Third Grade November-December Unit 4 Nonfiction Reading

Unit Objective third graders will learn how to read NF with clarity, depth, and power. Give children stretches of time to read whole texts, so they can learn what the author wants to teach. Introduction to genre & how to approach reading How to grow ideas, and analytical questioning How to clarify words & ideas Reasons to compare & contrast text
Part I Introducing Readers to Expository Nonfiction Understanding Key Ideas & Details (pg.72-75) Preview & Predict Text Structures Strategy/Skill This part teaches the main ideas to pause & recount details reading for gist) Before we even read Today I want to teach you every great NF reader reads with energy & power one way we do this is to sit up & learn pay close attention to text features so we can look for the main idea (Pg. 72/82) Name the topic Notice the text features/ structure Say/write a gist statement

Mentor Texts:Nonfiction Reading

Clarify Monitoring Strategy/Skill If youve taught your children to get ready to read a page we need to read on and revise thinking... Today want to teach you another way readers can hold onto what we are learning is that when we come to the end of a chunk of text or when our mind is brimful we can(Pg. 73/83) Pause & say what did I just read? Summarize the important details Monitor (recollect) what I just learned Practice with a partner This heading says ____ so I think this is about____ RI3.3/RF3.6a,6.c/SL3.6/SL.3.4

Syntheses Strategy/Skill As the week goes on youll show them a number of strategies for determining the MI in the text Today I want to teach you that as we learn new stuff we need to add the new stuff onto all that we learned earlier (Pg. 73/83) We look for the central idea (linking to work done in the Read Aloud/anchor chart) We can read with a pencil to stop & jot main ideas Recalling this content to verbally summarize (self/partner) RI3.3/RI3.6/RI3.8/SL3.6/SL3.4/L3.6

RI3.7/RI3.8

Third Grade November-December Unit 4 Nonfiction Reading

Main Idea/Details Experts Teach Others Strategy/Skill The lesson goes onto show children how to You can teach children to take notes on a few read a chunk of text to recall content in select pages that seem particularly interesting summary form e.g. boxes bullets/listing across or worth sharing with a partner. Today I their handsnot for extraction of cool facts want to teach you that when people read NF but to connect it to the whole text books on a topic we become experts on that Today I want to teach you that reading NF is topic teaching others what we know using like taking a course in which a person is told a (Pg. 75/83): whole lot of information (Pg. 73, 83) Explaining voices Box (MI) & bullet (Detail) in readers Pointing to details, pictures, diagrams notebook or on post-its connect to what is being taught Gestures hands/face/whole body acting out what they learned & asking partners to join e.g. explaining differences gliding/flapping Using prepared notes on a few select parts that are worth sharing connecting pages to get the big idea of whats being taught RI3.3/RW3.2a/3.2b RI3.5/RI3.8/RF3.6a RI3.3/S&L3.1a-c/RL3.3a Special Note: (pg. 73) Read Aloud Focus: As the week goes on show children a number of strategies for determining the main idea in texts. You might show them how expository NF often contains a central idea followed or surrounded by supporting evidence. For more information regarding Read Aloud go to pages 80-82. These pages will detail how to relate read aloud practices to your minilesson teaching. Part 2 Responding to the text with reactions and questions and reading on to draw conclusions (pg.75-76 ) Growing Ideas Responding to Text Strategy/Ski A natural next step to paraphrasing & synthesizing text is to respond to what the text teaches. Youll want them to take such responses further so that they also think and talk about the text and grow ideas about what they read. Today I want to teach you that readers let text get through to us, to let text change our minds. We talk to grow ideas Collaborate with a partner to explore their topics and fuel future reading (conversations drive how we read moving forward) (Pg. 75/83): Question what we read Read on to seek answers Think over everything we read & respond e.g. This is interestingbecause Thats coolbecause This is gross because RI3.1/RI3.6/S&L3.1.a-c/L3.6 Questioning Strategy/Skill The speaking and listening section of the CCSS calls for students to ask questions, to check understanding of information presented, to stay on topic, and link their comments to the remarks of others Today I want to teach you that whether you are reading NF or F texts it is equally important to talk about these texts with each other. . (Pg. 76/83): Do you think its (weird, funny, strange) that in this part Can you pictures how this part goes? What does this make you think? This makes realize I used to think but now I understanding do you think its because? What do you think? I was thinking this but now Im thinking On the other hand RI3.1/S&L3.4a/L3.6

Writing About Reading

Main Idea /Pop Out Sentences Strategy/Skill Sometimes it is helpful to teach children to simply look for the pop out sentence as they read Today I want to teach you that one way readers find MI in NF is to look for a pop out sentence as we read(Pg. 74/83) Most often (not always) it is the first or last sentence of the paragraph Ask yourself: How does this fit with what has been said so far? Using post-its: This part teaches me Noticing text Structure looking for all the pop out sentences asking: Does this all fit together?

Third Grade November-December Unit 4 Nonfiction Reading

Part 3 Learning new vocabulary & speaking like an expert (pg.77-78)

Clarify Word Attack Strategy/Skill When reading books on unfamiliar subjects it is often the case when children take on NF texts children will encounter many new words Today I want to teach you that NF readers have lots of strategies to draw on when we encounter difficult words in texts ( Pg. 84/77) Substitute the hard word with a synonym Decoding (fix up) strategies Break up the root word prefix or suffix Read Glossary definition Use text features (for the pronunciation)

Clarify Vocabulary Strategy/Skill Since authors of expository text often use technical or content specific words a casual reader isnt likely to know its important for readers to use strategies that help us preserve and attempt to figure out those words Today I want to teach you that readers pay special attention to the words that are often used in NF text using text features(Pg. 77/84): Marginal glossary features or glossary in the back of the book Photographs/Realistic Drawings Quotes Timelines Charts Maps Bold or italics A sentence where the definition is embedded explicitly within the text RI3.4/RI3.5/L3.4a-d Compare/Contrast Strategy/Skill After a few days of this, you may then choose to move on to teach children to rank, order, and categorize. Subtopics or categories with in their larger topics. Working as partners & talking about a shared topic Readers today I want to teach you that one way NF readers grow ideas about an area of expertise is to come up with a system to organize their thinking. We might think about categories or subtopics within larger topics. Then readers share our organizational systems in groups taking care to present our thinking with evidence (Pg. 79/84) Find parts of two or more books that discuss the same category e.g. big animals great white sharks/killer whales the great white shark is scarier because.This work is easier to do with a shared topic

Part 4 Reading a NF text set critically and analytically (pg. 78-80)

RF3.5a-d Compare/Contrast Strategy/Skill Teach children that as they approach books on a similar topic they can flag places in each book where it seems that the information is the same or similar. Draw a quick sketch, write a key word on a post-it flag in each book whats the same or whats different. Readers right now you can choose topics that will become your areas of expertise. In order for students to do this work they need access to NF libraries that support the objective (Pg.78/84) Organize library into stacks of books on varying topics e.g. snakes, shat space, plants so that children have selections to correspond to their interests Survey students to find their interests giving choices that would correspond to your classroom library

RI3.9

RI3.9/S&L3.1a-c

Third Grade November-December Unit 4 Nonfiction Reading