Complex
RI.3.7
RI.3.8
RI.3.9 / The student will understand or be able to use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur)
The student will understand or be able to describe the logical connections between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence)
The student will understand or be able to compare and contrast two texts on the same topic
Simple
RI.3.7
RI.3.8
RI.3.9 / The student will know or be able to answer questions using illustrations and the 5 W’s
The student will know or be able to identify connections between particular sentences and paragraphs in text
The student will know or be able to identify similarities in and differences between two texts on the same topic
(Question 2) Effectively Interact / (Question 3) Practice Deepen (Analysis) / (Question 4) Generate &Test
(Knowledge Utilization)
Preview / Critical Input/Chunk / Actively Process
Brainstorming
· What is an informational text?
· Why are informational texts important?
· What does an informational text contain?
· What is inferring?
KWL on Informational Books
T-Chart / Vocabulary
· Informational Text
· Compare
· Contrast
· Cause
· Effect
· Inferring
· Illustration
· Connection
· Similarties
· Differences
Safari Montage
Reading Fiction and Nonfiction
Have students follow along with investigation of an informational text. Point out the items listed below, to show students how to navigate an informational text:
· Introduction Notes
· Diagrams
· Table of Contents
· Glossary or “Words to Know”
· “To Find Out More” or Resources Index
· Meet the Author/Illustrator
· Captions
Modeling/Guided practice in inferring, comparing and contrasting, cause and effect , sequencing, and identifying similarities and differences using any of the following:
· Trade Books
· E-Tumble Books
· Safari Montage / Students will read from any of the following libraries to help with reading response:
· Book Room
· Classroom Library
· School Library
· AR Books
· A-Z Books
· Treasures and Guided Reading Books
Students will create T-Chart labeled Inference and Evidence / Students will independently complete graphic organizers
Science Mystery Bags Activity-activity leads to discussion about the scientific process and how scientists collect information and draw conclusion. (http://reading.ecb.org) / Students will create T-Chart labeled Inference and Evidence
Resources:
Treasures Textbook and Practice Workbook
Resources:
Websites:
http://www.growupreading.org/grade3/index.php?section=010
http://www.growupreading.org/grade3/index.php?section=020
http://www.clpgh.org/research/parentseducators/educators/blast/elementary/3rdgrade/InformationalText.html
http://www.freereading.net/index.php?title=Introduce:_Summarizing_Informational_Text_Using_About_Trees
http://www.bing.com/search?q=using+informational+text+to+make+inferences&qs=AS&sk=HS1AS6&pq=using%2520informational%2520&sp=8&sc=8-20&form=QBRE&adlt=strict
http://www.freereading.net/index.php?title=Introduce:_Summarizing_Informational_Texts
http://www.delta-education.com/downloads/samples_seeds/1327050.pdf
http://reading.ecb.org/
E-Tumblebooks
Safari Montage
For our information:
RI.3.7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).
RI 3.8
Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).
RI 3.9
Compare and contrast the most important points and key details presented in two texts on the same topic.