Lesson 7 - Putting Facts Into Your Own Words
CCSS.ELA
Materials
- RI.K.2 With prompting and support, identify the main topic and retell key details of a text.
- RL.K.10/RI.K.10 Actively engage in group reading activities with purpose and understanding.
- W. K. 2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
- W.K.7 Participate in shared research and writing projects.
- W.K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
- ISTE Standard 5: Digital Citizenship
- Students understand human, cultural, and societal issues related to technology and practice legal and ethical behaviors.
- Advocate and practice safe, legal, and responsible use of information and technology.
- Given information from a text, students will be able to rephrase the information into their own words with prompting and support.
- I can recall information from informational text and retell them using my own words.
Materials
- Chart Paper
- Teacher Markers
- Vocabulary Worksheet
- Informational Text (mark pages to reread)
Lesson – 30-45min
1. Read aloud an informational text of your choosing.
2. Make sure the informational text is complex enough for the student to be able to rephrase the information into a simpler sentence. For example, if the text says “Birds build next. Birds eat seeds.” Students will have a difficult time making this sentence any different then what is stated. The chosen text will need to give a lot of information so that students can work on restating the information into a short summarize sentence.
3. Read the book aloud one time straight through. Explain to the class that you will be rereading certain pages of the text in order for the class to find facts about the topic.
4. On chart paper draw a T-chart with the topic of the book at the top. On one side of the T-chart write “Text” and the other “My Own Words.”
5. Reread one page of the text, model for the student putting one fact from the page into your own words. (Repeat as needed)
6. Then have a student put another fact from the same page in his or her own words or read another page from the book for them to do.
7. While this is being done, write the words being read on one side of the t-chart and the rephrased words on the other side.
8. Student can even come forward and write their words on the chart themselves. This would be a good opportunity advanced students to model their writing or struggling student to get one on one help.
9. Extended Learning: Students can play the game PBS Word Play. This game gives visual meaning of many new vocabulary words. Students must interact with the game in order to get the picture to work. After learning about a new word, students can write what the vocabulary word means in their own words on the Vocabulary Worksheet. The game can be found under the Student Tab Week 2 Day 7
1. Read aloud an informational text of your choosing.
2. Make sure the informational text is complex enough for the student to be able to rephrase the information into a simpler sentence. For example, if the text says “Birds build next. Birds eat seeds.” Students will have a difficult time making this sentence any different then what is stated. The chosen text will need to give a lot of information so that students can work on restating the information into a short summarize sentence.
3. Read the book aloud one time straight through. Explain to the class that you will be rereading certain pages of the text in order for the class to find facts about the topic.
4. On chart paper draw a T-chart with the topic of the book at the top. On one side of the T-chart write “Text” and the other “My Own Words.”
5. Reread one page of the text, model for the student putting one fact from the page into your own words. (Repeat as needed)
6. Then have a student put another fact from the same page in his or her own words or read another page from the book for them to do.
7. While this is being done, write the words being read on one side of the t-chart and the rephrased words on the other side.
8. Student can even come forward and write their words on the chart themselves. This would be a good opportunity advanced students to model their writing or struggling student to get one on one help.
9. Extended Learning: Students can play the game PBS Word Play. This game gives visual meaning of many new vocabulary words. Students must interact with the game in order to get the picture to work. After learning about a new word, students can write what the vocabulary word means in their own words on the Vocabulary Worksheet. The game can be found under the Student Tab Week 2 Day 7