Gr 3 Nonfiction Reading unit of study

Draft, Dec. 2009
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ESSENTIAL QUESTIONS

How do readers select nonfiction texts?
How do readers understand (make sense of) nonfiction texts?
How does talking with others help readers?

ENDURING UNDERSTANDINGS

Students will begin to understand and appreciate that . . .

  • Readers have special strategies for choosing nonfiction books
  • Readers have strategies that help them understand and hold on to information.
  • Readers monitor for meaning.
  • Readers use nonfiction features to help them understand nonfiction.
  • Readers talk about their reading in order to grow and clarify their ideas.
  • Readers talk about their reading in order to teach others.

SKILLS

Students will show independent ability to . . .

  • choose just-right nonfiction books
  • choose nonfiction books that will inform them
  • use nonfiction features (title, cover, table of contents) to choose what to read
  • Make and confirm simple predictions about what will be found in a text
  • identify main ideas and supporting details
  • use text features such as pictures, diagrams, graphs, labels, captions, charts, and info boxes to learn and understand information
  • stop when meaning breaks down and use fix-up strategies (rereading, talking with a partner, using headings and visuals)
  • use glossary, text, and visuals to help read and understand tricky words and unfamiliar vocabulary
  • Track or record information using student generated graphic organizers in reading notebook (i.e. boxes and bullets, T-chart)
  • use written notes to share information
  • question to clarify and extend their learning
  • help their partners say more

KNOWLEDGE

Students will know . . .

  • Text features: Table of Contents
  • Text features: picture, diagram, graph, label, caption, chart, heading, bold print, cross-section, info box, and glossary
  • Graphic organizers: boxes and bullets, T-chart
  • Partner prompts to grow ideas:
o What did you learn?
o Did anything you learn surprise you?
o “Can you tell me more about that?”
o “What does that make you think?”