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Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
Natural Resources Innovation
Grade Span
K-2
Estimated Lesson Time
Day 1 – 40 minutes
Day 2 – 30 minutes
Day 3 – 30 minutes
Overview
Innovations are frames from a particular genre. Students use these frames to create their
own text. Teachers read a book with a clear pattern and organization to use as a frame.
Discuss the author’s purpose as well as his organizational scheme. Teacher models
writing using the book as an innovation. Students write their own version of the text.
Student Objectives
Kindergarten
Student will
1.01 – Develop book and print awareness
1.02 – Develop phonemic awareness and knowledge of alphabetic principle
4.01 - Use new vocabulary in writing
4.02 – Use words that name and words that tell action
4.03 – Use words that describe
4.04 – Attend to oral presentations and take turns expressing ideas and asking
questions
5.01 – Develop spelling strategies and skills
First Grade
Students will
1.01 – Develop phonemic awareness and demonstrate knowledge of alphabetic
principle
4.01 – Select and use new vocabulary and language structures
4.03 – Use specific words to name and tell action
4.04 - Extend skills in using oral and written language
5.01 – Use phonic knowledge and basic patterns to spell
5.04 – Use complete sentences
5.05 – Use basic capitalization and punctuation
Second Grade
Students will
4.02 – Use expanded vocabulary to generate synonyms for commonly over-used
words to increase clarity
4.05 – Respond appropriately when participating in group discourse
4.06 – Plan and make judgment about what to include in written product
5.01 – Spell correctly using previously studied words, spelling patterns, and
analysis of sounds
NCDPI Writing Training: Grades K-2 NF1
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
Instructional Plan Resources
Vertical lined chart paper
Markers
A Tree can Be… by Judy Nayer
markers
Instruction and Activities
Day I
1. Gather students and discuss natural resources and how they are important to the
environment.
2. Generate a list of natural resources use photo symbols for emergent readers.
3. Read A Tree Can Be… by Judy Nayer
4. Discuss organizational structure: enumerative
5. Discuss pattern of text with students: A tree can be a place……
a. How people use it
b. How animals use it
c. How it looks
d. How it changes
e. Labeled diagram
6. Complete a web about a tree
7. Select one natural resource and complete a web to brainstorm different things a
(e.g. river can be…..)
Day 2
1. Review list of natural resources and web from day 1
2. Take details from web and compose (interactive, shared or modeled writing) A
River Can Be… on chart paper.
3. Diagram the river
Day 3
1. Display list of natural resources
2. Divide students into mixed ability cooperative working group.
3. Have each group select a natural resources and complete a web
4. Have each student illustrate and write one page of he book
5. Combine pages and publish in a flip book
Extensions
The students will create their own book.
The students will cut out pictures from magazines and calendars to complete book or list
of natural resources
The students will do research on the internet to get pictures for the list of natural
resources
Locate natural resources on a map.
NCDPI Writing Training: Grades K-2 NF2
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
Web Resources
United States Department of Agriculture Natural Resources Conservation Service
http://www.nrcs.usda.gov/feature/education/
North Carolina Department of Environment and Natural Resources
http://www.enr.state.nc.us/html/educator2.html
North Carolina Museum of Natural Sciences
http://www.naturalsciences.org/
Enchanted Learning.com
Student Assessment/Reflections
The students will diagram the natural resource about which they wrote.
NCDPI Writing Training: Grades K-2 NF3
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
Intertextuality and Life Cycles
Grade Span
2
Estimated Lesson Time
Day 1 – 40 minutes
Day 2 – 30 minutes
Day 3 – 30 minutes
Overview
Intertextuality- drawing from and making connections among multiple sources of text
to enrich one’s own writing. Good writing students rely on text to text, text to self,
and text to world connections to enhance their nonfiction writing.
Student Objectives
Kindergarten
Students will
1.01 - Develop book and print awareness
1.02 - Develop phonemic awareness and knowledge of alphabetic principles
4.01 - Use new vocabulary in writing
4.02 - Use words that name and words that tell action
4.03 - Use words that describe
4.04 - Attend to oral presentations and take turns expressing ideas and asking
questions
5.01 – Develop spelling strategies and skills
First Grade
Students will
1.01 – Develop phonemic awareness and demonstrate knowledge of alphabetic
principles
4.01 – Select and use new vocabulary and language structures
4.03 – Use specific words to name and tell action
4.04 - Extend skills in using oral and written language
5.01 – Use phonic knowledge and basic patterns to spell
5.04 – Use complete sentences
5.05 – Use basic capitalization and punctuation
Second Grade
Students will
4.02 – Use expanded vocabulary to generate synonyms for commonly over-used
words to increase clarity
4.05 – Respond appropriately when participating in group discourse
4.06 – Plan and make judgment about what to include in written product
5.01 – Enhance spelling ability by using previously studied words, spelling
patterns, and analysis of sounds
NCDPI Writing Training: Grades K-2 NF4
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
Instructional Plan Resources
Vertical lined chart paper
Markers
Nonfiction Books about Butterflies.
Butterfly websites
Preparation
This lesson should accompany a unit on butterflies and life cycles. Chart paper divided
in half with a drawing of a butterfly with lines pointing to the prominent parts on one-
half. Chart paper with a web.
Instruction and Activities
Day 1
1. Review butterfly resources previously studied.
2. Display the chart paper with the butterfly diagram and ask students to come up to
the board and label the parts.
3. Display chart paper with the web and solicit fact from the books to complete.
4. Give students a copy of the web and ask them to fill in four facts about their own
experience with butterflies and facts they learned from a source other than a book
or personal experience e.g. nature walk, video clip, butterfly cam etc. (see web
resources)
5. Explain to students that the details from the book are text connections because
they are based on information they learned in a book. When they write they
model their writing after the books they read.
6. Ask them to look at the web they completed individually and underline the
connections that are based on personal experience. Explain that these are
personal (self) connections. The other connections on the web are world
connections.
7. Question students for clarity:
a. “I learned that butterflies hatch form pupas from a movie at the Imax
theater.” What type of connection is this?
b. “When I was a Brownie, I went camping and saw hundreds of butterflies
in a field near a river.” What type of connection is this?
c. “When I read the Big Book about butterflies, I learned the parts of the
butterfly from the diagram in the back.” What type of connection is this?
8. Explain that all these connection can help students write a better book about
butterflies.
NCDPI Writing Training: Grades K-2 NF5
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
Day 2
1. Tell students they will be writing a question and answer book to share what they
have learned about butterflies. Ask them to look at all the facts they wrote on
their web and the large web the class completed together and write a question for
each fact. Model based on examples from Day 1.
a. How are butterflies born?
b. Where do butterflies live?
c. What are the parts of a butterfly?
4. Have students write questions for the facts they recorded on the web
Day 3 – Day 5
6. Use the writing process to complete the assignment.
7. Publish in a flip book
Extensions
Students complete an accordion book on the four stages of a butterfly.
Students complete a Venn diagram comparing a moth and butterfly.
Web Resources
Smithsonian Institute
http://www.si.edu/resource/faq/nmnh/buginfo/start.htm
http://butterflywebsite.com/
American Museum of Natural History
http://www.amnh.org/exhibitions/butterflies/cams.html#
Student Assessment/Reflections
See Rubric
NCDPI Writing Training: Grades K-2 NF6
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
Personal
Personal Personal
Butterflies
World World
NCDPI Writing Training: Grades K-2 NF7
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
CATEGORY 4 3 2 1
Identifies Student includes at Student includes Student includes Student includes
important least six facts four to five facts three or less facts no facts about
about butterflies about butterflies about butterflies butterflies
information
Relates Student has Student has Student has Student has no
Graphics to appropriate appropriate inappropriate illustrations
illustrations for illustrations for at illustrations
Text every question least four
questions
New Rubric Student includes Student includes Student includes Student includes
Row more than one fact facts from all three facts from two facts one type of
from all three types types of types of connection
of connections connections connections
NCDPI Writing Training: Grades K-2 NF8
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
Using Bullets
(Features of Nonfiction Text)
Grade Span
K-2
Estimated Lesson Time
1 week
Overview
There are several features of nonfiction text. This lesson can be adapted for any of the
features included. It is based on the principle that before children can write nonfiction
text they have to read, view, and hear good nonfiction text. This week long unit will
include guided reading, shared reading, modeled writing and independent writing
Student Objectives
Kindergarten
Student will
1.01 – Develop book and print awareness
1.02 – Develop phonemic awareness and knowledge of alphabetic principle
4.01 - Use new vocabulary in writing
4.02 – Use words that name and words that tell action
4.03 – Use words that describe
4.04 – Attend to oral presentations and take turns expressing ideas and asking
questions
5.01 – Develop spelling strategies and skills
First Grade
Students will
1.01 – Develop phonemic awareness and demonstrate knowledge of alphabetic
principle
4.01 – Select and use new vocabulary and language structures
4.03 – Use specific words to name and tell action
4.04 - Extend skills in using oral and written language
5.01 – Use phonic knowledge and basic patterns to spell
5.04 – Use complete sentences
5.05 – Use basic capitalization and punctuation
Second Grade
Students will
4.02 – Use expanded vocabulary to generate synonyms for commonly over-used
words to increase clarity
4.05 – Respond appropriately when participating in group discourse
4.06 – Plan and make judgment about what to include in written product
5.01 – Spell correctly using previously studied words, spelling patterns, and
analysis of sounds
NCDPI Writing Training: Grades K-2 NF9
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
Instructional Plan Resources
List of Text Features
List of Text with specific features
Nonfiction Big Books with bullets
Leveled Text with Bullets
Chart Paper
Markers
Instruction and Activities
Day I
8. During shared reading the teacher will read a big book with bullets. The teacher
will begin with a picture walk.
9. The teacher will explain the purpose of bullets.
10. Students will use highlight tape to mark the bullets.
Day 2
5. During guided reading students will read a leveled text with bullets.
6. The teacher will once again review the purpose of bullets during the picture walk.
Day 3
8. During modeled writing the teachers think aloud and compose a text about the fair
and use bullets.
I enjoy all the good food and drinks at the fair.
a. Corn
b. Cotton candy
c. Turkey legs
d. Fired dough
e. Candy apples
I also enjoy the rides at the fair.
Spinning Strawberries
Flying Bumble Bees
Twirling Dragons
Merry Go Round
Day 4
1. Students will compose a nonfiction text of their choice with bullets
Extensions
The students can use their list to produce an informational brochure
Student Assessment/Reflections
Students will share their writing with others.
NCDPI Writing Training: Grades K-2 NF10
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
A Text Set of Books With Bulleted Information
Achoo! The Most Interesting Book You’ll Ever Read About Germs by Trudee
Romanek
Aliens From Earth: When Animals and
Plants Invade Other Ecosystems by Mary
Batten
The Amazing International Space Station by the editors of YES Mag
Baby Lion by Aubrey Lang
The Environment. Saving the Planet by Rosie Harlow and Sally Morgan
Eat Your Words: A Fascinating Look at the
Language of Food by Charlotte Fokz Jones
How to Babysit an Orangutan by Tara Darling and Kathy Darling
Ms. Frizzle’s Adventures: Medieval Castle by Joanna Cole
Lacrosse in Action by John Crossingham
Rolypolyology by Michael Elsohn Ross
Safari Beneath the Sea: The Wonder World of the North Pac Coast by Diane
Swanson
NCDPI Writing Training: Grades K-2 NF11
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
Features of Nonfiction Text
Types of Nonfiction Books
Subgenres of nonfiction chosen by the author to meet his or her purposes for writing:
• Concept
• Photographic essay
• Identification/field guide
• Life cycle
• Biography
• Experiment, activity, craft, and how-to
• Documents, journals, diaries, and albums
• Survey
• Specialized
• Reference
• Information picture storybook/blended books
NCDPI Writing Training: Grades K-2 NF12
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
Features for Determining Accuracy
Information that indicates genre, the author’s credentials, research methods used,
currency of information, and expert verification of accuracy:
• Dust jacket
• Copyright date
• Author’s credentials
• Illustrator/photographer’s credentials
• Library of Congress Cataloging-in- Publication Data
• Acknowledgments
• Dedication
• Preface, prologue, introduction
• Use of speculative language or generalizing
• Use of fact and opinion
• Afterword, epilogue, end notes, author! illustrator notes
• Bibliography/sources, readings for further information
• Author’s comparison of content to other sources (within text or materials in the
appendix)
NCDPI Writing Training: Grades K-2 NF13
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
Organizational Structure
Common ways to arrange or chunk information:
• Enumerative
• Sequential
• Chronological
• Compare-contrast
• Cause-effect
• Question-answer (point-counterpoint)
• Narrative
Access Features
Supports that help the reader locate information:
• Title
• Table of contents
• Introduction, preface, prologue
• Headings and subheadings
• Sidebars Title
• Bulleted information
• Inset sections or pages
• Glossaries, pronunciation guides
• Bibliographies
• Index with no subtopics/with subtopics
• Afterword, epilogue, endnotes, author/illustrator notes
• Appendices
NCDPI Writing Training: Grades K-2 NF14
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
Style of Writing
The crafting and expression of language used by the author to create an appealing and
cohesive presentation:
• Clear and coherent writing Organization/chunked information and internal patterns of
language and structure
• Language
• Figurative language/metaphors
• Vocabulary
• Voice/point of view
• Tone
• Leads
• Conclusions
Visual Information
Graphics that complement and extend the running text in a variety of ways:
• Design of book/formats/layout
• Dust jackets/covers of the book
• Endpapers (sometimes called endpages)
• Labels and captions
• Illustrations/photographs/archival materials
• Diagrams: simple, scale, cross section, cutaways, flow, tree, web
• Graphs: line, bar, column, pie
• Tables (charts)
• Maps: geographical, bird’s-eye view, flow
• Time lines
NCDPI Writing Training: Grades K-2 NF15
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
Direction for Nonfiction Notebook
Teachers will use direct and explicit instruction
to teach the grade level appropriate features of
nonfiction text (see attached lesson plans).
Through guided reading, shared reading or
familiar reading, students will read, view or hear
nonfiction text. Students will use these books as
models to complete the Nonfiction Notebook.
NCDPI Writing Training: Grades K-2 NF16
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
Name:___________________________
__
NCDPI Writing Training: Grades K-2 NF17
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
Nonfiction Conventions Notebook
Labels help the reader identify a
picture or a photograph and its parts.
My example of labeling:
NCDPI Writing Training: Grades K-2 NF18
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
Nonfiction Conventions
Notebook
Photographs help the reader
understand exactly what something looks
like.
My example of a photograph was found on
page ________
in the book titled,
_______________________________________
_
It was a photograph of a
______________________
It helped me learn
_______________________________________
_
_______________________________________
_
Here is another example of a
photograph:
NCDPI Writing Training: Grades K-2 NF19
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
Nonfiction Conventions Notebook
Nonfiction Conventions Notebook
Nonfiction Conventions
Notebook
Captions help the reader better
understand a picture or photograph.
My example of a caption is:
NCDPI Writing Training: Grades K-2 NF20
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
NCDPI Writing Training: Grades K-2 NF21
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
Nonfiction Conventions
Notebook
Comparisons help the reader
understand the size of one thing by
comparing it to the size of something
familiar.
Here is my example of comparisons:
NCDPI Writing Training: Grades K-2 NF22
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
NCDPI Writing Training: Grades K-2 NF23
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
Nonfiction Conventions Notebook
Cutaways help the reader understand
something by looking at it from the
inside.
Here is an example of a cutaway:
NCDPI Writing Training: Grades K-2 NF24
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
NCDPI Writing Training: Grades K-2 NF25
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
Nonfiction Conventions Notebook
Maps help the reader understand where
things are in the world.
Here is my example of a map:
NCDPI Writing Training: Grades K-2 NF26
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
NCDPI Writing Training: Grades K-2 NF27
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
Nonfiction Conventions
Notebook
Types of print help the reader by
signaling, "Look at me! I'm
important!"
Here is my example of a special type of
print:
NCDPI Writing Training: Grades K-2 NF28
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
NCDPI Writing Training: Grades K-2 NF29
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
Nonfiction Conventions Notebook
Close-ups help the reader see
details in something small.
Here is my example of a close-up:
NCDPI Writing Training: Grades K-2 NF30
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
NCDPI Writing Training: Grades K-2 NF31
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
Nonfiction Conventions Notebook
Table of Contents help the reader
find key topics in the book in the
order that they come.
Here is an example of a table of
contents for a book about
_______________________________________
_________.
List at least 4 chapters.
NCDPI Writing Training: Grades K-2 NF32
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
NCDPI Writing Training: Grades K-2 NF33
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
Nonfiction Conventions Notebook
Index is an alphabetical list of
almost everything written in the text,
with page numbers so you can find the
information.
Here is my example of an index in a
book about
_______________________________________
_______.
List at least 5 words and include the page numbers.
NCDPI Writing Training: Grades K-2 NF34
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
Nonfiction Conventions Notebook
NCDPI Writing Training: Grades K-2 NF35
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
Nonfiction Conventions Notebook
Glossary helps the reader understand
key words that are in the text.
This glossary could be from a book
about ________________
_______________________________________
___________.
Here is my example of a glossary:
List at least 2 words and include the definition of the
words. The two words should be in alphabetical order.
NCDPI Writing Training: Grades K-2 NF36
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
NCDPI Writing Training: Grades K-2 NF37
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
Nonfiction Conventions Notebook
Table helps the reader understand
important information by listing it in
a table or a chart form.
Here is my example of a table:
NCDPI Writing Training: Grades K-2 NF38
Phase I – Nonfiction inK-2
November 2004
Nonfiction in K-2 lesson Plans
Ileetha Groom
K-2 English Language Arts Consultant, NCDPI
NCDPI Writing Training: Grades K-2 NF39
Phase I – Nonfiction inK-2
November 2004
