Session 3 Use Teaching, Acting and Gestures to Solidify Learning
Reading Workshop at a Glance Minilesson 8–10 min.
Students learn that in order to learn and retain key information about a topic, it’s helpful to read nonfic- tion in such a way that they can teach others what they learn. To teach others, students learn to use an explaining voice, topic words, drama, and what is referred to as ‘a teaching finger’—a finger that points to key parts in text features. Students are encouraged to stop and teach others. They look back at the text they’ve just read to remind themselves of the key information they have learned, and then they teach a partner. Students continue to research and read up a storm on their topics. You help students to keep in mind that their goal will be to read in such a way that they can soon teach another member of their research group what they have learned. Research groups gather around their concept maps, discussing their new learning and adding notes from what they have learned to their concept maps. Students use arrows and lines to show connections.
Mid-Workshop Teaching 3 min.
Work Time 25–30 min.
Share 5–7 min.
Focus Standards z Determine the main idea of a text; recount the key details and explain how they support the main idea. CCSS.ELA-LITERACY.RI.3.2. z Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace. CCSS.ELA-LITERACY.SL.3.4
GETTING READY
YOU WILL NEED… z to display a picture of a pitcher plant and a frog. z to display the anchor chart “Nonfiction Readers Research New Topics,” and add a new sticky note. z to display Plants in Different Habitats by Bobbie Kalman and Rebecca Sjonger.
STUDENTS WILL NEED… z their research bins. z the concept maps they created in Bend I Session 1 (see Share).
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Bend I • Strengthen Nonfiction Research Skills: Researching Plants
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