Grade: 1st Grade

Subject: English Language Arts Reading

School: Harvey Dunn Elementary

Lesson: Whole Class- Non Fiction Owls

Standard:
1.RI.1 Ask and answer questions about key details in a text.
1.RI.5 Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to
locate key facts or information in a text.
Learning Target:
Students will use nonfiction text and nonfiction text features to find information related to their research question
Type of Lesson:
Mini lesson focusing on nonfiction text features bold words, captions, photographs, index and table of contents
Partner work
Group share
Strategy I will Model or Use from Keys to Comprehension:
Identifying Text Structures
Determining Importance
Standards w/Assessments Named
Standard
Reading Standards
for Literature

Reading Standards
for Information

Anchor
Key ideas and Details
Craft & Structure
Integration of Knowledge
and Ideas
Range of Reading & Level
of Text Complexity
Key ideas and Details

Craft & Structure

Specific Standard

Assessment Tool

1.RI.1 Ask and

answer questions
about key details in a
text.

Students will use text features in nonfic

about an Owls body. Will fill out works
text.

1.RI.5 Know and use

various text features
(e.g., headings,
tables of contents,
glossaries, electronic
menus, icons) to
locate key facts or

Students will share where they found th

text feature they used during group shar

information in
a text.

Reading
Standards:
Foundational
Skills

Integration of Knowledge
and Ideas
Range of Reading & Level
of Text Complexity
Print Concepts

Phonological Awareness
Writing Standards Text Types & Purposes
Production & Distribution
of Writing
Research to Build and
Present Knowledge
Range of Writing
Speaking &
Comprehension &
Listening
Collaboration
Presentation of Knowledge
& Ideas
Materials and Resources Needed:
Various nonfiction books about Owls 12 total

A. The Lesson 15 minutes

1. Introduction- 1-2 minutes
Getting attention
Relating to past experience and/or
knowledge

Mrs. Boyle told me that you have been researching Owls and I am so
more about Owls today! Owls are one of my FAVORITE animals!

Weve been practicing using the parts of a nonfiction book to guide ou

continue practicing this skill again today.

Creating a need to know

When you started thinking about Owls, Mrs. Boyle asked you to think
QUESTIONS that you had about OWLs. Lets review some of our que
1. Yesterday, we learned about an owls body
2. We still want to know more about an owls home
3. We still want to know more about what types of things an owl eats

4. And we want to know more about how many different types of owls
Sharing objective, in general terms
Today, we will use our nonfiction books to find out more about:
An Owls Body
2. Methods (core of the lesson) 15 minutes

Before Reading
(3 minutes)

First, lets review some of the important parts of a nonfiction book, so we know where we
information.

Can someone tell me what this part of a nonfiction book is called? (point to Table of Conte
TABLE OF CONTENTS. This part of the book tells us where we can find information thro

In the contents, the book will list all of the information in the book. Behind the title of the i
number. What does this number mean? (student response) RIGHT! Its the page number.

So, lets imagine my question is about an Owls diet. I see the title (insert title here) and I t
more information about what an Owl eats. The number is (insert number), so Ill find page
page number, I see that this part of the book is ALL ABOUT WHAT THE OWL EATS! Di
help me find the information I needed?

During Reading
(5 minutes)
(partner reading)
After Reading
(5 minutes)
(group share)

This tool will be helpful for us today when we are searching for the answer to our question
where we can look in the book to find more information. I want you to pay attention to oth
too, like BOLD WORDS (point to a bold word), captions under pictures (point to caption),
Together with your partners, I want you to use your nonfiction books to get as much inform
answer our research question. I will give you 5 minutes to gather as much information as y
share what we have learned with the group.
Move around groups to make sure students are finding the information using the key featur
Students come back together as a group and share what they have learned regarding their r
Students use worksheet to fill in any information that they learn from peers. Teacher writes
to add to class schema about OWLS

3. Closure What did the students learn from this lesson? (1-2 minutes)
Review some of the main things learned that were added to our SCHEMA and review what text
features students used to find the information (using table of contents, index, bold words,
captions, and photographs)
A. Assessment-Did your students understand the lesson? What was you evidence?
Students were engaged and seemed to understand how to find information about OWLs,
were willing to share with peers about some of the things they had learned. Students were
able to locate information using text features. Some students off task, had difficulty working
B. Next Steps-Based on your assessments what do you need to work on next meeting?
without supervision, were able to get on track with prompting.
Continue to research more about OWLS, model questioning strategies to promote further
research extensions (individualized research). What questions did you have while we were
researching owls? The exciting thing about reading is that a lot of times it gives us more
C. Back
Pocket Idea
questions
than when we started..
a. Have students gather as much information as they can about other birds (newspapers, magazines, books
at home, library, online), and compare and contrast different species of birds with owls. What are some
similarities? What are some of the differences?
D. Resources: What resources did you use which would be of interest to the classroom teacher?
a. Nonfiction text about OWLs gathered from local library
i. Owls by Josh Gregory

ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
x.
xi.
xii.
xiii.
xiv.

Owls by Valerie Bodden

Owls by Melissa Gish
Owls by Julie Lundgren
Owls by Nick Winnick
Owls by Tom Warhol
Owls by Joann Early Macken
Owls by Wayne Lynch
Owls by Maria Mudd Ruth
Owls by Sandra Markle
All about Owls by Jim Armosky
The book of North American Owls by Helen Roney Sattler
Owl by Mary Ling
Owls by Robert Burton