Informational Text Features Lesson For Sarah Magnuson 10/29/12 Grade: 4 1.

Introduction Purpose of the lesson: To teach my students how to navigate informational text in order to research topics related to Primary Childrens Hospital so that they have a deeper understanding of why children go to the hospital and how we will help them with our service-learning project. SWBAT: Identify key features of informational text such as title, table of contents, glossary, index, photos, captions, labels, bold words, diagrams, headings, and subtitles by asking questions and examining informational text in small groups. Their knowledge of informational text will help them to choose and research one topic (i.e. broken bones, surgery, infections disease, hospitals, etc.) Content Goal written on the board: Learn how to read informational text and identify informational text features to help us learn more about illness, hospitals, etc. 2. Explicit Reading Instruction Focus Activate background knowledge by asking the following questions: When you want to learn something about a specific topic what types of books do you use? What do you know about informational books? How are you able to find what you are looking for when reading an informational book? What types of features in the books help you to better understand what you are reading? Interesting Texts Going to the Hospital by Nicola Barber We Work at the Hospital by Angela Aylmore What does it do? Ambulance by Josh Gregory What do they do? Nurses by Jennifer Zeiger Doctors In Action The Pediatrician by Samuel Woods Its Not Catching Broken Bones by Angela Royston Transplants Innovation in Medicine by Susan H. Gray Surgery Innovation in Medicine by Judy Alter Unusual Diseases by Michael C. Harris Fighting Infectious Diseases by Robert Snedden Leukemia True Survival Stories by Sandra Markle Shattered Bones True Survival Stories by Sandra Markle Sadako by Eleanor Coerr and Ed Young

Teacher Modeling I began this lesson by showing the students a YouTube video by Primary Childrens Hospital called HOPE. 3 minutes After the video I asked the students the following questions: 5 minutes (used ELMO to write down student answers on a graphic organizer) How did this video make you feel? What emotions did you experience? What questions did you have after viewing this video? If one wanted to find answers to those questions what types of books might be helpful? When you want to learn something about a specific topic what types of books do you use? What do you know about informational books? How are you able to find what you are looking for when reading an informational book? What types of features in the books help you to better understand what you are reading? After we discussed the video I introduced 4 different informational texts and spent 5 minutes on each book reading parts of each of them aloud while pointing out the text features and explaining what they do and how they help us better understand what we are reading. 20 minutes Guided Practice I had 5 tables with a few books on each of the tables in the classroom. In groups of 6 the students rotated to each of the stations to examine the books and take notes on a graphic organizer that I provided. They had about 3-5 minutes at each table. 25 minutes Independent Practice At the end of the lesson the students went back to their seats and wrote several sentences describing 2 things they learned and 1 thing they wanted to learn more about. I repeated this part several times but I also had what they were supposed to write about up on the ELMO. You will write down 2 things you learned. One has to be about an informational text feature. Thirdly, you will write down something you want to learn more about. I will collect this when you are done. 5 minutes 3. Engagement The engagement principles I used are choice (what books to read, what to write), collaboration (small group work), building concepts (using what we learned about informational text and applying it to research around our SL topic), and finally, real world interaction as it relates to our SL project. 4. Differentiation The books I chose are of all different levels. Some were very simple and others were very complex, the students were able to choose which ones to read.

5. Writing or Assessment Tool The students were writing several times throughout this lesson, first when they filled out a graphic organizer, and second when they wrote their closing sentences about what they learned. Both were used to assess but I was also able to assess what the students understood just be listening to what they said and the questions they were asking as I walked around the room. 6. Reflection My next step of instruction will be to review informational text. I think I may have covered this too broadly. I would like to go back and have them look at books to look for specific text features one at a time. I will also have the students research a topic of their choice that is somehow related to our SL project to demonstrate that they know how to navigate informational text. We will also watch the video Thank you for the Quilts after we have done our SL project and write a reflection on the impact we have had.