Lessons & Units :: Explicit Information 1st Grade Unit

Lesson 1: Identifying Information in Nonfiction

Lesson Plan

Frogs | 600L

Frogs
Learning Goal
Identify explicit information in nonfiction.
Duration
Approximately 50 minutes
Necessary Materials
Provided: Example KWL Chart for Direct Teaching and Guided Practice, Independent Practice Worksheet
Not Provided: Frogs by Gail Gibbons, chart paper, markers

  • Teacher Modeling

    will explain the purpose of a KWL chart. (Example is provided). I will guide the class in identifying what they already know and what they want to know about frogs. For example, I know that frogs are green I wonder if some frogs are other colors too? I will put what I know under “K” on my KWL chart and what I want to know under “W”. I will begin reading Frogs by Gail Gibbons. I will identify the first fact that I learn from reading the text. I will explain that this is explicit information: it is information “right there” in the text. I know that frogs begin life as small eggs in a wet place. I know this because it tells me so in the text.

  • Think Check

    Ask: "How did I learn information from the text?" Students should respond that you read the text and found information "right there" in the text.

  • Guided Practice

    will continue to listen to Frogs, and we will identify the information we learn while listening to the book. We will chart information in the “L “(Learned) part of the chart. (See example KWL chart provided.) We will answer our questions about frogs by going back to the text and finding the information “right there” in the text.

    TIP: When identifying information learned from the text, have students lead you in the information they remember. It is not necessary to write down every fact from the book. Have students highlight what is most interesting to them.

  • Independent Practice

    will identify one fact you learned about frogs from the book. (Independent Practice Worksheet is provided.)

    TIP: Remove the KWL chart before students complete the Independent Practice. Students may need access to the book to complete the Independent Practice. Provide vocabulary cards or a list of vocabulary words for students to refer to when writing the facts they learned about frogs for the Independent Practice. (tadpole, eggs, adult, hatch, lungs, legs, tail, water, land, gills, etc.)

Build Student Vocabulary clump

Tier 2 Word: clump
Contextualize the word as it is used in the story A floating clump of frog eggs is called a frog spawn.
Explain the meaning student-friendly definition) A clump is a group of something that is very close together. A clump of frog eggs is a group of frog eggs that is very close together.
Students repeat the word Say the word clump with me: clump.
Teacher gives examples of the word in other contexts When I come into my home on a snowy day, I shake the clumps of snow from my boots. I used clumps of clay in art class. When I made the pie, I started with a clump of dough and flattened it with a rolling pin.
Students provide examples Tell me about when you have seen a clump of something? Say, “Once I saw a clump of ___________.”
Students repeat the word again. What word are we talking about? clump
Additional Vocabulary Words ripples, surface

Build Student Background Knowledge

Pause on page 14, when the word "amphibians" is introduced. Explain that frogs are amphibians and so are toads, newts, and salamanders. Share some pictures of these creatures. Notice that frogs and toads both have bulgy eyes, no tails, and a squat body. They are different animals as toads have dry, warty skin, and prefer to live on land.

Texts & Materials

Standards Alignment

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User Comments

Great ideas to be implemented in my class.

Submitted by yrhodes_2416390 on 11/11/16

For the k on the chart, I like to say what they "think" they know. That way you can more easily address misconceptions.

Submitted by mkeszler on 1/7/15