Skip to contentContribute to ReadWriteThink / RSS / FAQs / Site Demonstrations / Contact Us / About Us

 

 

Contribute to ReadWriteThink

ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you.

More

 

Professional Development

Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.

More

 

Did You Know?

Your students can save their work with Student Interactives.

More more

Home Classroom Resources Lesson Plans

Lesson Plan

Book Sorting: Using Observation and Comprehension to Categorize Books

E-mail / Share / Print This Page / Print All Materials (Note: Handouts must be printed separately)

 

Book Sorting: Using Observation and Comprehension to Categorize Books

Grades K – 2
Lesson Plan Type Standard Lesson
Estimated Time Two 30-minute sessions
Lesson Author

Renee Goularte

Renee Goularte

Magalia, California

Publisher

National Council of Teachers of English

 

Materials and Technology

Student Interactives

Websites

Preparation

 

MATERIALS AND TECHNOLOGY

  • A variety of fiction and nonfiction books from the classroom library

  • Unlined paper and writing materials

  • Internet access for supplementary and follow-up activities

back to top

 

STUDENT INTERACTIVES

Venn Diagram

Grades   K – 12  |  Student Interactive  |  Organizing & Summarizing

Venn Diagram

This interactive tool allows students to create Venn diagrams that contain two or three overlapping circles, enabling them to organize their information logically.

 

back to top

 

WEBSITES

back to top

 

PREPARATION

There are really no "wrong answers" in Book Sorting, though it is important that students justify their sorting choices. Some things to look for as students sort:

  • Are they sorting largely by illustration, or are they considering book topics and content?

  • When sorting by illustration, are they looking at lower-order criteria, such as color, size and shape, or are they looking at more critical details of the illustrations?

  • Are they making inferential sorting choices?

  • Are students spontaneously recognizing that some books will fit into more than one category?

back to top