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Home Classroom Resources Lesson Plans

Lesson Plan

Traveling Terrain: Comprehending Nonfiction Text on the Web

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

 
Grades 3 – 5
Lesson Plan Type Standard Lesson
Estimated Time Three 30-minute sessions
Lesson Author

Sheila K. Seitz

Alexandria, Virginia

Publisher

International Reading Association

 

Overview

Featured Resources

From Theory to Practice

 

OVERVIEW

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.

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FEATURED RESOURCES

Connecting Concepts Organizer: This helpful handout will guide students in generalizing the biome information and comprehending how human interaction affects the environment.

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FROM THEORY TO PRACTICE

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).

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