Session 5 Learn From the Text and the Text Features
Reading Workshop at a Glance Minilesson 8–10 min.
Students are reminded of the importance of reading every portion of the page. Text features, such as illustrations, maps, and photographs, as well as the words on a page, are all critically important. Reading involves pulling together what is learned from all parts of the page. Readers learn that different text features ask to be read differently. Bolded words, for instance, send students to glossaries or to vocabulary boxes on the page. Diagrams ask readers to picture something and, if there are arrows, to understand how something changes over time. Students continue to research their plant topics, drawing on all they’ve learned about researching well. You’ll coach them to pay particular attention to text features as they read, using those text features to locate key information and build comprehension. Retrieval practice is an important way to cement new learning. Students are asked to retrieve what they have learned about different kinds of text features, using academic language to do so.
Mid-Workshop Teaching 3 min.
Work Time 25–30 min.
Share 5–7 min.
Focus Standards z Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. CCSS.ELA-LITERACY.RI.3.5 z Use information gained from illustrations (e.g., maps, photographs) and words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur). CCSS.ELA-LITERACY.RI.3.7. z By the end of the year, read and comprehend informational texts, including history/social studies, science, and techni- cal texts, at the high end of the grades 2–3 text complexity band independently and proficiently. CCSS.ELA-LITERACY. RI.3.10
GETTING READY
YOU WILL NEED… 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. z to add the word chlorophyll to your Vocabulary Word Wall.
STUDENTS WILL NEED… z their research bins and reader’s notebooks.
z to display the “Reading Text Features” chart (see Mid-Workshop Teaching).
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Bend I • Strengthen Nonfiction Research Skills: Researching Plants
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