I chose this book because its FULL of info text features, limited text, short chapters and lots of supporting details. The information is pertinent to our science unit. I want the kids to see that these features hold so much information. Many times, students don’t take the time to look at the text features and use them to deepen comprehension. The focus on using text with multiple paragraphs to determine a central idea and summarize (RI.2.2) and then use supporting details to verify that main idea is crucial to help students digest and organize information in a text.
Underlined words below are lesson vocabulary words that are emphasized and written on sentence strips for my Reading & Writing word wall. I pull off the words off the wall for each lesson, helping students understand this key 'reading and writing' vocabulary can be generalized across texts and topics. The focus on acquiring and using these words is part of a shift in the Common Core Standards towards building students’ academic vocabulary. My words are color coded ‘pink’ for literature/’blue’ for reading strategies/’orange’ for informational text/'yellow' for writing/’green’ for all other words)
Spark interest in the topic and activate background knowledge
Review/introduce the target vocabulary and bring students to a common starting point
Introduce the lesson
I have taught this summarizing strategy in 2 other lessons. I encourage you to take a look at Frame the Story with Informational Text and A Feast of Summaries to see other ways that students can practice this kind of summarizing. They typically need multiple opportunities to practice and become proficient at summarizing.
Demonstrate with first 3 chapters on the board
Show how to make the project
Show how to make a title for the project
The Common Core State Standards ask students to look at the organization of the text and evaluate how each part of a book (paragraph, chapter, sections) relate to the text as a whole. (RI.2.6) Students who can do this kind of evaluative thinking will realize that the author's organization of the book aids in comprehension as a whole.
Teacher verifying comprehension
Collate and title
Share what you've learned
Scaffolding and Special Education: This lesson could be scaffolded up or down, depending on student ability.
If students work in groups, a better reader could read the chapter. Otherwise, you could sit with the challenged readers and read with them. They may need help with the words and summary. I used a slate at their desk to prompt them with ideas.
For students with more ability, challenge them to use some inference and go beyond the text a bit. Challenge to use the words that were target vocabulary for the lesson. Ask them for more details in their summary.