- Learn the tools of reading nonfiction (i.e. text features)
- Use think-aloud strategies to prepare to read the selection
- Identify graphic aids and understand their importance
- Nonfiction Text: Stopping a Toppling Tower printable
- Prereading Organizer printable
- Optional: Sample book with fiction stories
- Optional: Projection or overhead transparency of Nonfiction Text: Stopping a Toppling Tower printable
Make class sets of the Nonfiction Text: Stopping a Toppling Tower and the Prereading Organizer printables.
Step 1: Distribute the Nonfiction Text: Stopping a Toppling Tower printable and set up your projection or overhead transparency of the same printable, if you have chosen to use one, to refer to as you discuss the selection.
Step 2: Lead students through the handout, having them look over the article and notice the special text features: title, headings, photos, etc. Have students comment on the differences they see on the article page compared to a page in a favorite story. You might open a book of fiction for them to review.
Step 3: Walk students through the reading tools. As they read about each item, have them identify corresponding features from the selection. Point out that photographs, diagrams, and charts are examples of graphic aids that illustrate information and help readers visualize what is in the text. For example, the photograph helps readers visualize the Leaning Tower of Pisa. Graphic aids sometimes offer additional information that is important.
Step 4: Model think-aloud strategies for pre-reading by asking questions and making observations about the text features.
Example: The title tells me I'm going to read about a tower that might fall. Certain words are boldfaced — these are important, so I'll try to remember them. There is a photograph and a diagram — I can use these to get a clear picture in my mind of what I'm reading.
Step 5: Have students use the Prereading Organizer printable to make predictions about the reading. Discuss some of the predictions that students make; be sure to ask them how or why they formed their ideas.
Step 6: Students should read "Stopping a Toppling Tower" quietly to themselves. Remind them to pay attention to the text features.