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This lesson is designed to help students develop a deeper understanding of text. In order to comprehend, students need to know how to identify fiction and nonfiction text and they different types of questions that are required based on the genre.
Prior to this lesson students must have been introduced to fiction and nonfiction text and be able to recognize the various features. Show students how to use the wheel to focus their response from what they have read. Practice using this type of turn taking model outside of academics helps students feel familiar with the format and more trusting when taking turns.
The lesson itself allows for groups of 4 students to take turns reading, identifying if the text as fiction or nonfiction, using the wheel to select a question to evoke a deeper meaning, speaking in a group setting, working together and eventually sharing the learning that took place.
Traditional methods used to engage students in responding to fiction and nonfiction text involve straight forward questions based on the text. Often children do not consider the genre they are reading and when asked to respond to text, unless the questions are written out for them, they can be confused as to where to start. Using a concrete tool requires students to be engaged in thinking about the genre and how to respond. Visual learning tools help diverse learners see the difference in the two genres.
Not all students will be able to determine the genre they are reading. Additional resources may be needed to support those learners.
When working in small groups there is a potential for some students to do all the work while others do not engage. In this case, teachers should front load the lesson so that students understand the importance of participating. Likewise, some students may need more support than others, for instance those with reading challenges. Creating a classroom environment that encourages self advocacy will help diverse learners to get their needs met.
This module included a strong focus on social emotional learning (SEL) and the importance of purposefully weaving those competencies into lessons. This type of teaching requires a broad look at the skills we want children to learn and the techniques we choose to engage them. I learned that SEL should be deliberately planned within the lessons we teach.
Coming up with a design can be a challenge in and of itself. I learned that I can start with the fabrication or I can start with the standard – I think the latter is better for maximizing the lesson.
Review and discuss the model of taking turns and what participating looks like/sounds like/feels like. Students are reminded of a previous lesson that focussed on using this turn taking model. Reflecting on that activity reminds students of expectations in participation.
Prepare for the lesson by demonstrating the format of the activity and a quick review of fiction/nonfiction to ensure the students connect to prior learning.
Divide students into small groups, give them their index cards and the passages they will read with the genre wheel. Students practice the skill of identifying a genre and discussing one element of the text in more depth. Next they switch cards and roles and repeat the process with a different text.
Consider how you might use this activity as a springboard into independent responses to text. Below are some ideas. What others can you add to the list?
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