Reflection: Lesson Planning Identifying the Difference between Informational and Literary Texts - Section 4: Collaborative Work


While I was choosing the books for this activity I was thinking about the content and the reading level.  What I found was that books about turtles were, for the most part, easier to read than the books about the rain forest, which were, for the most part, the most difficult books to read.  While the books about dinosaurs and insects were about the same, and seemed to be geared more for students working toward the proficient level.  With these books in hand I placed my most beginning readers with the turtle books, my middle readers with the dinosaur and insect books, and my advanced readers with the rain forest books.  I did this so that all my students would be successful with this activity. You will want to look at the groupings of books you pick out and make sure they match roughly the readers you have in each group so that students can be successful independently with the task.

A side note about what I learned, I have 4 reading groups with 6 students in each group.  For this type of activity, 6 to a group is a little large.  My suggestion, and what I plan to do next time, is to divide my groups into 8 groups of 3.  I would still use the same set of books, but divide them among the 8 groups.

I was able to have enough of each group set of books by borrowing from other teachers, the school library, and the National City Public Library.

  How I Chose the Books
  Lesson Planning: How I Chose the Books
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Identifying the Difference between Informational and Literary Texts

Unit 14: Snails: Fact and Fiction, or, Information and Literary
Lesson 5 of 12

Objective: SWBAT explain the differences between books that tell stories and books that give information.

Big Idea: Decisions, decisions … what to read for what? After this lesson your students will know when they want to learn something new to read an informational text.

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