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Lesson Plans > Language Arts & Literature > Grades 6 - 8 > Nonfiction Text Features
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Kinesthetic Learner
Kinesthetic Learner
Visual Learner
Visual Learner
Auditory Learner
Auditory Learner
Technology Integration
Technology Integration

Nonfiction Text Features

Pre-reading strategies to increase comprehension of nonfiction texts

 

Grade Level: 6-8

Concept: Strategies that increase comprehension of nonfiction texts

Estimated Duration: 50 minutes
 
Objectives
Students will be able to:
  • identify features of a nonfiction article
  • apply comprehension strategies
  • analyze an author’s key points in an article
  • analyze information in graphics
  • define unknown words
Materials
BIG FOX graphic organizer 
Copies of two nonfiction articles that include text features shown in BIG FOX 
Highlighters
 
Differentiated Strategies
These strategies are used to meet the varied needs of all learners:
  • for various grade levels Varying academic levels: uses mixed-ability groups to allow students to learn from one another
  • for visual learners Visual learners: incorporates graphic organizers to teach students pre-reading strategies for increased comprehension
  • for auditory learners Auditory learners: encourages partner talk to define unknown words
  • for kinesthetic learners Kinesthetic learners: incorporates the use of highlighting to assist students in comprehension
Key Vocabulary
facts
opinions
 
Procedures
Warm Up
  • Distribute copies of the nonfiction article.
  • for auditory learners Ask students to peruse all the pages of the article. Ask them to raise their hands and explain what types of items they see, in addition to paragraphs.
  • for visual learners Write students’ responses on the board.
Direct Instruction
  • for auditory learners for visual learners Using the same article, place the Big Fox graphic organizer transparency on the overhead.  Model how to complete this organizer.
Practice
  • for visual learners Distribute a copy of a new nonfiction article and a copy of the Big Fox graphic organizer to each student. Ask students to complete the graphic organizer individually.
  • for kinesthetic learners Once students have completed the chart on the graphic organizer, give them a highlighter to use while they read the article. Ask students to highlight any unknown words or phrases.
  • for various grade levels for auditory learners Place students in groups of three to four mixed-ability students. Have students share their list of highlighted words with each other. If any student in the group does not have a word highlighted that the others do, that student provides the definition for the others to write down in the margin of their papers.
Assessment
  • for auditory learners Using a large-group discussion format, ask each group which words all group members have highlighted. Write these words on the board. If no other group is able to provide a definition, the teacher provides the definition and writes it on the board. Students copy the definition on their papers.
  • Once all unknown words have been defined, students silently re-read the article and write a one-paragraph summary in order to demonstrate comprehension.
Closure
  • Explain to students that reading is like exercising. It is very hard on your body to begin a difficult work-out without first warming-up your muscles. Likewise, reading is more difficult if you don’t warm-up your brain with pre-reading. Use the Big Fox technique to warm-up your brain.
Comments (2)
Garry wrote at Jan 13, 2008 11:02 am:
Very nice beginning for Nonfiction Text features lesson. I also liked the idea of a graphic organizer for text features. IThis lesson would be nice with a preceeding lesson specifically on nonfiction text features only.
Daria Prins wrote at Feb 14, 2008 10:30 am:
Love this!!!! One suggestion: make the BIG FOX graphic organizer adaptable (in Word or WordPerfect format).

Thanks!
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