Lesson: Identify Details: Non-Fiction

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Lesson Objective

Students will be able to answer identify details questions in a non-fiction text using knowledge of headings.

Lesson Plan


Connection (3-5 mins): Yesterday, we learned how to search for answers to identify details questions by using the sequence of a story.  Today, will continue to practice with identify detail questions but in non-fiction texts.


Teach (10-12 mins): Students should be seated on the carpet with a partner.  They will be expected to turn and talk to this partner throughout the lesson.  You all know that non-fiction texts can be organized in many different ways. We can use headings to help us understand the organization of a non-fiction text.  Who can remind me and tell me the definition of a heading?  Teacher calls on a student to share out until a working definition of the word heading can be formed.  You are exactly right! A heading is similar to a title because it gives us an idea about what the section we are about to read will be about.   Today we will use headings to help us answer identify detail questions.


Headings help us narrow down where to search for answers to our questions.  For example, let’s look at the article, National Parks.  There are four headings in this article.  Can someone raise their hand to share one heading in the article.  Teacher should call on students until all headings have been named.  Now let’s look at the questions we are expected to answer for this article. 


The first question asks, how many national parks there are in the US.  When I think about the four headings we just mentioned I think that answer is probably under the heading National Parks Everywhere.  I think that because if national parks are located everywhere, this section is going to tell me maybe where they are located or how many are located in certain areas.  Let’s read the section to see if we can find the answer.  Teacher reads section aloud to students.  Turn and tell your partner if we found the answer in this section.  Students should turn and talk.  Teacher calls on partnerships to share out.  You are right, the answer was in this section.  There are 375 national parks in the US. 


Let’s look at the second question.  This question asks about animals in national parks.  Turn and tell your partner which heading we should read about to find the answer.  Students should turn and talk.  Teacher calls on students to share.  Most of you said we should look under wildlife for our answer.  Let’s read to find out.  Teacher reads section aloud.  You were correct!  Animals are a type of wildlife, so looking in that section for the answer was a great idea.


Read the last question with your partner and think about what heading we should read.  When you think you have the answer turn back to me.  Students turn and talk.  After most partnerships are facing the teacher, students may share out the heading we should read.  You all did a great job! I am so impressed with your use of headings.  Today when you return to your seats you will practice with a different article.  Remember to think about what the heading is probably mostly about.  Off you go!



Active Engagement (15-20 mins):  Students return to their seats.  They should compete the non-fiction reading and answer assigned questions.  Teacher should conference with students who may be struggling and remind students to write which heading the information they found was located. The passage attached to this lesson is suitable for 4th-5th grade readers.  However, many students may need different articles depending on their reading levels.


Exit Slip/Share (3-5 mins): Teacher should collect independent work to use as a way to monitor mastery.  I suggest sharing out answers to the questions at the end of the lesson as well.  That way students receive immediate feedback as to their score on the assignment and mastery of the skill.  Those students who struggled should be scheduled for a conference on the following day.


Reflection: Identify details questions are considerable the easiest type of questions located on the end of year assessment because they only require students to re-read to find the answer.  However, students still struggle with this skill due to poor reading skills or lack of effort to look back in the text.  Giving students a strategy such as using headings or sequence of a fiction text improves their focus and overall score. 


Lesson Resources

National Parks questions.doc  
National Parks article.pdf  
Baseball Glove Questions.doc  
Baseball Glove Article.pdf  


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