Table of Contents Time

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Objective

SWBAT use a Table of Contents to find what pages certain stories are located on.

Big Idea

Help students navigate their way around a book and find what they want to read more easily.

Hook

10 minutes

Common Core Connection

The standard RI1.5 is about teaching students to use text features, and in this lesson I focus on the table of contents.  The standard is under craft and structure, so I want students to analyze why an author might choose to include a table of contents to help present the information in the text. Really, I want my students to learn to use the table of contents to find specific information in a text and to think about what the purpose of a table of contents is to understand why the author might chose to use one.

Lesson Overviewc

I show the video and explain that the class will learn to use a table of contents. First, I give each child a text and we practice using the table of contents. Then they work with their partner to analyze a sample table of contents from a website I project on the board. I use the online website, because I try to show my students a lot of different examples and models of things we are studying.  I guess I feel like I need to expose them to a skill or samples that look different. Plus technology motivates them. So, the students share their ideas about the sample tables of contents and we have a class discussion about table of contents.

The students work in small groups, Peanut Butter Jelly Partners, and they Transition often I have a video on each in the resource section.

Introductory Activity

The students watch the video, but I stop it at one minute because then it is about the glossary. I do read the text to my class, because some students cannot read the text.  Then I ask the class to talk about what the table of contents can do to help them as readers. Then I listen to see what my students comprehend from the video.

Next, I share the lesson plan and we chant the lesson goal.

Guided Practice

20 minutes

Partner Work

20 minutes

Student Reflection

5 minutes

At this point we have a discussion in the lounge about what the students choose as the answers. So, I ask different students to read the questions, and others volunteer their answer. Then they have to tell my why they made that selection. By having to prove their answer I engage the class in a little higher order thinking activity. 

Basically, we go over the activity sheet, they prove their answers, and I clear up any confusion.

Closing

5 minutes

This is the time when I like to use some form of formative assessment.  My favorite is the Tweet Board, which is really the same thing as an exit ticket. I have a picture of the board in the resources.

For today's lesson, the students are to write one thing they can use a table of contents to do.  I am hoping they write to find out how many chapters are in the book or to find the page a certain story is on. I read their responses as they put their sticky note on the board.  Then I answer and add my comments about the work.