2008 Lakeshore DD878 (800) Ages 10+
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1 Designed to meet these objectives: Language Students will understand nonfiction text features and use them to analyze and comprehend text. Students will read for meaning. Students will increase their vocabulary. Now all of your students can read and discuss the same book, no matter what their current reading skill levels are! This set of twelve nonfiction books features identical subject matter, graphics, and headings but the books are written at three different levels to meet the needs of students in your class. At first glance, the books seem to be identical. But a closer inspection will reveal important differences. The four Level A books in the set have red spines. The text in these books is written at a mid fourthgrade reading level. They have the largest font and fewest words per page, with sentence lengths and vocabulary that are appropriate for readers at this level. The four Level B books have blue spines, with a medium-size font. Sentence length and vocabulary are suitable for readers at an early to mid fifth-grade level. Finally, there are four Level C books with green spines. Written for mid sixth-grade readers, they feature a smaller font, more challenging vocabulary, and more text on each page. Along with the books, we ve included three reproducible assessment cards one for each level. This guide provides instructions for using these materials in your classroom, along with activity suggestions, modifications to meet individual needs, and answer keys Lakeshore DD878 (800) Ages Printed in China
2 Why Is Nonfiction Important? Nonfiction, or expository, text has become a critical component of reading in today s classrooms. In addition, approximately half of the reading tasks on recent standardized tests include nonfiction. Yet many students lack exposure to this type of text in the early elementary years. Some researchers suggest that this lack of exposure can make it more difficult for students to comprehend nonfiction and to progress in their reading skills as they move through the grades. Providing opportunities for young readers to explore nonfiction text and teaching them the skills they need to navigate through the various elements of nonfiction will no doubt enhance students language skills, their understanding of current events, and their ability to comprehend any type of text that they encounter. Nonfiction Text Features One key difference between fiction and nonfiction is that nonfiction often includes text features designed to enhance comprehension. These books offer opportunities for students to use diagrams, charts, glossaries, and more. Text Feature Photograph Caption Diagram Bold Word Glossary Chart/Graph Purpose Captures readers attention Shows what something looks like Enhances comprehension of words Explains the picture Provides more information about the picture or diagram Can have important information not included in the text Explains the text further Shows how something moves or changes with arrows Provides additional details about the text May be found in the glossary or index Helps readers recognize new words Emphasizes important words to help readers pay extra attention Defines new vocabulary May include words in bold from the text Compares different groups of data Shows the relationship between sets of numbers Shows how something changes over time Using the Books All three levels include some identical text features, such as headings, illustrations, and diagrams. Other text features, such as bold words, glossaries, and captions, vary to match the reading levels. The books can be used for whole-class activities or with smaller groups to provide direct instruction on reading and understanding nonfiction text. 2
3 Before Reading Distribute the books to all students. Have them open their books to the table of contents, and ask students what this is. Read the chapter titles that are included in the book. Before students begin reading, activate their background knowledge about the natural disaster they will be reading about. What do students already know? Write their responses on chart paper under the title, What We Know About. Next, point out that unlike fictional stories, which should be read from beginning to end, nonfiction can be read in many ways. Readers might choose to review the table of contents and pick out chapters that are interesting to them. Other possibilities would be to look up specific topics in the index, or flip through the book and stop when an illustration or other graphic looks particularly interesting. Help students choose how they want to read this book. Remind students to pay attention to text features as they read, particularly bold words, captions, and headings. Explain that these features are often used in books, magazines, and other nonfiction texts, and that they can include important information or help people better understand what they read. During Reading Read some of the text aloud to students. Be sure to think aloud to show students what good readers do. As you read, ask questions about the text, clarify information, and draw students attention to the graphics, bold words, and headings. Explain that readers should read the captions for photographs. They should look in the glossary when they come across a bold word, or use context clues around the word to make sure they understand it. Have students continue reading on their own. You might try one of these activities to boost students comprehension skills as they read. Provide highlighter tape and encourage students to use it to mark main ideas and important information. (Or, make photocopies of a section and have students use highlighters.) Give students some tips for effective highlighting: Mark key words or phrases rather than whole sentences. Mark details that support headings, titles, captions, and bold words. Check the first and last line of each paragraph; they often contain important information. Look for signal words such as for example or in conclusion. (continued on page 6) 3
4 Cause Why it Happened Name: Effect What Happened
5 Make a chart with two columns. On the top of the chart, have students write the name of the natural disaster they are reading about. In the left column, prompt them to list important details. In the right column, have them illustrate each detail. Help them summarize what they have learned at the bottom of the chart. After Reading Any of the following activities can be done after reading a particular section or the entire book: Ask students to discuss what they learned from their reading. Add to your background knowledge chart a column for What We Learned About. Ask students if there were any words in the book that they felt could be bolded because they were important or because students didn t know what they meant. Write the words on the board or chart paper. Look up the words together in the dictionary. Ask students if they would like to know more about a topic. Write their questions on chart paper and challenge them to check out other books or go online to find answers. When someone finds an answer, have him or her share it with the rest of the class. Write the answer next to the question, along with the student s name. Divide the class into small teams for a Nature s Fury Quiz Show. Have each team choose a different section from the book, and have them write questions about details from the book on separate index cards. Prompt teams to refer to their books as needed. Then, have teams take turns reading one of their question cards aloud. Whichever opposing team is the first to answer correctly may keep the card. (If no other team answers correctly, the asking team keeps the card). The team with the most cards at the end of the game is the winner. Use the reproducible in the center of this guide to reinforce what the students read. Have students come up with different cause and effect statements based on the text. For example, bookshelves topple over or books fall off buildings could be an effect of an earthquake occurring at a normal fault line. Allow students to choose a topic of their choice from the book. Have them write a paragraph and illustrate how to stay safe during their disaster. Collect and bind these safety tips into a class book titled How to Stay Safe During Disasters. 6
6 Meeting Individual Needs Level B ELL Meet with a small group and distribute Level A books. Choose a section and review any unfamiliar vocabulary words. Then, read the text together. Stop when you come to an unfamiliar word and remind students of its meaning. Encourage students to write the words in their journals or on index cards and add illustrations or definitions to help them remember the words. Reteach/Extra Support Use Level A or Level B books for students who need help understanding the text. Preview headings or subheadings and ask students what they think the next section will discuss. Write their predictions on chart paper. Then, read the paragraph and write what it actually talked about. Make a recording of yourself or another fluent reader reading the book. Provide students with the book and recording so they can listen and read along on their own. Then, direct students to record themselves as they practice reading aloud. Have them listen to their own recordings and then repeat the activity to improve their fluency. Challenge Prompt students to work in a small group to find out more about a topic from the book. Encourage the group to share what they learned with the class. Students may enjoy writing about their own experiences with nature s fury, and then sharing it with the class. Assessment Answer Keys Level A 7 Level C
7 Meeting Individual Needs Level B ELL Meet with a small group and distribute Level A books. Choose a section and review any unfamiliar vocabulary words. Then, read the text together. Stop when you come to an unfamiliar word and remind students of its meaning. Encourage students to write the words in their journals or on index cards and add illustrations or definitions to help them remember the words. Reteach/Extra Support Use Level A or Level B books for students who need help understanding the text. Preview headings or subheadings and ask students what they think the next section will discuss. Write their predictions on chart paper. Then, read the paragraph and write what it actually talked about. Make a recording of yourself or another fluent reader reading the book. Provide students with the book and recording so they can listen and read along on their own. Then, direct students to record themselves as they practice reading aloud. Have them listen to their own recordings and then repeat the activity to improve their fluency. Challenge Prompt students to work in a small group to find out more about a topic from the book. Encourage the group to share what they learned with the class. Students may enjoy writing about their own experiences with nature s fury, and then sharing it with the class. Assessment Answer Keys Level A 7 Level C
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