Students At Work: End of Unit Review Workstations

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SWBAT use knowledge of text structures and nonfiction text to complete activities in a small group setting

Big Idea

Synthesizing knowledge is important when preparing for the end of a unit!

Introduction and Expectations

5 minutes

In this final round of workstations, students will have the opportunity to work with nonfiction text before the summative assessment. My goal is to give them practice with the structures in new ways today. I will lead a group today that will practice summarizing nonfiction text based on the structures. We have worked with Who, What, When, Where, Why and How for overall nonfiction summarizing in writing this year, so my students have a pretty firm grasp there. I also want to hit main idea some more, as that skill has been woven into all of my instruction. I just want to give them more direct practice with it today. 

Standards that will be covered today are: 

CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

CCSS.ELA-Literacy.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

Review the expectations for the stations today; tell students your rules and procedures, where to turn in work, etc. I make sure to let my students know that when I am with my small group, I should not be interrupted. 

Show students the rotation board just to quickly review the stations for the day. 


45 minutes

Students will rotate through the following groups today:


Teacher Group: Meet with students to work through summarizing nonfiction using text structure summary frames. I like this activity as it is pretty guided and helps my struggling readers with a more concrete way to summarize. During this time all of my groups will try these out with various passages. I will work step-by-step with my struggling readers, and hand off more responsibility to my on-level and advanced readers. I use passages that interest my readers from this site. They even have some math passages. 

Main Idea and structure: Students will work with some main-idea-and-text-structure  or main-idea-and-text-structure-B paragraphs to not only determine the structure, but also the main idea. Students will work in their small groups on this. They should highlight the text to find the key words, and in my class we use green colored pencil to underline the main idea since green means "Go! State your main idea." in writing. This skill has been worked on for years, I'm sure, but I like the tie in here to the structures. 

Informational Text Activities: I will let me students select nonfiction books again, but this time they will use the text structure reflection sheet on page 51 of this packet- Informational Text Activities. Students will read quietly and be sure that this sheet is complete. I will probably step away from my group every so often to check on these students just to keep students working toward my expectations. This is also a time that students can visit the library in my classroom. 

 When the rotations are over, open the class to a discussion about how the workstations went. Ask students to reflect on their behavior and focus during the stations, how they worked with peers, etc. Lead students in thinking about what they might do differently next time and discuss ways that you could improve stations in the future.