Teacher's Guide for I Didn't Know That! Nonfiction Reader

Fountas, I, & Pinnell, G. (1996). Guided reading. Portsmouth, NH: Heinemann

Tompkins, G. (2003). Literacy for the 21st century. Upper Saddle River, NJ: Merrill Prentice Hall

Vacca , R. & Vacca, J. (1999). Content area reading. New York, NY: Longman.

Note: One basic plan will be used for each selection (1. Your Fingerprints; 2. The Discovery of X-rays; 3. From Pygg Jars to Piggy Banks; 4. Sweeter Than Sugar, Black as Night; 5. The Lady with the Green Skin; 5.) Do You Know Your Uncle Sam) contained within I Didn't Know That. Selections are read in separate lessons.

Title: Practice in Oral Reading and Critical Listening

Time: approximately 30 minutes for each session

Objective:
Following preparation with key vocabulary, students will be engaged in oral reading for their peers or as critical listeners in the audience. Readers will build fluency, expression, and intonation through their reading performance. Listeners will build critical listening skills as reflected in notetaking, sketches, discussions and center response activities.

Bloom's Taxonomy: Knowledge, Comprehension, Application, Analysis, Synthesis

Materials: copies of I Didn't Know That, chart paper, 1 X 3 post-its or precut paper, 3 X 5 post-its or precut paper, bookmarked website or printouts, paper, watercolor paint

1. Ask students how people can be identified with physical characteristics. Answers may include birth marks, scars, tattoos, fingerprints, and DNA. Discuss these and talk about degree of reliability, pointing out that the police and courts recognize the high reliability of fingerprints and DNA evidence.
2. Explain to students that "the odds against any two fingerprints matching are at least 140 trillion to one!" (p. 4)
3. Tell students that today they'll listen to a selection called Your Fingerprints. Classmates will be reading to them today. Explain that different people will be reading each time an article in this text is shared. Readers will have a chance to prepare and rehearse.

1. Introduce the text I Didn't Know That. Read the captions on the cover and have students respond to these.
2. Direct students to the back cover. Invite a student to read the first bulleted item and lead off with a response to it. Repeat with the remaining items.
3. Turn to the Table of Contents on the inside cover and review the selections included in this text.
4. Direct students' attention to the Glossary and Index at the end of the text. Discuss how these supports can be used for reading and reviewing.
5. The teacher will read the title of the first selection, Your Fingerprints, and the name of the author. Invite students to share their predictions on information that will be presented in the selection as well as questions they hope will be answered. The teacher will scribe these on a chart.
6. Introduce new words for this selection using the transparency, presenting words in context. The teacher reads each sentence and explains how context helps him/her understand the meaning of italicized words.
7. Introduce the readers. Explain that audience members are to listen to see if the article answers questions we've listed, gives information we expected, and/or has new information for us.

1. Explain that students are to jot down talking points they want to bring up in a follow-up discussion of the article. Students will record these on post-it notes, preferably rectangular ones (1 X 3). Precut strips of paper can be used if post-its are not available. Recordings do not have to be in sentence form. They can be bulleted phrases or note taking form.
2. Three students will read the article. Reader one, paragraphs 1-4. Reader two, paragraphs 5-8, Reader 3, paragraphs 9-12. When readers are audience members, they will also record talking points.
3. The teacher will use this opportunity to take anecdotal notes about readers' performances, noting their accuracy and degree of fluency.
4. The teacher will facilitate a discussion that evolves from the talking points listeners have recorded. Readers will be called on to locate information when it is necessary to refer back to the text for clarifications. Students' notes will be posted on the chart paper with earlier predictions, indicating whether the talking point answers a question, relates to previous knowledge, or contains new information that was not expected. Include key terms in the discussion to reinforce their meaning and usage.

1. At a classroom center, students will record their fingerprints and examine them as directed in the last paragraph (p.5). They will identify and label archs, whorls, and loops.
2. Students will be allowed to visit a "bookmarked" website to learn more about fingerprints. This is www.meritbadge.com/bsa/mb/049.htm. If computers are not available, a printout from the website can be placed in the center. The website is a resource for scouts working on a Fingerprinting Merit Badge. Along with directions for making prints, it provides a history of fingerprinting and answers to frequently asked questions. Students can go to the Fingerprinting Merit Badge link from the home page for a menu.
3. Students will reread the article during Silent Reading Time or sign-out the issue for reading at home.

1. Ask students what they would expect to have done if taken to the hospital after a serious fall that resulted in severe pain in an arm or leg. If the response of having X-rays taken to look for broken bones doesn't come up, the teacher will suggest it and explain why such a procedure would be done.
2. Ask students if they are aware of other places where x-rays are used. Discuss how dentists use them as well as airport screeners.
3. Tell students that today's reading will trace the beginnings of X-rays, with an accidental discovery to more modern uses of the process.

1. The teacher will read the title of the second selection, The Discovery of X-rays, as well as the name of the author. Invite students to share their predictions on information that will be presented in the selection as well as questions they hope will be answered. Explain that the article has three subsections. The first tells about the early life of the inventor of X-rays. The middle section explains how the discovery happened and how it was shared. The last section explains how x-rays are used today. The teacher will scribe subsection titles on a chart (Inventor's Early Life, The Discovery and Sharing with the Public, Modern Uses of X-rays).
2. Introduce new words for this selection using the transparency, presenting words in context. The teacher reads each sentence and explains how context helps him/her understand the meaning of italicized words.
3. Introduce the readers. Explain that audience members are to listen to see if the article answers questions we've listed, gives information we expected, and/or has new information for us.

1. Explain that, while listening, students are to sketch any "mental pictures" they have from the information heard. They should add a label and brief (sentence) description to their sketch. Students will use post-it notes, preferably rectangular ones (3 X 5). Precut strips of paper can be used if post-its are not available. (It is assumed that visualization, as a comprehension strategy, has been introduced and practiced in other situations.)
2. Three students will read the article. Reader one, page 6 to the top of page 7, ending a paragraph and subsection. Reader two reads pages 7-8, beginning with "While . . . " on page 7. Reader 3 reads page 9. When readers are audience members, they will also sketch mental pictures.
3. The teacher will use this opportunity to take anecdotal notes about readers' performances, noting their accuracy and degree of fluency.
4. The teacher will facilitate a discussion that evolves from the sketches listeners have recorded. Readers will be called on to locate information when it is necessary to refer back to the text for clarifications. Students' sketches will be posted on the chart paper under the titles for the article's subsections. Point out how the author organized the information in this way even though subsections weren't titled in the article. It makes the writing clearer and easier to understand. Remind them to think about organizing their ideas in a similar way when writing informational pieces. Include key terms in the discussion to reinforce their meaning and usage.

Students do a think, pair, share with the following question. (1 min. think on their own - 1 min. pair with a partner and share ideas - partners share conclusions in larger group) Students can agree or disagree. They should be prepared to give evidence for their ideas.

"Wilhelm Conrad Roentgen's discovery a century ago is one of the most important and most widely used of all time" (p. 9). The Wright brothers' invention a century ago closely rivals Roentgen's invention in importance.

Students will reread the article during Silent Reading Time or sign-out the issue for reading at home.

1. Ask students if they save money at home. Ask them what they keep their money in. Some will say banks; others may say jars, bottles, or other holders.
2. If no one has mentioned a piggy bank, mention this common form for banks.
3. Tell students that today we'll read a selection called From Pygg Jars to Piggy Banks that tells how the pig became the shape used in the design of jars for holding money.

1. Introduce new words for this selection using the transparency, presenting words in context. The teacher reads each sentence and explains how context helps him/her understand the meaning of italicized words.
2. The teacher will read this article aloud. Do a close reading. This means that the teacher stops at critical junctures to ask questions. The purpose is to determine if students are understanding and making appropriate connections at the sentence and paragraph level. This micro processing is important for overall passage comprehension at the macro level (Irwin, 1991).

   Irwin, J. (1991). Teaching reading comprehension processes (2nd. ed.). Englewood Cliffs, NJ: Prentice Hall

Students will share reactions and comments. The teacher will stimulate discussion of the article as a whole, including details, message, and theme.

Students do a think, pair, share with the following question. (1 min. think on their own - 1 min. pair with a partner and share ideas - partners share conclusions in larger group) Students can agree or disagree. They should be prepared to give evidence for their ideas.

"A penny saved is a penny earned" (p. 11).

Students will reread the article during Silent Reading Time or sign-out the issue for reading at home.

1. The teacher will ask students to imagine a candy that is "fifty times sweeter than sugar and flexible enough to use as a shoelace or a jump rope." It is thousands of years old and has been used as medicine as well as a flavoring for beverages and tobacco.
2. Ask for predictions as to what this substance could be. Discuss possibilities.
3. Tell students that today's reading will reveal the answer to this puzzle and the long history of this sweet treat.

1. The teacher will read the title of the fourth selection, Sweeter Than Sugar, Black as Night, as well as the name of the author. Explain that the article has four subsections. The first tells about the history of this candy substance, the second describes the plant it comes from, the third explains how the candy is made, and the fourth tells about the candy's popularity in different parts of the world. Invite students to share their predictions on information that will be presented in the selection as well as questions they hope will be answered.
2. Introduce new words for this selection using the transparency, presenting words in context. The teacher reads each sentence and explains how context helps him/her understand the meaning of italicized words.
3. Introduce the readers. Explain that audience members are to listen to see if the article answers questions we've listed, gives information we expected, and/or has new information for us.

1. Explain that students are to jot down talking points they want to bring up in a follow-up discussion of the article. Students will record these on post-it notes, preferably rectangular ones (1 X 3). Precut strips of paper can be used if post-its are not available. Recordings do not have to be in sentence form. They can be bulleted phrases or note taking form.
2. Four students will read the article. Reader one reads the first section, page 12 through the top of page 13. Reader two reads page 13, beginning with "The licorice plant . . . " Reader 3 reads page 14 to the top of page 15. Reader 4 read page 15, beginning with "English people . . . " When readers are audience members, they will also record talking points.
3. The teacher will use this opportunity to take anecdotal notes about readers' performances, noting their accuracy and degree of fluency.
4. The teacher will facilitate a discussion that evolves from the talking points listeners have recorded. Readers will be called on to locate information when it is necessary to refer back to the text for clarifications. Students' notes will be posted on the chart paper. Students will be asked to determine appropriate titles for the article's subsections. These might be similar to History of Licorice, The Licorice Plant, Making Licorice Candy, Popularity of Licorice. Point out the author's organization and flow of information. It makes the writing clearer and easier to understand. They'll want to think about organizing their writing in a similar way. Students' post-it notes will then be arranged with an appropriate subsection title.

1. At a later time, students can survey peers, teachers, family members, and other students in the school to determine local popularity of licorice. Information (data) can be aggregated, disaggregated, and graphed by age (young children, older children, adults), gender (males, females), or type of licorice preferred (black, red, as ingredient in candy - "Good and Plenty").
2. Students will reread the article during Silent Reading Time or sign-out the issue for reading at home.

1. Ask students if they know who Lady Liberty is. Ask them why she was given this name. Bring up the connection with welcoming immigrants to this country.
2. Discuss the concept of symbols and ask students to think of other common symbols that carry immediate associations. Some might include the White House for the presidency, a dove for peace, a hawk for war, a donkey for the Democratic Party, an elephant for the Republican Party, or a heart for Valentine's Day.
3. Tell students that today's reading will explain how Lady Liberty was created and how she found her way to New York.

1. The teacher will read the title of the fifth selection, The Lady with the Green Skin, as well as the name of the author. Explain that the article has three subsections. The first tells about how the vision of Lady Liberty came to the artist who directed her construction. The middle section explains the process of building, moving, and reassembling her where she stands. The last section explains how she aged and had repairs over the years. The teacher will scribe subsection titles on a chart (A Vision of Lady Liberty, Building Lady Liberty, Repairing the Aging Lady). Invite students to share their predictions on information that will be presented in the selection as well as questions they hope will be answered.
2. Introduce new words for this selection using the transparency, presenting words in context. The teacher reads each sentence and explains how context helps him/her understand the meaning of italicized words.
3. Introduce the readers. Explain that audience members are to listen to see if the article answers questions we've listed, gives information we expected, and/or has new information for us. They should listen for the flow of information across these categories.

1. Explain that, while listening, students are to sketch any "mental pictures" they have from the information heard. They should add a label and brief (sentence) description to their sketch. Students will use post-it notes, preferably rectangular ones (3 X 5). Precut strips of paper can be used if post-its are not available.
2. Three students will read the article. Reader one reads page 16, ending with " . . . seven seas and continents." Reader two reads page 16, beginning with "Bartholdi planned . . . " to the middle of page 18. Reader 3 reads page 18, beginning with "In 1886 . . . " and continues to the end. When readers are audience members, they will also record mental pictures.
3. The teacher will use this opportunity to take anecdotal notes about readers' performances, noting their accuracy and degree of fluency.
4. The teacher will facilitate a discussion that evolves from the sketches listeners have recorded. Readers will be called on to locate information when it is necessary to refer back to the text for clarifications. Students' sketches will be posted on the chart paper under the titles for the article's subsections.

Students do a think, pair, share with the following question. (1 min. think on their own - 1 min. pair with a partner and share ideas - partners share conclusions in larger group) Students can agree or disagree. They should be prepared to give evidence for their ideas.

Lady Liberty is an important national symbol for all Americans, not just for those who come here from another land. It's important to keep her standing strong.

Students will reread the article during Silent Reading Time or sign-out the issue for reading at home.

1. Remind students of the previous discussion of symbols. Ask them if they've ever heard of Uncle Sam. Students share ideas.
2. Briefly explain that Uncle Sam is a symbol for the United States. Show the recruiting poster, pictured on page 21.
3. Tell students that today we'll read a selection called Do You Know Your Uncle Sam? that tells about the real Uncle Sam and how he came to symbolize our country.

1. Introduce new words for this selection using the transparency, presenting words in context. The teacher reads each sentence and explains how context helps him/her understand the meaning of italicized words.
2. The teacher will read this article aloud. Do a close reading. This means that the teacher stops at critical junctures to ask questions. The purpose is to determine if students are understanding and making appropriate connections at the sentence and paragraph level. This micro processing is important for overall passage comprehension at the macro level (Irwin, 1991).

Students will share reactions and comments. The teacher will stimulate discussion of the article as a whole, including details, message, and theme.

Students do a think, pair, share with the following question. (1 min. think on their own - 1 min. pair with a partner and share ideas - partners share conclusions in larger group) Students can agree or disagree. They should be prepared to give evidence for their ideas.

"As an 'uncle' who was able to unite and inspire his 'family' of fellow Americans, Uncle Sam is truly every American's national symbol" (21).

1. Students can research the history of other American symbols (e.g. for peace, war, political parties) and report on these at a later time.
2. Students will reread the article during Silent Reading Time or sign-out the issue for reading at home.

• read with fluency as documented in the teacher's observational notes.
• critically listen as determined by their meaningful notes and sketches.
• develop an understanding of new vocabulary as reflected in their discussion of the passage.
• effectively share notes and sketches in group discussions of the articles.
• clearly and articulately express ideas in response to statements in closure activities, giving reasons to support their ideas.
• work in centers to complete independent practice activities, following directions to complete tasks in a satisfactory (or exemplary) way.

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Updated: 11/21/08 02:15 pm
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