LEARN NC

K–12 teaching and learning · from the UNC School of Education

Wolves: Comprehending informational texts

This integrated plan uses non-fiction text and wolves to motivate students with language arts and science. Students will read a nonfiction text and use metacognitive skills of guided reading and KWHL chart to monitor comprehension and extend vocabulary.

A lesson plan for grade 5 English Language Arts

By Amy Vance

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Learning outcomes

Students will:

  • determine the function of wolves within the population of the ecosystem.
  • assess a variety of ecosystems.
  • use RUNNERS strategies to show comprehension of non-fiction text.

Teacher planning

Time required for lesson

3-5 days

Materials/resources

  • Wolves by Seymour Simon (or any appropriate non-fiction informational book)
  • Copy of RUNNERS strategies for each student.
  • KWHL chart for each student.
  • Comprehension questions for each student.

Technology resources

  • Word processing software
  • internet

Pre-activities

Students will complete KWHL chart showing what they KNOW and what they WANT TO KNOW and HOW they will learn more about wolves.

Activities

Pre-reading Activities

  1. Students will complete KWHL chart as pre-reading strategy and after reading will come back to complete LEARN. Teacher may do this on overhead or make the chart for students and pass out for children to fill in. KWHL chart is simply a four column chart where the first column will be filled in with what the students already know about wolves. The second column is filled in with things they would like to know. The third column is optional but would include the resources where one could go to find out more information. The fourth column is what has been learned. This should be completed during the post reading phase of this lesson.
  2. Complete a “concept web” with students of words that describe wolves or where they have learned about wolves.

During Reading Activities

  1. Select 5-10 “Want to Know” (W) questions from the KWHL chart for students to find answers to.
  2. Model the RUNNERS strategy for students for one section of the text, using a think-aloud procedure:

    RUNNERS strategy:

    • Read the title and make a prediction
    • Underline key words in the questions
    • Number the paragraphs
    • Now read the entire passage
    • Enclose key words/ideas in circles
    • Reread the questions/passage
    • Select the best answer
  3. Have students use the RUNNERS strategy to answer the remaining questions in small groups or with a partner.

After Reading

Once students have completed reading and questions, the whole class will go back to KWHL chart and fill in the “Learn” section.

Followup project

Students will be assigned the project of researching (books from library or internet) a particular type of wolf to learn more about its habitat, its behavior and how it interacts specifically with its ecosystem. Students will complete a KWHL chart and will use RUNNERS strategy to answer questions from the books and internet articles they find. Final assignment is to complete an expository writing piece about their wolf in a word processing program.

Assessment

Students will:

  • complete KWHL charts for their wolf reports.
  • use the RUNNERS strategy to comprehend the internet and print resources they use for their wolf reports.
  • complete a report on their wolf that includes information on its habitat, behavior, and interactions with its particular environment.

North Carolina curriculum alignment

English Language Arts (2004)

Grade 5

  • Goal 1: The learner will apply enabling strategies and skills to read and write.
    • Objective 1.03: Increase reading and writing vocabulary through:
      • wide reading.
      • word study.
      • word reference materials.
      • content area study.
      • writing process elements.
      • writing as a tool.
      • debate.
      • discussions.
      • seminars.
      • examining the author's craft.
  • Goal 2: The learner will apply strategies and skills to comprehend text that is read, heard, and viewed.
    • Objective 2.01: Use metacognitive strategies independently and flexibly to monitor comprehension and extend vocabulary (e.g., skim, scan, question).
    • Objective 2.02: Interact with the text before, during, and after reading, listening, and viewing by:
      • making predictions.
      • formulating questions.
      • supporting answers from textual information, previous experience, and/or other sources.
      • drawing on personal, literary, and cultural understandings.
      • seeking additional information.
      • making connections with previous experiences, information, and ideas.
    • Objective 2.03: Read a variety of texts, such as:
      • fiction (tall tales, myths).
      • nonfiction (books of true experience, newspaper and magazine articles, schedules).
      • poetry (narrative, lyric, and cinquains).
      • drama (plays and skits).
  • Goal 4: The learner will apply strategies and skills to create oral, written, and visual texts.
    • Objective 4.10: Use technology as a tool to enhance and/or publish a product.

  • Common Core State Standards

    • English Language Arts (2010)

      • Reading: Informational Text

        • Grade 5
          • 5.RIT.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
          • 5.RIT.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.