ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, activities, or other ideas you'd like to contribute, we'd love to hear from you.
Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.
Teacher Resources by Grade
|1st - 2nd||3rd - 4th|
|5th - 6th||7th - 8th|
|9th - 10th||11th - 12th|
Traveling Terrain: Comprehending Nonfiction Text on the Web
|Grades||3 – 5|
|Lesson Plan Type||Standard Lesson|
|Estimated Time||Three 30-minute sessions|
Strategic instruction and explicit teaching of targeted comprehension strategies can allow students to integrate skills into their current competencies, thus improving their overall reading ability. This lesson identifies three skills (i.e., identifying text features of nonfiction text in a Web format, locating specific information, and generalizing information) to be taught in strategic lessons that build upon each other and allow for scaffolding of skills when necessary.
Connecting Concepts Organizer: This helpful handout will guide students in generalizing the biome information and comprehending how human interaction affects the environment.
Guthrie, J.T. (2001, March). Contexts for engagement and motivation in reading. Reading Online, 4(8). Available: http://www.readingonline.org/articles/art_index.asp?HREF=/articles/handbook/guthrie/index.html
- Teachers create contexts for engagement when they provide prominent knowledge goals, real-world connections to reading, meaningful choices about what, when, and how to read, and interesting texts that are familiar, vivid, important, and relevant. Teachers can further engagement by teaching reading strategies. A coherent classroom fuses these qualities.
- Strategy instruction involves the explicit teaching of behaviors that enable students to acquire relevant knowledge from text. Explicit instruction includes teacher modeling, scaffolding, and coaching, with direct explanation for why strategies are valuable and how and when to use them (Duffy et al., 1987; Paris, Wasik, & Turner, 1991). Fundamental to most theories of intrinsically motivated learning is self-perceived competence (Bandura, 1997; Deci & Ryan, 1987; Harter, 1990). In the domain of reading, students are given a sense of self-perceived competence when they are taught strategies for learning from text (Pressley, 1997).