Nonfiction Unit By Rachel Leibrandt
Language Arts Standards	Learning to Read Independently 1.7 Reading Critically in all Content Areas 1.3 Speaking and Listening 1.8
Week One: Whole Class Objectives PAIRS:  Students are paired heterogeneously so each pair has one lower and one higher reader COOPERATIVE GROUPS:  Groups are created heterogeneously so each group has a mix of reading ability levels	TSW compare and contrast fiction and nonfiction texts TSW determine the elements of the nonfiction genre TSW learn the features of a nonfiction book Table of contents, bold lettering, caption, diagram, glossary, and index TSW learn test taking strategies for nonfiction passages on the PSSA
1-1	Give the students a pile of nonfiction material (magazines, catalogues, books, etc) and have them determine what they all have in common. They write what they have in common on a whiteboard Each group presents to the class Discuss the elements of the nonfiction genre
1-2	Compare and contrast nonfiction and fiction by using the worksheet “Nonfiction Versus Fiction.”  Pair the students and have them complete this activity Give them two books with the same animal in it, but one is fiction and one is nonfiction Students read both and write the characteristics of each Each group presents to the class ASSESS:  Observation of comparison of two genres
1-3	Show students a nonfiction book They predict what they are going to learn Read aloud and discuss what they learned During independent reading time, the students select nonfiction books In pairs, the students try to find the features of nonfiction text (table of contents, bold lettering, caption, diagram, glossary, and index) Students stand in a circle and show each other each feature
1-4	Have a nonfiction scavenger hunt using the worksheet “Text Features” List the item on the board, have the students find the item, and then define them together on a large piece of chart paper while the students record them on their sheet  After completing the chart, have them practice locating the features in other books
1-5 PSSA Practice Day	Present a nonfiction practice piece from the PSSA on overhead Read aloud to students Discuss test-taking strategies when reading nonfiction text Locate introduction, headings, bold face words, diagrams, and pictures with captions
Week 2: Whole Class Objectives	TSW review text features TSW use the text features to learn information TSW learn text structure:  problem and solution TSW activate background knowledge through a KWL chart TSW activate background knowledge of vocabulary for nonfiction passage TSW learn vocabulary words for text selection:  tilt, engineers, landmark, and foundation TSW write about facts they learned from reading Text Stopping a Toppling Tower by Mary Kay Carson TSW review test taking strategies for nonfiction passages on the PSSA
2-1	Review characteristics of nonfiction text Review text features Students complete the K and L part of a KWL to activate background knowledge about the Leaning Tower of Pisa Students complete Knowledge Rating Chart to activate prior knowledge of vocabulary words Preteach vocabulary words
2-2	Review vocabulary words Read aloud the nonfiction article and teach text features in the article:  title, introduction, headings, bold words, picture with captions, text box Students reread and discuss the importance of the text features
2-3	Teach the text structure of problem/solution Reread article and discuss how this structure is helpful Students complete a graphic organizer to determine the problem and solution Summarize what the students learned Complete the L part of the KWL
2-4	Reread passage ASSESS:  Give students test on article and vocabulary
2-5 PSSA Practice Day	Present another nonfiction practice piece from the PSSA on overhead Read aloud to students Discuss test-taking strategies when reading nonfiction text Locate introduction, headings, bold face words, diagrams, and pictures with captions Students answer multiple choice questions Teach strategies for completing open-ended response for nonfiction
Week Three Whole Class Objectives PAIRS:  Students are paired heterogeneously so each pair has one lower and one higher reader	Text:  Deserts TSW use the text features as they read the nonfiction book Deserts TSW define vocabulary and answer comprehension questions in the packet TSW learn tools for reading nonfiction TSW review text features TSW use the text features to learn information TSW write about facts they learned from reading
3-1	Review characteristics of nonfiction text Review text features Students complete the K and L part of a KWL to activate background knowledge about deserts Students complete Knowledge Rating Chart to activate prior knowledge of vocabulary words Begin completing the Deserts packet.  Students will complete the questions that relate to the table of contents and the index. Students work in pairs.
3-2	Students will use the glossary to define vocabulary and create vocabulary cards Students will begin reading in pairs
3-3	Students answer comprehension questions for the section entitled Deserts and Desert Animals
3-4 and 3-5	Students finish reading the book in pairs Students finish answering comprehension questions Students complete KWL chart by filling in the L section Students create a poster that shows two new things they learned about deserts by reading the book Pairs present the poster and explain what they learned ASSESS posters to determine what students learned and how they shared their learning with the class

WEEK 4, 5, and 6:  SMALL GROUPS

After I finish teaching the whole class lessons, I analyze my assessments to determine what the students learned, what they need to practice, and what I need to reteach.  The fourth week I move back into Reading Workshop with the small groups.  With the Project Read group, I select nonfictions texts.  In SOAR, I use the nonfiction stories from the program like Baby Whales Drink Milk by Barbara Juster Esbensen and Animals in Winter by Henrietta Bancroft and Richard G. Van Gelder.  With the on-level group, I moved into the nonfiction unit in the Daybook.  According to the results of the assessments, I determine what will be my focus in the small groups.