1.

OHIO ACADEMIC CONTENT Statements, Content Elaborations, or Expectations for Learning(Standards) Reading Applications: Informational, Technical and Persuasive Text A. Use text features and structures to organize content, draw conclusions and build text knowledge Reading Process: Concepts of Print, Comprehension Strategies and Self- Monitoring Strategies E. Demonstrate comprehension by responding to questions Acquisition of VocabularyA. Use context clues to determine the meaning of new vocabulary 2.OBJECTIVES: Students will be able to: Develop robust vocabulary through context clues Set purpose for listening Listen to a biography to get information and for enjoyment Use titles, tables of contents, and headings to locate information in nonction text 3.LESSON SUMMARY: We will answer the question What are some famous inventions? What is one invention that you think is really important? Tell why. Next, we will discuss locating information in nonction text and practice the skill using our Story Town book. We will ll in an organizer with names of chapters and the information we may nd in that chapter. I will read the passage Young Inventors and we will ll in a web with information we have learned as a class. Finally, we will discuss vocabulary words we heard in the passage. The lesson will be concluded with the students being introduced to their stations for the week, and dismissed to work on them. 4.RESOURCES/MATERIALS: Story Town Book Story Town Powerpoint 5.PROCEDURES: a. READINESS (ENGAGEMENT) 1. Each student will answer the question, What are some famous inventions? What is one invention that you think is really important? Tell why. I will remind them to answer the question in a complete sentence. I will use prompts such as Explain how you think inventors come up with their ideas for inventions and Tell why children might be good inventors. Name some things children might invent. I will direct students who may need help forming a complete thought by displaying on the board, The ______ is a really important invention because _______. b. FOCUS OF LESSON (EXPLORE, EXPLAIN, EXTEND) 2. I will ask students to retrieve their Storytown books and open to page 118, the beginning of The Life of Abraham Lincoln. I will model how to locate information in

nonction text by using the following think aloud: I can quickly nd information I need by looking at the chapter titles. I know that a book with the title The Life of Dr. Martin Luther King, Jr., will be about Dr. Martin Luther King, Jr The chapter with the title The Early years tells me Ill nd information about Dr. Kings childhood, because of the words early years. 3. I will draw a chart on the board with the titles Chapter Title and Information I will guide the children to read the title and table of contents for the book. We will ll in the chart for chapters 1 and 2 as a group. I will call on students to read chapter titles and say what information they believe the chapter will include. 4. I will have children share with a partner what they think chapter 3 will be about. 5. I will tell children expository nonction explains true information. It tells the events in time order and often uses headings. I will prepare to read Young Inventors, and do a think aloud showing how I use the title and headings to learn information. 6. I will read the title and headings to children. I will suggest that children listen for key words that will help them know what the whole selection is about and what each part is about. 7. I will read the selection Young Inventors aloud. 7. After, I will have students explain how Frank Epperson and Chester Greenwood came to think of their inventions. I will write their responses on the board in a web. 8. I will display the words brew, snug, innovation, and edible, which were also found in the selection previously read. I will have the children say the word aloud with me. I will read aloud a friendly denition of the word, and use it in another context. 9. I will call on students to use the words in a sentence, or give an example of something using a word. For example, I will ask children to name things that can have a snug t. c. CLOSURE 8. I will ask the students questions about titles and headings to show their knowledge in todays lesson. I will ask a nal question on the robust vocabulary words. I will introduce this weeks station work and dismiss them to do their individual work. ASSESSMENT (EVALUATE) I will listen for responses throughout the lesson, and take note if specic students need to be briey pulled from station work for further instruction 6. DIFFERENTIATION: Students are broken up into reading core groups based on reading level