Lesson 2 - Sorting Text By Type
CCSS.ELA
Instructional Strategies: Inductive Thinking – Classification & Hypothesis
Materials
- RL.K.10/RI.K.10 Actively engage in group reading activities with purpose and understanding.
- RI.K.9 With prompting and support, identify basic similarities and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
- Given multiple texts, the student will be able to identify the type of text by its features and place it into the correct category (Literacy or Informational).
Instructional Strategies: Inductive Thinking – Classification & Hypothesis
Materials
- Informational Chart from Day 1
- Glue
- Scissors
- Sorting Text Worksheet
Lesson – 20 -30 min
1. Review the previous days lesson on parts of an informational text. Have students come up to the chart paper and point to the different parts of the text. It will help if the names of the different parts are the same color as the picture sample. For example, the word “Heading” is written in blue and the heading “Sharks” is also in blue.
a. If students did not get to share their writing from the previous day this would be a good time to finish share time.
2. Hand out to the students a variety of books, some being informational and some being literature (Fiction). Tell the student that today we will be using what we learned yesterday to sort our books into informational and literary groups. Students may need to be reminded that literary books are fiction books and are not true or make believe.
3. As a whole class or as small groups have students sort the books into two piles, informational and literary. As students sort have them share why they believe the book is literature or informational.
4. Read aloud one of the books the students sorted as Informational. As you read point out some of the parts of an informational books.
Student Activity: 20 min
1. Students will independently sort 6 texts into two categories; informational and literary. Students will cut out the images of the books and based on clues from the cover determine they type of book.
2. Students have the option of using the ipad to take pictures of books and sorting their pictures on an app called Kidspiration or students can
sort the text onto a Venn Diagram Worksheet.
1. Review the previous days lesson on parts of an informational text. Have students come up to the chart paper and point to the different parts of the text. It will help if the names of the different parts are the same color as the picture sample. For example, the word “Heading” is written in blue and the heading “Sharks” is also in blue.
a. If students did not get to share their writing from the previous day this would be a good time to finish share time.
2. Hand out to the students a variety of books, some being informational and some being literature (Fiction). Tell the student that today we will be using what we learned yesterday to sort our books into informational and literary groups. Students may need to be reminded that literary books are fiction books and are not true or make believe.
3. As a whole class or as small groups have students sort the books into two piles, informational and literary. As students sort have them share why they believe the book is literature or informational.
4. Read aloud one of the books the students sorted as Informational. As you read point out some of the parts of an informational books.
Student Activity: 20 min
1. Students will independently sort 6 texts into two categories; informational and literary. Students will cut out the images of the books and based on clues from the cover determine they type of book.
2. Students have the option of using the ipad to take pictures of books and sorting their pictures on an app called Kidspiration or students can
sort the text onto a Venn Diagram Worksheet.