3 - Readers Learn from Informational Reading

This unit creates excitement around informational reading. Students will learn about the wonder and excitement found in these books. They explore how informational books give information as well as provide answers and awaken questions. Students learn how to use features of books to gain meaning, how to problem solve domain specific vocabulary words and think about how to compare topics across books. It is important to note that this unit will be based around the social studies topic communities; however the goal is to help students to use this learning and apply it to other non-fiction books. Depending on availability of text, other content area topics could be substituted.

In the first part of this unit students will be explorers of informational books. Students will learn how to use book layout, text features and prior knowledge as previewing strategies to get the “lay of the land” of their informational books. They will quickly learn that informational text is read differently than fiction. Rather than a storytelling voice informational text is read in a telling voice. Furthermore, informational readers can use intonation to convey meaning and to help point out important information. The first part of this unit thus provides information on how informational books are different than fiction and sets them up for reading longer stretches of engaged reading time with informational books.

The second part follows with strategies readers need to use when reading informational text. Readers learn how to ponder over words, phrases and sentences rather than rushing through text. They learn that they can ask and answer questions about their topics as they read and react to their learning. They ask questions like, “What does this mean?” or “What have I learned so far?” This part of the unit also demonstrates how readers can think about how information on one page relates to other pages in the book. Furthermore, readers come to understand that as they read they may have new learnings and need to go back and reread to sort and categorize the new information in their minds.

The third part of this unit demonstrates ways readers can problem solve content specific words. Strategies are built upon previous units using meaning, structure and visual information, as well as finding parts of words to problem solve unknown words. Readers not only problem solve and decode words, they also think about their meanings.

This last concept solidifies work already done within this unit and reminds students that the strategies and thinking they have done thus far can be used with any book. This last concept utilizes text sets around topics and book clubs are created to study these topics. This work will support the collaborative study of many texts and allow students to compare and contrast information within these texts. Working within book clubs students will explore, talk and discuss how each text relates to one another and provides similar and different information. In exploring how each text impacts their thinking on a topic, students consider author’s purpose and audience.

While the information contained here is not related to Unit Level Standards, important information related to UDL is included for your reference.

What is Universal Design for Learning (UDL)?

UDL is a research-based framework that focuses on proactive design and delivery of curriculum, instruction and assessment. UDL provides opportunities for every student to learn and show what they know, with high expectations for all learners.

Each student learns in a unique manner so a one-size-fits-all approach is not effective. UDL principles create options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning. (NY DOE)

© CAST, 2013

UDL
Universal Design for Learning

1. How do readers read informational text to learn about their world?
2. How do readers read, process and think with nonfiction text?
3. How do readers problem solve when they encounter content-specific words?
4. How do readers compare and contrast a topic across multiple text?

Concept I: Readers read informational text to learn about their world

Session 1 Readers get their libraries organized for informational reading

Session 2 Readers get their mind ready to read non-fiction text

Session 3 Readers read non-fiction with an explaining voice

Session 4 Readers slow down and think about what they have learned

Session 5 Readers preview, envision, find topic sentence

Session 6 Readers can retell their non-fiction text to their partners

Session 7 Readers ask and answer questions about the text as they read

Concept II: Readers read, process and think with non-fiction text?

Session 8 Readers study the pictures and connect them to the text

Session 9 Readers take notes of “new learning” and their thoughts about the new learning

Session 10 Readers identify the author’s message

Session 11 Readers identify textual evidence/specific points that support their conclusions about the author’s message

Concept III: Readers problem solve when they encounter content-specific words

Session 12 Readers use all they know to figure out a tricky word

Session 13 Readers can find parts of the word to help them figure out words

Session 14 Readers can jot down the tricky words and work with their partner to help figure out the words

Concept IV: Readers compare and contrast a topic across multiple text

Session 15 Readers make a plan for how to begin their work together

Session 16 Readers in clubs talk long about their ideas and questions to grow ideas about their topic

Session 17 Readers compare and contrast important points

Session 18 Readers compare authors’ message

Session 19 Readers celebrate their learning by sharing their big ideas