Grade: 2 Content Area: Reading Child/Group: 3 students, Special Education resource room I. SOL: 2.

10 The student will demonstrate comprehension of information in reference materials. a) Use table of contents. b) Use pictures, captions, and charts. c) Use dictionaries, glossaries, and indices. 2.9 The student will read and demonstrate comprehension of nonfiction texts. II. Objective (s): The students will be able to use text features of nonfiction text to locate information. The students will be able to use a table of contents to find the page number for the information they want to find 100% of the time. Students will be able to locate the bolded words on a page 100% of the time. Students will be able to locate the caption of a picture 100% of the time. Students will be able to use subtitles to tell what information is on a page 100% of the time. 1. 2. 3. 4. One packet per student 1 book for student Dry erase board for writing out the notice the page steps Nature magazines for visuals of the information in the book

III. Materials:

IV: Presentation

Background Information: The students have already read the book titled Land and Water. For the past 3 weeks we have been working on using table of contents, identifying bolded words, captions, and subtitles using various nonfiction text. This lesson serves as a summative activity in which the student will use all of their knowledge of nonfiction text structures. 1. I will go get the students at 1:30 and they will sit in their usual spots at the table (the packets and books will already be handed out) * We will most likely not get through this whole lesson in one day. It will probably take a day and a half to get through the whole packet. 2. I will activate knowledge of the text by asking them these questions: Key Questions: What is one thing you learned from this book? What were some things we looked for before we read

the book that helped us know what we were going to read about? 3. We will review the text features and how they helped us understand the book: Title Subtitles Table of Contents Bolded words Pictures & Captions

4. We will begin the packet by looking at the table of contents and talking about what its job is. Then we will answer each question one by one. Each student will give me one answer to one question (since there are 3 questions and 3 students) 5. We will then move on to subtitles. We will review what subtitles are. I may have them find a subtitle in the book if we didnt already do that in step 3. Then we will do each question one by one and each student will have a chance to answer one question out loud. 6. We will go to number 3 in the packet, bolded words. We will find bolded words in the book if we didnt already do that in step 3. Then we will answer the questions one by one. Each student will answer 2 questions out loud and one will answer the bonus. This will strike up a discussion of the glossary, which I will briefly talk about. 7. Next, we will discuss captions and what their purpose is. I will have them find the caption in the book and tell me what the picture is showing and ask them to explain how they know. V: Assessment Formative Assessment: - I will ask each student an exit question on his or her way out the door about a text feature of nonfiction texts. I will decide the question based on what each student struggled with most in the lesson. For example, if one student struggled with the idea of a caption, I will ask him an exit question about captions to gage his understanding after the lesson. Summative Assessment: - After doing more nonfiction work with them (more books,

passages, etc.), I will give them a quiz in which they must utilize their knowledge of nonfiction text structures to answer questions similar to those in the packet they will be working on today. They will do this independently. When this happens will depend on the pace of their progression with the nonfiction texts. VI: Differentiation These 3 students work with me during this time because they have been identified as having special needs in Language Arts. They are all on the same page when it comes to comprehension of grade level texts. Separating this group from the rest of the class in the first place is done to give them differentiated instruction. I will ask each student a different exit question depending on what they need the most work with. Universal Design for Learning: - Students will be communicating orally to show what they know - Students will be writing down answers to show what they know - Students will have access to a visual of the topic (the pictures in the book as well as in my magazines) VII: Technology: No electronic technology will be used in this lesson.

The packet used in the lesson:

Land and Water

1. Table of Contents On what page will you find information about... Ponds and Rivers? _________ Valleys and Canyons? _________ Plains? _________

2. Subtitles What is page 6 about? ________________________________________________________ What is page 12 about? ________________________________________________________ How do you know? _________________________________________________________ _________________________________________________________

3. Bolded Words What word is important on page... 9? 10? 14? __________________________ __________________________ __________________________

How do you know? _________________________________________________________ _________________________________________________________ Bonus: Where can you find what these words mean? _________________________________________________________

4. Captions What Mountain range is shown in the picture on page 6? ________________________________________________________ How do you know? _________________________________________________________ _________________________________________________________