Library Lesson Plan
Connections to Literacy
Guide: Big Ideas from
Grade 1 Unit 4
Grade 1: Library: Understanding Nonfiction Text Features – Table of Contents
Lesson 10
Prerequisite Skills and Knowledge
•
Students should have had both fiction and nonfiction text read aloud to
them.
District Library Standards
•
Time Required
•
Mini-lesson and guided practice: 10-15 minutes
Standard 2: Researches and
Evaluates Information
o
Asks questions about a topic
o
Shares conclusions with
others.
o
Locates information
relevant to their question
using print …with guidance
Materials
•
A nonfiction picture book of your choosing. This must be a book with a table
of contents.
Intended Learning
•
Big Ideas from Grade 1
Curriculum Guide
Students use text features to understand nonfiction text so they build skill
comprehending nonfiction.
•
Mini-Lesson
Connection – preparing students’ thinking
Ask students if any of them think they know enough about ________ (whatever the
topic of your book of choice is) to write an all-about book about that topic. Tell them
today the class will hear a read-aloud book about __________.
Use organizational structure,
text features, and genre
language to understand
nonfiction and access
information.
Notes
This is a lesson that could be repeated
many times during January and February
as this nonfiction Unit is being taught in
the classroom.
Teaching – Mini Lesson and Active Engagement – Guided Practice
Show students the cover of the book. Ask them to tell what strategy good
readers use before beginning to read –predict and think of what they know
about the topic. Have the students ‘turn and talk’ about what they think the
book is about and what they know about that topic.
Turn to the “contents” page and read the first 2 chapter or section
headings. What do they notice about how this author has organized the
Library Lessons
Lesson 10: Understanding Nonfiction Text Features – Table of Contents
Library Lesson Plan
Connections to Literacy
Guide: Big Ideas from
Grade 1 Unit 4
Grade 1: Library: Understanding Nonfiction Text Features – Table of Contents
book? Finish reading through the “contents.”
Remind students that good readers also ask questions before they read.
Especially when they are reading nonfiction, good readers think about what
questions they want the author to answer in the book. Have the students
‘turn and talk’ about what questions they hope the author will answer in the
book. Tell them to decide on at least 2 questions.
Tell students to listen for the answers to their questions as you read. As soon
as they hear the answer to one of their questions, they should raise their
hand. At that point, stop reading and ask the student to share his/her
question and what answer he/she heard. Stop several times through the
book as students hear answers to their questions.
Link Students share with each other new information they gathered from this
nonfiction text. Each student should write one fact from the book on an index card.
Independent Practice
Teacher
•
Monitor students’ progress by walking around the room.
•
Assist students by asking them to share with you what fact they are putting on
the index card. Facts can be represented by illustration and/or words.
Students
•
Each student writes on fact, one piece of information they gathered from
this nonfiction book. The fact can be represented by a drawing and/or
words. Is the fact an answer to one of their questions?
Sharing/Closure
•
Have several students share out their facts.
Assessment
•
Progress monitor each student on your class list or spreadsheet with a score
of 1-4, according to their proficiency during independent practice. A “3” is a
students who is able to gather one fact from the nonfiction text.
Library and Information Literacy
Trimester
1
2
3
Uses information responsibly.
Researches and evaluates information.
Effort
Library Lessons
Lesson 10: Understanding Nonfiction Text Features – Table of Contents