Skip Navigation

Incorporating Informational Text: Article of the Week

Life Skills:

  • Thinking & Reasoning
  • Communication
  • Social & Civic Responsibility

Curriculum Tie:

Time Frame:
1 class period that runs 45 minutes.

Group Size:
Small Groups


 

Summary:
Students build their knowledge base and learn to read and summarize informational texts.

Main Curriculum Tie:
English Language Arts Grade 9-10Reading: Informational Text Standard 1
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Materials:
Informational articles, textbooks, expository essays

Attachments

Background For Teachers:
Students need to learn how to read and discuss informational texts. Tying informational texts with literary texts allows students to make critical connections between the "real" and literary world.

Student Prior Knowledge:
Students need to learn and understand how to be effective listeners in discussions. They also need to be able listen to diverse opinions.

Intended Learning Outcomes:
Students will be able to read and summarize informational text, identify key details from surprising details, and recognize the main ideas/concepts presented in articles. They will also be able to listen, take notes, and discuss the issues presented in informational texts with a small group.

Instructional Procedures:

  1. Students are assigned an informational reading piece to read and annotate.
    Please note: Assigning an informational text to read every other week works best for the discussion strategy.
  2. Using the article of the week discussion grid, in groups of 3 or 4, using the annotated articles, students share key details, surprising information, things they read that were confusing,and the WWWWWH of the article.
  3. The students take turns in their groups (everyone gets to be the scribe and take notes while another group member shares by writing notes on the grid for each individual group member. Other group members listen actively).
  4. Following the discussion, group members discuss and write their answer to the thinking question at the bottom of the discussion grid.

Assessment Plan:
Teachers can assess the ability of groups to work together, the quality of the notes, and the depth of thinking following the discussion of the article.

Rubric:

Bibliography:
Gallagher, Kelly. Readicide: How Schools Are Killing Reading and What You Can Do About It. Portland: Stenhouse, 2009. 47-50

Author:
KIM RATHKE

Created Date :
May 22 2013 09:26 AM

 14929