Teacher's Guide for Nature's Way Nonfiction Reader

Manzo, A. (1968). Improving reading comprehension through reciprocal questioning.
Unpublished doctoral diss., Syracuse University. Primary reference. Describes the
original development of the ReQuest procedure, rationale, piloting, and empirical
support of its effectiveness.

Ogle, D. (1986). K-W-L: A teaching model that develops active reading of expository
text. The Reading Teacher, 39, 564-570.

Tierney, R., Readence, J, & Dishner, E. (1995). Reading strategies and practices.
Boston, MA: Allyn & Bacon.

Note: One basic plan will be used for each selection (1. What Good Is a Forest Fire? 2. Frogs on Ice 3. Desert Home 4. Seed Travel) contained within Nature's Way. Selections are read in separate lessons.

Title: Guided Reading Lesson with science related text

Time: approximately 45 minutes for each session

Objective:
Following instruction and modeling of the ReQuest Procedure, students will be able to:

1. read with a questioning stance, establishing logical and creative areas of inquiry as evidenced in the questions they pose.
2. comprehend material read as reflected in their answers to questions and ability to support their ideas.
3. identify and explain connections made with the content of articles.
4. recognize areas of confusion or gaps in comprehension.
5. identify what they know (orally), want to know (written), and learned (written) and discuss this information with classmates.
6. select key concepts and significant details to complete a 5Ws and H note sheet.
7. visually represent information gathered from readings that includes appropriate labels and captions.
8. record information in a scientific mode with summaries that include sketches/diagrams to illustrate points of information.
9. effectively research a nature's survival story and construct a written report that is substantive, well organized, clearly written, personalized with a degree of author's voice, and relatively free of grammar, spelling, and punctuation errors.

1. Review overall goals of the theme unit related to this reading selection.
2. Ask students to think about what they know, read, or have heard related to forest fires. Invite open discussion of ideas. Scribe in web form information they offer.
   
   

   		How They Start | |
   Where Most Happen		What We Think We Know About Forest Fires		Who Fights Them
   Losses They Cause				Benefits
   		| | Ways to Control Fires

3. Tell students that today we'll read a selection about the redeeming after events of forest fires. Explain that redeeming here refers to an ability to restore or repair.

1. Introduce the text, Nature's Way. Read the captions on the cover and have students respond to these and the picture of the cactus.
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 three items.
3. Have students 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, What Good is a Forest Fire, as well as the name of the author and photographer. Have students skim and scan pages 3-7, examining pictures and captions. Invite students to share their predictions on information that will be presented in the selection.
6. Introduce new words for this selection, using the transparency, presenting words in context. (It is assumed that some of the words associated with the first reading have been previously introduced in the theme study and will be reinforced in this reading. Other words will not be pretaught, allowing children to conclude meanings from context clues. These will be examined in follow-up discussion of the selection to confirm that they were understood.) The teacher reads each sentence and explains how context helps him/her understand the meaning of italicized words.
7. Introduce and explain each step of the ReQuest procedure.
   1. Both students and the teacher will silently read a section of the article.
   2. The teacher closes his/her book and the students question the teacher. The teacher answers the question. As appropriate, the teacher reinforces students' questioning skills by seeking clarification of unclear questions and/or extending questions.
   3. Roles are reversed. Students close their books and the teacher asks questions, modeling an array of question types. Students can request clarification if they don't understand a question. They are expected to give evidence for their ideas.
   4. The teacher leads students to predict areas of information the author will provide.
   5. If students' predictions are reasonable, they will be directed to silently read the remainder of the article and complete a response activity. If predictions are not appropriate, repeat steps a-d with the next segment of the article before having students read independently.
   6. Students discuss the article, sharing their completed response activity.

1. 1. Follow ReQuest steps a-d.
2. Draw students' attention back to the web just created from their responses - What We Think We Know About Forest Fires. That's our K for a K-W-L.
3. 1. Give students a sheet of paper (8 ½ X 11).
   2. Have them fold it in half vertically.
   3. Have students set the folded paper down the long way and measure 5 ½ " down from the top. They will draw a line across from side to side. Students will then cut along the line, stopping at the fold.
   4. Have students set paper down horizontally. They will write W on the left flap and L on the right flap.
      
      

      a.

      b.

      c.

      W L d.

4. Students open the flap with the W and record What They Want to Know. Have students share their areas of wondering.
5. Direct students to complete the reading of the article independently. When they finish reading they will open the flap with the L and record What They Learned. With each entry of learning, they should indicate whether the statement answers a recorded Want to Know (their own or one of a classmate) or whether it is information that was unexpected. They can do this with a code, using W at the end of statement that answers a Want to Know and U at the end of information that was unexpected.
6. The teacher circulates to assist students as needed.
7. Students discuss the article, sharing what they have recorded under the L flap.

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)

How can we safely allow forests to burn in ways that produce redeeming outcomes?

1. Ask students if they've ever felt very, very cold when playing outside in the winter - so cold they knew they had to get inside to warm up. Discuss how they felt and how they knew they needed to get warm right away. Explain how and why extreme temperatures can be dangerous for people who are not prepared with appropriate equipment and coverings. Talk about the equipment and clothing Arctic explorers and researchers use.
2. Tell students that today's reading will be about an animal that can survive extreme temperatures with an internal bodily process.

1. The teacher will read the title of the selection, Frogs on Ice, as well as the name of the author. Have students skim and scan pages 8-11, examining pictures and captions. 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.
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. Review the steps of the ReQuest procedure.
   1. Both students and the teacher will silently read a section of the article.
   2. The teacher closes his/her book and the students question the teacher. The teacher answers the question. As appropriate, the teacher reinforces students' questioning skills by seeking clarification of unclear questions and/or extending questions.
   3. Roles are reversed. Students close their books and the teacher asks questions, modeling an array of question types. Students can request clarification if they don't understand a question. They are expected to give evidence for their ideas.
   4. The teacher leads students to predict areas of information the author will provide.
   5. If students' predictions are reasonable, they will be directed to silently read the remainder of the article and complete a response activity. If predictions are not appropriate, repeat steps a-d with the next segment of the article before having students read independently.
   6. Students discuss the article, sharing their completed response activity.

1. Introduce the note taking sheet, Frogs on Ice - 5 Ws and an H .
2. Follow the ReQuest procedure, a-d. Students are directed to complete the note taking sheet after they finish reading.
3. The teacher circulates to assist students as needed.
4. The teacher facilitates an open discussion of the article. Students discuss their notes as well as personal comments and reactions.

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)

"Scientists are trying to unlock the secrets of how the wood frog can survive being frozen. They don't have all the answers yet, . . . " How could these answers be used for our own survival?

1. Ask students to imagine the hottest day they can remember. How did it feel? What did they do to find relief? What dangers did the high temperature pose? Share ideas.
2. Tell students that today's reading will be about survival in environments that are extremely hot and dry.

1. The teacher will read the title of the selection, Desert Home, as well as the name of the author. Have students skim and scan pages 12-16, examining pictures and captions. 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.
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.

1. Introduce the note taking sheet, Desert Survivors. Review how making mental pictures helps us understand and remember what we read. Explain that these "notes" will require them to record information in visual as well as written form (labels and captions).
2. Follow the ReQuest procedure, a-d. Students are directed to complete the note taking sheet after they finish reading.
3. The teacher circulates to assist students as needed.
4. The teacher facilitates an open discussion of the article. Students discuss their notes as well as personal comments and reactions.

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)

What characteristics are necessary for survival in an environment that would seem inhospitable (barren, without shelter) to most?

1. Ask students if they've ever planted a garden. Talk about the process of planting seeds. Expand the discussion to the process farmers use when planting large crops.
2. Tell students that today's reading will be about the methods plants use to spread their seeds, ensuring that their species continue.

1. The teacher will read the title of the first selection, Seed Travel, as well as the name of the author and artist. Have students skim and scan pages 17-21, examining pictures and captions. 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.
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.

1. Introduce the note taking sheet, Seed Travel. Explain that scientists often use sketches or diagrams to accompany notes. Students are directed to similarly add sketches/diagrams to their summaries.
2. Follow the ReQuest procedure, a-d. Students are directed to complete the note taking sheet after they finish reading.
3. The teacher circulates to assist students as needed.
4. The teacher facilitates an open discussion of the article. Students discuss their notes as well as personal comments and reactions.

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)

Why do plants have different methods for dispersing their seeds? Why isn't there a universal method?

1. Over a period of several days, each student will select a Nature's Survival Story to research. Students will work in class and at home on the project. They will consider:
   • What is the survival strategy? How has it evolved or adapted to changing environments?
   • How have humans had an impact on the way nature takes care of itself in this situation?
   • How can humans support nature's efforts to maintain the cycle of life in this situation?
2. Students will draft, revise, edit, and "publish" their reports in a class book. Copies will be placed in the classroom library, in the school library, in the community library, and in a local book store.

• clearly articulate many kinds (e.g. literal, inferential, critical, creative) of questions that set purposes for reading.
• answer questions posed to them, giving evidence for their answers and demonstrating understanding of the reading.
• self-monitor comprehension as reflected in requests for clarification.
• make reasonable predictions of information that will be provided in the articles.
• develop an understanding of new vocabulary as reflected in their discussion of the passage.
• complete response activities with accuracy, creativity, and personal voice, demonstrating skills in establishing purposes for reading, identifying personal learning, distinguishing key concepts and details, visualizing information in print, and note taking in scientific mode.
• use appropriate discourse skills in class discussions of articles (e.g. stay on topic, extend comments of others, respectfully disagree, share personal ideas, give reasons for ideas).
• independently reflect on an open-ended question, share ideas with a partner, and then discuss conclusions with the larger group.
• construct a report on a Nature's Survival Story that will be included in a class book. The work reflects effective research skills. It is substantive, well organized, clearly written, personalized with a degree of personal voice, and relatively free of grammar, spelling, and punctuation errors.

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Updated: 11/21/08 03:18 pm
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