’s intent or point of view.

• My summary provides an excellent demonstration of strategies used to disseminate the information given. The summary is written in my own words.

• My summary includes

some analysis of the main ideas and relevant details.

• My summary mostly describes the purpose of the informational text and the author’s intent or point of view.

• My summary mostly uses strategies to disseminate the information given. The summary is written in my own words.

• My summary includes little

analysis of the main ideas and relevant details.

• My summary somewhat describes the purpose of the informational text and the author’s intent or point of view.

• My summary at times uses

strategies to disseminate the information given. The summary is written in my own words.

Is this my best work?

• My summary includes no


• My summary does not describe the purpose of the informational text and the author’s intent or point of view.

• My summary does not use strategies to disseminate the information given. The summary is not written in my own words.



Session2Concept AnalyzingGenre:CraftandStructure

TeachingPoint Informationaltextreadersreadtofindspecificinformation.Preparation • Preparecopiesof“scavengerhunt”worksheet,attachedafterthissession,tofityour

selectedclasssetofarticlesorperiodicals.

• Printcopiesofandpostthe“informationaltextfeatures”poster,attachedafterthis

session,orself-createasananchorchartwithintheroom.SuggestedMaterials • Classsetofinformationalarticlesorstudentperiodicals.(WelikeCurrentEventsfrom

WeeklyReaderorScopeMagazines.)• Chartpaper,markersetc.

• ReadingFolders.[Quotesframingpedagogy/lessonintent]

“Informationistheoxygenofthemodernage.”

RonaldReagan

FocusQuestion FocusQuestion:Howdoyouuseinformationaltextfeaturestohelpyoulocateandfindinformationforanalysis?

ActiveEngagement

• Reviewsessionteachingpointandsharefocusquestion.

• Discussandreviewthe“informationaltextfeatures”poster.Giveprintoutofposterfor

studentstokeepandreferenceinreadingfolders.

• Distributereadingfoldersanddiscussthe“scavengerhunt”worksheetanditsuseforthis

session.

• Modelsomeofthe“scavengerhunt”withanexamplearticleorperiodical.

• Encouragediscussionandinputfromthestudentsasyoumodeltheactivity.

• Focusondevelopinganunderstandingthatthesefeatureshelpyoulocateandgain

understandingoftheinformationpresented.

IndependentPractice

• Completescavengerhuntcanbecompletedingroupsof2ormodifiedforindependent

practice.Studentsshouldputcompletedworkintoreadingfoldersforsharingtime.Itis

advisedtohaveeachstudentkeephis/herownpaperduringgroupwork.Thesewillbe

referenceforfuturesessions.

Share

• Teacherwillvisiteachgroupduringworktimeandconferencewiththegroupstocheck

forunderstandingandinformallyassess.Focusconferencediscussionsondetermining

thestudents’understandingofinformationaltextfeatures.Redirectasneeded.CommunityDecision

• Decidewheretostorethescavengerhuntwithinthereadingfolder.Youmayalsohave

studentsdecidetodisplaywithintheroominsomemanner.

Assessment Checkallreadingfoldersandholdconversationswithgroupsofstudentstoensurecomprehension

ofinformationalreadingstrategiesbeingtaught.Studentsshouldhaveawidevarietyof

informationalreadingtoolsgatheredandcompletedwithintheirreadingfolders.Noticeshiftsin

studentthinking.Encourageallreaderstocontinueonathoughtfulpath,noticingexplicitdetails

aboutinformationaltext.Studentsshouldrecognizehowthesemovessupporttheiranalysisofthe

informationalgenre.Conferencewithgroups.(Seesharetime.)Pointsgivenforcompleted

scavengerhuntplacedinreadingfolders.


InformationalReading7:Session2InformationalTextFeaturesPoster

Convention

Purpose:Howdoesithelpmeasareader?

Close-Ups

Seedetailinsomethingsmall

Maps

Helpsusknowthespecificlocationofthetopic

Photographs

Showsusexactlywhatsomethinglookslike

TypesofPrint(Bold,Underline,Italics,etc.)

Tellsus,“Lookatme!I’mImportant!”

TableofContents

Identifiesmainideasandtellsuswhatpagetheyareon

Captions

Wordsunderapicturethatidentifiestheperson,placeorthingbeingdiscussedinthetext.

Glossary

Helpsyoudefinethemeaningofwords

Labels

Helpsyouidentifythepartsofapicture,graphorothertypeofillustration.

Illustration

Adrawingorsketchofadetailormainidea.

Chapters/Sections

Thewaybooksareorganizedinordertotellyouaboutdifferentparts/characteristicsofatopic.


InformationalReading7:Session2 Name_______________________________Date____________________Hour_______

FeaturesofInformationalText

MysteriestoSolve: How do we read and understand informational text? How do we use features of informational text to locate and understand information? You and your super sleuth partner are on a quest to solve the mysteries above. You will be given some basic character traits about informational text features and some books/articles to use. Your job is to find examples of informational text features from the materials provided AND complete the following informational chart. You MUST try to find at least ONE example of each feature listed below! Here are the suspects you will be looking for:

• Photographs

• Illustrations

• Captions

• Maps

• Charts

• Timelines

• Chaptertitles

• Labels

• Index

• Glossary

• Typesofprint--bold/highlightedwords


InformationalReading7:Session2InformationalTextFeatureFindings

TextFeature

WhereYOUfoundanexample

(Book,Title,PageNumber,etc.)

Howithelpsyouunderstandthetext

Photographs

Illustrations

Captions

Maps

Chart

��

Timeline

ChapterTitles

Index

Labels

TypesofPrint

(bold/highlightedwords)

WrapUp:Whichfeaturesdoyouthinkismosthelpful&why?

Session3


Concept AnalyzingGenre:CraftandStructureTeachingPoint Informationalreadersreadpurposelytoexplorenewandunfamiliarconcepts.Preparation • Prepareenoughcopiesof“research-basedsurvey”handout,attachedafterthissession.

Previewthewebsiteslistedonthebasedsurveyprovided

• Reservecomputerlaborcartthatcanaccommodateeachstudentforindependentwork

duringthissession.SuggestedMaterials • Chartpaper,markersetc.

• ReadingFolders.

• Researchsurvey

• AccesstointernetbrowsingFocusQuestion FocusQuestion:Whatimportancedoesinformationaltextplayineverydaylife?ActiveEngagement • HaveadiscussioninwhichstudentsdescribewhytheybrowsetheInternet:Mostlyfor

information,whetherenjoymentorresearchweareexploring.

• Reviewsessionteachingpointandsharefocusquestion.

• Revisit“informationaltextfeatures”handoutfromprevioussessionswithyourstudents.

• Discusshowinformationaltextexistsinallplacesofoureverydaylives.Focusthe

discussiononhowtechnologyisandcanbetheprimarysourceforinformationalreading

intoday’sdigitalworld.

• Defineandgiveexamplesofwhatanewandunfamiliarconceptis.Brainstormandchart

yourdiscussionpoints.Thisistheperfectcharttohangwithintheroomforfurtherdeep

discussion. IndependentPractice

• Handoutcopiesofthe“research-basedsurvey”touseduringworktimeallotted.

Studentsaretovisiteachwebsiteprovidedandcompletethesurveyindependently.The

surveysaretobeplacedintheirreadinglogfoldersuponcompletionforfuture

discussions.

• Studentsanswerthefocusquestion.

Share • Formstudentgroupstoallowreflectionandsharingofinformationgatheredfromthe

researchsurvey.Havestudentsrevisetheirfocusquestionansweruponcompletionof

groupdiscussion.

Assessment

Student-completedresearchsurvey.

Participationinactivityanddiscussions.

Mid-unitassessmenttask:Checkallreadingfoldersandholdconversationswithgroupsof

studentstoensurecomprehensionofinformationalreadingstrategiesbeingtaught.Students

shouldhaveawidevarietyofinformationalreadingtoolsgatheredandcompletedwithintheir

readingfolders.Noticeshiftsinstudentthinking.Encourageallreaderstocontinueonathoughtful

path,noticingexplicitdetailsaboutinformationaltext.Studentsshouldrecognizehowthese

movessupporttheiranalysisoftheinformationalgenre.

Extension Using:OverheadProjector,PrometheanBoard,ChartPaper

• Holdaguidedsharingsessiontoreportgroupfindingsinresponsetothefocusquestion.


InformationalReading7:Session3Research-BasedSurveyTool

NameofWebsite:

ArticleTitle

InformationalTextFeatures

Present

NewConcept/Information

InterestingInformation

www.cnn.com

www.msn.com

www.myfoxdetroit.com

www.sikids.com

www.nationalgeographic.com

Chooseyourown:

________________________

Independently:Whatimportancedoesinformationaltextplayineverydaylife?Revised:Whatimportancedoesinformationaltextplayineverydaylife?


Session4

Concept AnalyzingGenre:CraftandStructureTeachingPoint IInformationaltextgivesreadersachancetobuildbackgroundknowledgeaboutnewtopics.

Preparation • Reviewtheresearch-surveytoolandlessonfromprevioussession.

• Reserveyourcomputerlaborcartthatcanaccommodateeachstudentforindependent

workduringthissession.

• Previewanyadditionalwebsitestobeusedforresearchinadditiontothoseusedinthe

previoussession.

• Preparecopiesof“KWHLChart”handoutforthestudents,includedafterthissession,as

wellasonefortheoverhead,promethean,etc.touseasareference.

• Note:seesession5preparationearly!SuggestedMaterials • Collectionofmultiplecopiesofseveraldifferentpiecesofnonfictionfrombooks,articles,

magazines,onlinesourcesandnewspapers.Theseshouldappealtothestudentsandtheir

interests.Youarebuildingacollectionofmaterialstobeusedthroughouttheunit.

• Chartpaper,markersetc.

• ReadingFolders.

[Quotesframingpedagogy/lessonintent]

“Anyfoolcanknow.Thepointistounderstand.”

~AlbertEinstein

FocusQuestions FocusQuestions:Howdoeslearningaboutnewandrealthingshelpustobecomebetterreadersofinformationaltext?Whatstrategiesand/ortoolsdoweusetounderstandthisnewinformation?Whatkindsoftextfeaturesadvancetheinformationthatisbeinggiven?

ActiveEngagement • Reviewsessionteachingpointandsharefocusquestions.

• Discusshowstudentshadtoresearchandgatherinformationintheprevioussession.

Pointoutthatitisnaturaltofeeloverwhelmedwiththisinfluxofnewinformation.

• Havetheclassbrainstorm(eitherwholeclassorpair&share)waysthatreadersof

informationaltextcanorganizeandprocessnewinformation.Chartoutthestudents’

answers.

• Referbacktostudents’researchsurvey,whichshouldbeintheirreadingfolders.

• Distributecopiesof“KWHLChart”handout.

• Explaintostudentsthattheywillneedtoselectatopicofinterestfromsurvey.

• Instructthestudentsthattheyaregoingtoresearchandgathermoredetailed

informationonthetopic.

• Theyneedtochoosesomethingthatisrealandunfamiliar.

• ModelKWHLChartpriorthestudents’independentpractice.

• Youmaywanttohavestudentspairuptocompletethetask.Thechoiceisyours.

• Thestudentsareto“takenotes”usingtheKWHLChart.

IndependentPractice

StudentsmaycompletetheirKWHLChartinpairsorindividually.Studentsshouldputcompleted

workintoreadinglogfoldersforsharingtime.Itisadvisedtohaveeachstudentkeepownpaper

duringgroupwork.

Share Teacherwillvisiteachstudentorstudentgrouptoconferenceforunderstandingandinformally

assess.Teacherwilldebriefstudentsonstrategiesusedtogatherandprocessinformation.

Studentswillreportoutandsharewhattheyhavelearnedintheirresearch.Teacherwillchartout

answerswhilerevisitingfocusquestions.Redirectasneeded.

Extension Continuetoresearchtopicofinterestonyourownandbringinmoreinformationtosharewiththe

class.Encourageexplorationoftheirinterests.

Assessment PointsgivenforcompletedKWHLChartplacedinreadingfolders.

Checkallreadingfoldersandholdconversationswithgroupsofstudentstoensurecomprehension

ofinformationalreadingstrategiesbeingtaught.Studentsshouldhaveawidevarietyof

informationalreadingtoolsgatheredandcompletedwithintheirreadingfolders.Noticeshiftsin

studentthinking.Encourageallreaderstocontinueonathoughtfulpath,noticingexplicitdetails

aboutinformationaltext.Studentsshouldrecognizehowthesemovessupporttheiranalysisofthe

informationalgenre.


InformationalReading7:Session4Name_______________________________________________________________Date________________________Hour____________

K-W-H-LChartReadersofinformationaltextusetoolsandstrategiestoorganizeandprocessnewandrealinformation.Usethischarttohelpyougatherinformationandthinkthroughyourtopicofinterest.Fillintheblanksbelowwithyournotesandideas.Whatisyourtopic?_____________________________________________________________________

K

WhatIKnow

W

WhatIWanttoKnow

H

HowwillIfindthisinformation?(WhereelsecanIlook?)

L

WhatILearned


Session5Concept DevelopingStrategiesforCloseReading:KeyIdeasandDetailsTeachingPoint Informationalreadersmakeconnectionstowhattheyknowandtonewinformation.Preparation • Selecttextsthatallowforoneormoreofthefollowingconnections:texttoself,texttotext,

texttoworld.• Prepareenoughcopiesof“connectionthinkmark”handout,whichisincludedafterthis

session.• Prepareachartusingthe“personalconnections”sheet,includedafterthissession.• Preparecopiesof“personalconnectionstic-tac-toe”handout,includedafterthissession.

SuggestedMaterials • Selectionofinformationaltextsalongwithpreviousarticlesandperiodicalsthatenableallstudentstoconnectwiththecontent.(Seeresourcesheet,attachedafterthissession,forexamplesofinformationaltextswelikeforthissession.)

• Makesuretheinformationaltextsarenotloadedwithcomplexvocabularythatwillcompromisecomprehension.

• Includetextsthataskquestionsandincludeillustrations.Thiswillactasaspringboardtoconversations.

• Chartpaper,markersetc.• ReadingFolders


“Learningisacquiredbyreadingbooks,butthemuchmorenecessarylearning,theknowledgeoftheworld,isonlytobeacquiredbystudyingallthevariousfacetsofthem.”

~LordChesterfieldFocusQuestions FocusQuestions:Howdogoodreadersmakepersonalconnectionstoinformationaltexts?What

strategiescangoodreadersemploytohelpmakesuchpersonalconnections?ActiveEngagement • Reviewsessionteachingpointandfocusquestions.

• Revisittheinformationaltextfeatureposterfromsession2.Teachershouldleaddiscussiontoreinforcethattextfeatureshelpyoumakeconnectionstotext.

• Havestudentsuse“connectionthinkmark”toolindependentlytoguidetheirreadingwhilerecordingtheirconnectionstothetext.

• The“connectionthinkmark”toolshouldbestoredintheirreadingfoldersandcanbeusedasanassessment.

IndependentPractice Studentscompletethe“connectionthinkmark”toolwhileexploringtheinformationaltextsprovidedandchosen.

ActiveEngagement2 • Createa“personalconnectionschart,”usingtheattachedsheet,forculminatingactivityofsession5.Discussasawholegroupwhatwordsorfeaturesfromthetexthelpedtomakethepersonalconnectionandwhatthepersonalconnectionwas.

• Reviewandanswerthefocusquestionsduringtheproceedingdiscussion.


InformationalReading7:Session5 CONNECTION THINK MARKS

THINK MARK #1

THINK MARK #2

THINK MARK #3

When I saw a picture of ____________________ I remembered…..



I saw something like this when I watched or read ____________________ I remembered…..



This book is like ____________________ TITLE OF ANOTHER BOOK I remembered…..




InformationalReading7:Session5 PERSONAL CONNECTIONS CHART

Good readers make personal connections to a story. Words help us to make those connections.

TITLE:______________ AUTHOR:_____________

Words from Text: My Personal Connection:

Page#_____

1.

Page#_____

2.

Page#_____

3.

Page#_____

4.

Focus Questions: How do good readers make personal connections to text? What strategies can good readers employ to help make such personal connections?


SUGGESTED INFORMATIONAL TITLES (also revert to 6th grade list in session 1)

ISBN

Through My Eyes

978-0590189231

Smile

978-0545132060

It came from Ohio

978-0590939447

Always Running: La Vida Loca

978-0743276917

Zlata’s Diary

978-0143036876

The Greatest: Muhammad Ali

978-0590543439

Chinese Cinderella

978-0440228653

We Beat The Street

978-0142406274

Facing The Lion

978-0792272977

Unlikely Pairs

978-0761323785

The Last Days of Southside Shorty

978-1584302674

Trickster: Native American Tales: Graphic Collection

978-1555917241

Frozen Man

978-0805046453

Extreme Animals: Toughest Creatures on Earth

978-0763630676

Tracking Trash

978-0547328607

Soldier

978-0756645397

Cars on Mars

978-1570914621

On the Court with Kobe Bryant

978-0316137324

Miracle Boys

978-0142406023


Session6

Concept DevelopingStrategiesforCloseReading:KeyIdeasandDetailsTeachingPoint Informationaltextreadersusestrategiestodecodethecontextofwordstheydon’tunderstand,using

cluesintext.Preparation • Preparecopiesof“exitslip”handout,includedafterthissession

• Preparecopiesof“stoppingpointtool”handout,includedafterthissession• Prepareenoughcopiesofthechosenactiveengagementmentorarticleforeachstudent.• Youmaywanttovisitsession7preparationsnow.

SuggestedMaterials • Choosetwohigh-interestinformationalarticles.Onewillbeusedforteachermodelingandtheotherwillbeusedforstudentpractice.Placestosearchforyourmentorarticleswouldincludeweeklyreaders,onlinenewssites,magazines,etc.

• Studentsshouldhavetheirreadingfolderspresenttouseprevioustoolsduringthissessionasreference.

• Gatherhighlighters,post-itnotesorindexcardsforuseasameanstodocumentstoppingpointsor—useattachedstoppingpointstoolprovided.


“Teachersarewisetorecognizethatweneedtomodelnotonlyaloveoftextbutalsoafascinationwithwordsthemselves.Ifyouwearyourloveoflanguageonyoursleeve,exudinginterestinwordsand

takinggreatpleasureinunderstandingthem,you’llhelpyourchildrenbemoreattentivetovocabulary.”~LucyCalkins

FocusQuestions

FocusQuestions: Howdoyoudecodetoughwordsyoudon’tunderstand?Whattypesofstrategiesarehelpfulduringdecoding?

ActiveEngagement • Reviewsessionteachingpointandsharefocusquestions.• Possibleteachernarration:“Whenreadinginformationaltext,weencounterlotsofnew

words.Usingcontextcluescanhelpyoufigureoutthemeaningofmanyofthesewords.Sometimesjustrereadingthesentencecanhelpyoufigureouttheword.Ifthatdoesn’thelp,readthesentencebeforeandaftertheonewiththetoughwordforclues.Ininformationaltext,writerssometimesincludeadefinitionofthewordorsayitinanotherwayimmediatelyaftertheword.Othertimesyoucanfigureoutthemeaningbyusingthedetailsintheparagraphthewordispartof.You’llalsofindmeaningfulcluesininformationaltextfeaturessuchaslabels,captions,photographs,andillustrations.Knowinginformationaltextfeaturescanhelpyoufigureoutaword’smeaningquickly.That’swhatwe’llworkontoday.”

• Usetheteachermentorarticletomodeltheuseoftheattached“stoppingpoint”tool.Teachershouldfocusattentiononstrategiesnotedinthenarrationduringthiswhole-groupinstructionexercise.

IndependentPractice Eachstudentshouldreadhisorhermentorarticleindependently.Studentsshouldusethestoppingpointstrategytolistouttoughwordsintheirinformationaltext.Studentsshouldbeabletodiscusshowtheydeterminedpossiblemeaningsfortheirtoughwordsandidentifyanycluesorstrategiestheyusedduringtheprocess.Teachermustmovearoundtheroomandencouragestudentstousestrategysuggestionsofferedintheactiveengagement.Allcompletedworkshouldbeplacedinthereadingfolder.

Share Reportoutstudentfindingsbycreatingananchorchart.Studentswillsharetheirtoughwordlistsandpossiblemeaningstheydiscoveredwhileusingspecificstrategiestaughttothemduringtheactiveengagementsession.Theanchorchartshouldbeavaluabletool.

Assessment Usethefocusquestionsonanexitticketasaninformalassessment.CheckforSession6contentunderstanding.Checkallreadingfoldersandholdconversationswithgroupsofstudentstoensurecomprehensionofinformationalreadingstrategiesbeingtaught.Studentsshouldhaveawidevarietyofinformationalreadingtoolsgatheredandcompletedwithintheirreadingfolders.Noticeshiftsinstudentthinking.Encourageallreaderstocontinueonathoughtfulpath,noticingexplicitdetailsaboutinformationaltext.Studentsshouldrecognizehowthesemovessupporttheiranalysisoftheinformationalgenre.


InformationalReading7:Session6 Stopping point tool

*RECORD TOUGH WORDS FROM THE INFORMATIONAL TEXT YOU ARE READING.* Article Name: _________________________

Paragraph #_____

Paragraph #_____

Paragraph #_____

Paragraph #_____

word #1________________

word #2________________

word #3________________

word #4________________

What possible meaning can you establish for this tough word? __________________

What possible meaning can you establish for this tough word?



Describe the clues or strategies you used to determine the meaning. How did you do it?





EXIT TICKET

Name_______________________________Date______________________Hour___________ Directions: Answer the following questions as a reflection on your learning today. Please hand these to me on your way out the door.

1. How do you decode tough words you don’t understand?

2. What types of strategies are helpful during decoding?

3. How will you apply what you learned in this lesson to reading in other content areas?

4. List some of the tough words that you were able to decode. 5. What other questions, comments or concerns do you have for me?


Session7

Concept DevelopingStrategiesforCloseReading:KeyIdeasandDetailsTeachingPoint Informationalreadersuseeffectivestrategiestonavigatedifferentstructuresofinformationaltext.Preparation • Reviewstrategiestaughtintheprevioussessions.

• Preparebrochuretemplateforallstudents,usinghandoutattachedafterthissession.Brochureistobefoldedalongdottedlines.

• Ifyoupreferexploredigitalbrochurecreationoptions.SuggestedMaterials • Havementortexts,articlesandanchorchartsfromprevioussessionsavailableforuse.


• Chartpaper,markersetc.FocusQuestion FocusQuestion:Whyisorganizationandstrategyusesuchanimportanttoolinnavigatingand

analyzinginformationaltext?ActiveEngagement • Reviewsessionteachingpointandsharethefocusquestion.Givetimeforstudentsto

discusswhattheyhavelearnedthusfar.• Discusshowstudentshadtoresearch,gatherandanalyzeinformationinprevioussession.

Pointoutthatitisnaturaltofeeloverwhelmedwiththisinfluxofnewinformationwhilereadinginformationaltext.

• Expressthatitisimportanttoreviewandrevisitnewstrategiesforourselvesandforothers.

• Instructthestudentstheyaregoingtobemakingabrochureofallthestrategieslearnedthusfarinthisunit.

• Modelhowtostartplanningabrochureusingthetemplateprovidedorcreateoneofyourown.

• Demonstratehowtopullusableinformationfromtheirreadingfolders,anchorchartsintheroomandtextstoconstructthebrochure.

IndependentPractice

Studentswillcompletetheirbrochure.Dependingonyourresourcesandpreferences,studentscaneitherhandwritetheinformationorcreatetheirowninadigitalmanner.(Lotsofprogramsyoucanexploreforthis.)Youmayevenwanttoschedulecomputerlabtimeforthissession.

Share

ConductaGalleryWalkforthestudentstoviewandevaluateeachother’sbrochures.StudentswillusePost-Itnotestoplacecommentsonthebrochurestheysee.Onewaywouldbetousethethree-commentmethod:

o Onepositivestatemento Onethingthestudentcouldhaveaddedtoenhancethebrochureo An“Iwonder…”statement

Assessment

Thebrochurecanbeagradedassessment.StudentparticipationintheGalleryWalkmayalsoaccountforpointsearned.


INFORMATIONALTEXTREADING

STRATEGIESBROCHURE

NAME:

DATE:

HOUR:

LISTANDDEFINETHELITERACYTASKSTHATYOUHAVEBEENTAUGHTTOUSEWHENANALYZINGINFORMATIONAL

TEXT.

GIVEEXAMPLESOFHOW,WHENANDWHERETOUSETHESESTRATEGIESWHEN

ANALYZINGINFORMATIONALTEXTFEATURES.

ASARESULTOFUSINGTHESESTRATEGIES,WHATKINDSOFNEWINFORMATIONHAVEYOULEARNEDABOUTYOURABILITYTONAVIGATEINFORMATIONALTEXT?


Session8Concept InteractingwithMultipleTexts:IntegrationofKnowledgeandIdeasTeachingPoint Informationalreadersevaluatedetailsandassessiftheyarerelevantandsupportthecentralidea.Preparation • Reviewstrategiesasneededfromprevioussessions.

• Printcopiesofthe“findingrelevanceintext”handout,whichisincludedafterthissession.Youmayneedseveraloftheseperstudent.

• Reviewextensionactivityandactiveengagement2.SuggestedMaterials • Continuetousemultiplecopiesofseveraldifferentpiecesofnonfictionfrombooks,articles,

magazines,onlinesourcesandnewspapers.Theseshouldappealtothestudentsandtheirinterests.Makesureyoureplenishoraddnewchoicesoftentokeepstudentinteresthigh.


• Chartpaper,markersetc.FocusQuestion FocusQuestion:Whyisbeingabletodeterminetherelevanceofdetailsininformationaltextso

importanttothecomprehensionofinformationaltext?ActiveEngagement • Reviewsessionteachingpointandsharethefocusquestion.

• Chooseamentorarticleorchapterfromaninformationalbooktohelpmodeltheuseofthe“relevanceintext”tool.

• Create a poster of the “relevance in text” tool out of chart paper and use for teacherinstruction.

• Callonstudentsandencouragetheminhelpingtofilloutanddiscussingtherelevanceintexttool. Encourage discussion that will lead to discussing the focus question. Have studentsdefendtheirthinkingandoralresponseduringthisclassroomdiscussion.

IndependentPractice

Studentsaretochooseaninformationaltextthattheyhaven’texploredbeforewithinthisunit.Studentswillcompletetheirown“relevancefromtext”tool.Thetoolwillbekeptintheirreadingfolders.Encouragestudentstoseeiftherearetextfeaturesthatsupporttheirnotationsonveryimportantdetails.

Share Choosestudentstosharetheirfindingswiththeclass.Encouragedebatesfromtheaudienceandencouragestudentstodefendthechoicestheymadewhilecompletingthetask.Teachershouldguidethedebatesandofferpositivefeedbacktothevolunteers.Teachermoment:Theabilitytofindveryimportantdetailsthatsupportmainideaswhileusingevidencetoanalyzerelevanceisagreatjumpinstudentlearningwhilereadinginformationaltext.

ActiveEngagement2 • Usethealternate“FindingRelevanceinVisualTexts”whileshowingnewscastsorfromthepast.(Thereareamultitudeoftheseonvirtuallyeverynewswebsite.)

• Havestudentscomplete“FindingRelevanceinVisualTexts”insmallgroupswhileviewingyourselection.

Extension • Studentsaretoviewaspecificnewscastathomeandcomplete“FindingRelevanceinVisualTexts.”Themainideawillbeaspecificnewstopic.

Assessment Therelevanceintexttoolandfeatureddiscussionscanbeusedforassessment.Checkallreadingfoldersandholdconversationswithgroupsofstudentstoensurecomprehensionofinformationalreadingstrategiesbeingtaught.Studentsshouldhaveawidevarietyofinformationalreadingtoolsgatheredandcompletedwithintheirreadingfolders.Noticeshiftsinstudentthinking.Encourageallreaderstocontinueonathoughtfulpathnoticingexplicitdetailsaboutinformationaltext.Studentsshouldrecognizehowthesemovessupporttheiranalysisoftheinformationalgenre.


VERY IMPORTANT DETAIL #1 _____________________________________ _____________________________________

_____________________________________

_____________________________________

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VERY IMPORTANT DETAIL #2 _________________________________

_____________________________________

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_____________________________________

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WHY IS THIS DETAIL IMPORTANT IN SUPPORTING THE MAIN IDEA?

_____________________________________

_____________________________________

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WHAT TEXT FEATURES SUPPORT THIS AS BEING RELEVANT?

_____________________________________

_____________________________________

_____________________________________


_____________________________________

_____________________________________

_____________________________________


_____________________________________

_____________________________________

_____________________________________

How is informational-text elements’ relevance important to the understanding of a text?

MAIN IDEA: ______________________________________

FINDING RELEVANCE IN INFORMATIONAL TEXT


VERY IMPORTANT DETAIL #1 _____________________________________ _____________________________________

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DO ANY VISUAL ELEMENTS SUPPORT THIS AS BEING RELEVANT?

_____________________________________

_____________________________________

_____________________________________


_____________________________________

_____________________________________

_____________________________________


_____________________________________

_____________________________________

_____________________________________

How is visual elements’ relevance important to the understanding of a text?

MAIN IDEA: ______________________________________ FINDING RELEVANCE IN

VISUAL TEXTS


Session9Concept InteractingwithMultipleTexts:IntegrationofKnowledgeandIdeasTeachingPoint Informationaltextreadersexamineoneormorecentralideasandareabletoprovideasummaryof

thetextusinganauthor’spresentedevidence.Preparation • Review“highlightsforreview”sheet,ateachers’resource,includedafterthissession

• Printcopiesof“mainideatemplate”handout,whichisincludedafterthissession.• Printcopiesofthe“summaryassignment”handout,whichisincludedafterthissession.• Printcopiesoftherubrichandout,whichisincludedafterthissession.• Printtoolsandcreateanchorchartsasneededforstudentandteacheruse.

SuggestedMaterials • Continuetousemultiplecopiesofseveraldifferentpiecesofnonfictionfrombooks,articles,magazines,onlinesourcesandnewspapers.Theseshouldappealtothestudentsandtheirinterests.Makesureyoureplenishoraddnewchoicesoftentokeepstudentinteresthigh.


• Chartpaper,markersetc.FocusQuestion FocusQuestion:Whyarecentralthemes,mainideasandrelevantdetailssoimportantwhen

writingasummaryofinformationaltext?ActiveEngagement • Reviewthehandoutsandteachingpoint.Sharethefocusquestion.

• Usethefollowingtocreateanchorcharts:

--Themainidea isthemost important ideainapassageorpieceofwriting.Themainideatellswhatthetextismostlyabout.Everypassagehasacentraltheme,andeachparagraphinapassagealsohasamainidea.--Detailsarepiecesofinformationthattellaboutthemainidea.Detailsexplainthemainidea,tellingwho,what,when,where,why,orhow.Detailscandescribeaperson,place,orthing.Detailscantelltheorderinwhicheventshappen,anddetailscanexplainhowtodosomething.

• Chooseanarticlethatappealstostudentsandmodelthe“main ideatemplate”handoutforfindingcentralthemesandmainideas.Eachstudentshouldcompletea“mainideatemplate”duringthewhole-groupinstruction.

Encouragestudentstouserichwritingstrategiestoenhancetheirsummarywriting.Thiswouldbetheperfecttimetoreviewthe“summaryassessmentrubric”handout.

IndependentPractice

Studentsaretochoosetheirowninformationaltextfromtheteacher-providedselections.Eachstudentistocompleteamainideatemplate,summaryandasummaryassessmentrubricfortheirchosenpieceofinformationaltext.Teachershouldvisiteachstudenttoensureunderstandingandofferfeedbackforremedialinstruction.

Share Teachershouldaskforvolunteerstopresenttheirsummaries.Duringsharingtimeencourageeachvolunteertowalktheirwaythroughtheself-assessment,askingforfeedbackfromthewholegroup.Encourageuseofsimilarvocabularyfromtheself-assessmentrubricduringclassdiscussion.

UnitSummativeAssessmentTask

Post-unitassessmenttask:

Studentswillbepromptedwitharubrictousetheirlearningfromthisunittocraftasummarythatincludesanalysisofthemainideasandrelevantdetails.Thesummaryshoulddescribethepurposeoftheirchoseninformationaltextandtheauthor’sintentorpointofview.Thesummaryiswritteninthestudents’ownwords.


InformationalReading7:Session9 HIGHLIGHTS FOR REVIEW IN THIS TEACHING SESSION:

• A paragraph is a grouping of sentences related to a particular topic or

central theme. Every paragraph has a key concept or main idea. The main idea is the most important piece of information the author wants you to know about the concept of that paragraph.

• When authors write, they have an idea in mind that they are trying to get across. This is especially true as authors compose informational text. An author organizes each paragraph's main idea and supporting details in support of the topic or central theme, and each paragraph supports the paragraph preceding it.

• A writer will state his/her main idea explicitly somewhere in the paragraph. That main idea may be stated at the beginning of the paragraph, in the middle, or at the end. The sentence in which the main idea is stated is the topic sentence of that paragraph.

• The topic sentence announces the idea (or portion of the idea) to be dealt with in the paragraph. Although the topic sentence may appear anywhere in the paragraph, it is usually first - and for a very good reason. This sentence provides the focus for the writer while writing and for the reader while reading. When you find the topic sentence, be sure to underline it so that it will stand out not only now, but also later when you review.

* for use during modeling – Session 9


CENTRAL IDEA: _______________ AUTHOR: _______________

HOW DO THE DETAILS

SUPPORT THE CENTRAL IDEA?

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Main idea paragraph #1 ____________________

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MAIN IDEA TEMPLATE

Why are central themes, main ideas and relevant details so important when writing a summary of informational text? ANSWER ON THE BACK PLEASE!


Summary Assignment NAME: ___________ USE THE RUBRIC TO CRAFT A SUMMARY OF THE TEXT.

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4 points

3 points

2 points

1 point


a thorough analysis of the main ideas and relevant details.

• My summary fully describes the purpose of the informational text and the author’s intent or point of view.

• My summary provides an excellent demonstration of strategies used to disseminate the information given. The summary is written in my own words.


some analysis of the main ideas and relevant details.

• My summary mostly describes the purpose of the informational text and the author’s intent or point of view.

• My summary mostly uses strategies to disseminate the information given. The summary is written in my own words.

• My summary includes little


• My summary somewhat describes the purpose of the informational text and the author’s intent or point of view.

• My summary at times uses strategies to disseminate the information given. The summary is written in my own words.


• My summary includes no


• My summary does not describe the purpose of the informational text and the author’s intent or point of view.

• My summary does not use strategies to disseminate the information given. The summary is not written in my own words.



Summary Assessment Rubric

Name: ______________________________ Number of points earned for my summary: _______________________ Reasons supporting my rating: ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________


Session10Concept InteractingwithMultipleTexts:IntegrationofKnowledgeandIdeasTeachingPoint Studentsdeterminehowtwodifferentauthorsadvancetheirevidencetosupportthecentralideain

informationaltext.Preparation • Reviewstrategiesasneededfromtheprevioussessions.

• Session10isintroductoryinnatureandisanessentialskilllearnedinthe8thgradeInformationalReadingUnit.

SuggestedMaterials • Post-its,highlightersandanyothertoolsusedforannotatingtext.• Havementortexts,articlesandanchorchartsfromprevioussessionsavailableforuse.Make

sureyouhaveavailabledifferenttextsonthesametopic.• Copiesoftwoinformationalarticlesonthesametopicwithdifferentauthorsforeachstudent.• Copiesofthe“NonfictionAuthorComparisonChart,”whichisincludedafterthissession.


"Thatwhichcanbeassertedwithoutevidence,canbedismissedwithoutevidence."~ChristopherHitchens

FocusQuestions FocusQuestions:Howdoauthorsuseinformationaltextfeaturestoadvancetheirclaims?Whyisitimportanttocomparedifferentauthors’keypointsonthesamesubject?

ActiveEngagement • Reviewsessionteachingpointandsharethefocusquestions.• Discusshowauthorsadvancetheirinterpretationsofmainideasusingkeypointsasevidence.

Asidefromjustfindingthemainideainaninformationaltext,itisimportanttobeabletopullouttheauthor’skeypointsindiscerningtheadvancementofthemainidea.

• Remindthestudentsthattextfeaturesalsohelpanauthortoadvancetheirpoint(claim)inaworkofinformationaltext.Boldprint,pictures,highlights,etc.helptomakeauthor’spointsinanarticle.Authorswilluseinformationaltextfeaturestohelptoaidintheinterpretationofagiventopic.

• Modelforthestudentshowtousethe“AuthorComparisonChart”usingtwoinformationaltextsonthesamesubjectwrittenbytwodifferentauthors.Choosehigh-interesttopicsthestudentswillengagewith.Wehaveincludedlinksofarticlesoncyberbullying:“Cyberbullying:AGrowingProblem”http://www.sciencedaily.com/releases/2010/02/100222104939.htmand“StudentsTakeAStandAgainstCyberbullying”http://www.edweek.org/dd/articles/2011/02/09/02cyberbullying-teens.h04.html

• Remindstudentstouseannotationtoolstohelpdeciphertheinformationinthearticles;

reviewannotationskillsasneeded.Amini-lessonmaybeneeded.• Remindstudentshowtopullusableinformationfromtheirreadingfoldersandanchorchartsto

assistinthistask.IndependentPractice

Studentswillreadtheirarticlesandcompletetheir“AuthorComparisonCharts.”Youmaychoosetoreadthearticlestogetherandthenhavethemcompletethechart.Studentsmayworkinpairsifyouwish,orsimplyworkindependently.Teachershouldconferencewithstudentsduringworktimetoensureunderstanding.

Share Studentswillpairandsharetheirfindings.Theclasswillreportoutandteacherwillchartinformation.Wesuggestmakingaposterofthe“AuthorComparisonChart”andfillingitinwiththestudents’findings.Thiscouldbedoneonanoverhead,Prometheanorotherdevicedependingonthetechnologyavailableinyourdistrict.


InformationalReading7:Session10 Nonfiction Author Comparison Chart

Name of Article: Name of Article:

Main Idea: What is the point the

author is making?

Author: Author:

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How does this

author advance evidence to

support the main idea?

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