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Subject: Non Fiction Reading Power |
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1. Topic-
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| Questioning/Inferring: Tale of a Great White Fish |
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2. Content-
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Reading Power for Nonfiction
Question/Infer
this is a two-50 minute class lesson |
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3. Goals: Aims/Outcomes-
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1.Students will apply questioning and inferring skills from previous
class
2.Students will differentiate between thick and think questions
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4. Materials and Aids-
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- Tale of a Great White Fish by Maggie de Vries
- post its
- meter stick
- Questioning graphic organizer(p. 85) |
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5. Procedures/Methods-
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A. Introduction-
| Using the book, "Tale of a Great White Fish" students will apply
their questioning skills. The story follows the life (and growth)
of a white sturgeon, an endangered fish of the Fraser River. The story
begins in prehistoric times, when sturgeons are believed to have originated
from. By tracing the life of this one fish from 1828, readers are
also introduced to the history of BC. This compelling book will engage
students and propel them to ask questions about the habitat, life
cycle, and |
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B. Development-
1. Tell students you will read a book for them once. During the
read aloud, they may have some questions. First time, just listen.
When you read the book, you may want to use a meter stick to help
students visualize how big these sturgeons can get!
2. After reading it the first time, allow students to discuss the
book. Students will have lots to ask/share!
3. After discussion, students will be read the book a second time.
Before reading, give students 2-3 post-its. Encourage students to
write down questions while you read the book a second time.
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C. Practice-
1. Ask students for some questions that they had while they were reading
2. Using the "Text Questions and Inference worksheet", model the activity:
- read the first page, write the text in the TEXT SAYS column: "Even
before dinosaurs roamed the earth, sturgeon swam in its water"
- QUESTION column: "Why did the sturgeons survive while the dinosaurs
became extinct?" "How did the sturgeons survive the catastrophe that
killed the dinosaurs?"
- INFERENCE column (you can have the students help you with this):
"maybe the sturgeons survived because they lived at the bottom of
the river and when the meteor blast happened, it didn't affect them
as much" or "maybe......"
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D. Independent Practice-
1. Distribute the book (each school received 20 copies of this book
last year (2010)
2. Using the "Text Questions and Inference worksheet", have students
pull text from the book, as modeled above
3. Have them write questions that they had after reading that particular
text
4. Have students infer the question using background knowledge, inferences
from book, etc.
5. Encourage students to go through the book and write down text which |
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E. Accommodations (Differentiated Instruction)-
| 1. work with students who may need more support |
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F. Checking for understanding-
| 1. try to check in with each student during |
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G. Closure-
| 1. EXIT SLIP - have students read a question and inference that
they had from the story. |
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