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

Learn more

Related pages

  • African Masks (Pre-Visit): This lesson will observe and describe several masks from different parts of Africa housed in the Smithsonian Institute (National Museum of African Art) Washington, D.C. Students will use the internet to view the Smithsonian's virtual exhibits. There are two lessons to follow this pre-visit. In the first, the students will explore African masks at the Ackland Art museum in Chapel Hill. In a culminating activity the students will make their own masks with some personal materials brought from home. (Post-visit activity)

Related topics

Legal

This page copyright ©2008. Terms of use

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.
  • create a multimedia presentation citing sources of copyrighted materials.

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
Library

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.

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

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 children 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 thinkaloud 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:

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

Followup project

  1. 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.

Supplemental information

None

Related websites

http://www.inspiration.com: You can download trial software from this site or order for your school/personal use.

http://www.boomerwolf.com/ - This is a good site where the children can research various information about wolves.

Comments

None

North Carolina Curriculum Alignment

Computer Technology Skills (2005)

Grade 5

  • Goal 2: The learner will demonstrate knowledge and skills in the use of computer and other technologies.
    • Objective 2.09: Demonstrate knowledge of WP/DTP tools to develop documents, which include data imported from a spreadsheet/database as a class/group. Strand - Keyboard Utilization/Word Processing/Desk Top Publishing
    • Objective 2.13: Plan, discuss, and use search strategies with two or more criteria to find information for assignments/projects/products about the Western Hemisphere. Strand - Telecommunications/Internet

English Language Arts (2004)

Grade 5

  • Goal 1: The learner will apply enabling strategies and skills to read and write.
    • Objective 1.02: Select key vocabulary critical to the text and apply appropriate meanings as necessary for comprehension.
    • 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).
    • Objective 2.09: Listen actively and critically by:
      • asking questions.
      • delving deeper into the topic.
      • elaborating on the information and ideas presented.
      • evaluating information and ideas.
      • making inferences and drawing conclusions.
      • making judgments.
  • Goal 3: The learner will make connections through the use of oral language, written language, and media and technology.
    • Objective 3.01: Respond to fiction, nonfiction, poetry, and drama using interpretive, critical, and evaluative processes by:
      • analyzing word choice and content.
      • examining reasons for a character's actions, taking into account the situation and basic motivation of the character.
      • creating and presenting a product that effectively demonstrates a personal response to a selection or experience.
      • examining alternative perspectives.
      • evaluating the differences among genres.
      • examining relationships among characters.
      • making and evaluating inferences and conclusions about characters, events and themes.
    • Objective 3.05: Integrate main idea and supporting details from multiple sources to expand understanding of texts.
    • Objective 3.06: Conduct research (with assistance) from a variety of sources for assigned or self-selected projects (e.g., print and non-print texts, artifacts, people, libraries, databases, computer networks).
  • 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.