Overview

This learning module relies on the use of media to engage students in strategies for reading and researching from nonfiction texts. Students will participate in technology-based activities to gain an understanding of nonfiction text features and how to use a text effectively for gathering research on a specific topic. The overall aim of the learning module is for students to learn strategies which will then be used to research a specific type of weather or natural disaster and create a multi media presentation to share their learning with classmates.

As a fourth grade teacher, I have taught a unit on nonfiction reading and research, specifically using the focus of weather and natural disasters, for the past 4 years. The district where I teach uses the “Units of Study” reading curriculum and the unit concerning nonfiction text and research focuses on types of weather and natural disasters. The lessons focus on the features of nonfiction text, employing strategies to find the texts most helpful for researching a given topic, and note-taking and organizing thinking while researching. Students in my class engage with texts about specific types of weather and natural disasters and we spend a lot of time focusing on understanding how to read nonfiction texts. To make a truly inclusive unit of study students not only focus on reading nonfiction, they also engage in writing nonfiction text about a topic they select. Within this learning module, assessment comes in the form of peer and teacher feedback, as well as commentary throughout the learning module activities. The philosophy behind this approach is that students do not need to take a test in order to demonstrate their understanding of content or strategies. Instead, learners focus on creating a final product that displays the knowledge and skills gained throughout a course of study (Cope & Kalantzis, 2010).

Learning Outcomes - Student

By the end of this learning module, you will be able to:

-preview a nonfiction text to determine its usefulness in your research

-determine the structure of a nonfiction text in order to better understand its contents

-summarize the main ideas in a section of nonfiction text

-take notes in an organized way to collect related information about a topic

-cite information you have found within a nonfictin text so as to give proper credit to the original author

-create a multi media project based on research you have conducted

Learning Outcomes - Teacher

By the end of this learning module, students will be able to:

-preview a nonfiction text to determine its usefulness in their research

-determine the structure of a nonfiction text in order to better understand its contents

-summarize the main ideas in a section of nonfiction text

-cite information they have found within a nonfictin text so as to give proper credit to the original author

-create a multi media project based on research they have conducted

Standards:

Key Ideas and Details:

CCSS.ELA-LITERACY.RI.4.1
Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.
CCSS.ELA-LITERACY.RI.4.2
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CCSS.ELA-LITERACY.RI.4.3
Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.

Craft and Structure:

CCSS.ELA-LITERACY.RI.4.4
Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.
CCSS.ELA-LITERACY.RI.4.5
Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.

Integration of Knowledge and Ideas:

CCSS.ELA-LITERACY.RI.4.7
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
CCSS.ELA-LITERACY.RI.4.8
Explain how an author uses reasons and evidence to support particular points in a text.
CCSS.ELA-LITERACY.RI.4.9
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

CCSS.ELA-LITERACY.W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.4.2.A
Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension.
CCSS.ELA-LITERACY.W.4.2.B
Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
CCSS.ELA-LITERACY.W.4.2.C
Link ideas within categories of information using words and phrases (e.g., another, for example, also, because).
CCSS.ELA-LITERACY.W.4.2.D
Use precise language and domain-specific vocabulary to inform about or explain the topic.
CCSS.ELA-LITERACY.W.4.2.E
Provide a concluding statement or section related to the information or explanation presented.

Previewing a Text

Previewing - Students

By the end of this lesson you will be able to:

-preview a nonfiction text to determine its usefulness in your research

When reading nonfiction texts, it is important to start with a preview of the text. To preview a text, you look through it, noting important text features. The purpose is to identify which parts of the text will most help you with the research you hope to do. Readers survey the parts of the text, paying attention to headings, and topic sentences, and they use what they already know about the topic to think about what each part seems to be about.

1. Watch this video to learn a strategy for previewing a nonfiction text.

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Fang Chen. (2019, February 1). THIEVES: A Strategy for Previewing Texts [Video]. YouTube. https://www.youtube.com/watch?time_continue=2&v=GoZDDUnV39A&feature=emb_logo

2. Now practice! Use some of the texts in the classroom provided by your teacher. Preview them and find at least one text that looks like it will provide some good information for your topic.

3. Post an update to this discussion telling your classmates which type of weather/natural disaster you are choosing to research. In your post, include the title of one book that seems like a good source for you. Comment on at least two classmates' posts.

4. Watch this video to learn about hurricanes. If you have selected hurricanes for your research topic, practice taking notes while you watch the video.

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Peekaboo Kidz. (2016, August 12). Hurricane [Video]. YouTube. https://youtu.be/J2__Bk4dVS0

Remember that you need to select one of the following topics to research for the creation of a multi media project that will be reviewed by your peers and your teacher: hurricanes, tornadoes, tsunamis, earthquakes, or floods.

Previewing - Teacher

Today's focus is on previewing nonfiction texts in order to identify parts of a text that will help in researching.

Students will:

1. watch a video that teaches how to preview a nonfiction text.

2. use some of the texts you have provided about types of weather/natural disasters to practice looking at the text features and finding information that will be helpful as they begin their research.

3. post an update sharing with classmates which type of weather/natural disaster they have chosen to research and include the title of one book they previewed that looks like a good resource for their work.

4. watch a video to learn about hurricanes.

Figuring Out the Text Structure

Text Structure - Students

By the end of this lesson you will be able to:

-determine the structure of a nonfiction text in order to better understand its contents

The structure of an informational text can help the reader better understand the information being presented. That structure helps you know what is most important in the book. The following chart provides some examples of text structures you might come across as you are researching your type of weather or natural disaster.

Nonfiction Text Structures

Ashleigh. (2018, February 17). Nonfiction Text Structure [Chart]. Ashleigh’s Education Journey. https://www.ashleigh-educationjourney.com/teaching-nonfiction-text-structure/

1. Watch this video that describes types of nonfiction text structures.

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Flocabulary. (2017, April 6). The 5 Types of Text Structure [Video]. YouTube. https://www.youtube.com/watch?time_continue=184&v=7kWGQ-_ipBY&feature=emb_logo

2. Choose a book that you previewed during the last session. Using the information gained from the video, determine the text structure of the book.

3. Post an update to this discussion with the title of the book you selected, the type of structure the book follows, and what about the text told you that it was this structure. Comment on at least two classmates' posts.

4. Watch this video to learn about tornadoes.

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Peekaboo Kidz. (2019, May 24). What is a Tornado? [Video]. YouTube. https://youtu.be/EpuDYZ_g0yg

Text Structure - Teacher

Today's focus is on figuring out the structure of an informational text in order to better understand the information being presented.

Students will:

1. watch a video that describes types of nonfiction text structures.

2. choose a book that they previewed during the last session and, using the information gained from the video, determine the text structure of the book.

3. post an update sharing with classmates the title of the book they selected, the type of structure the book follows, and what about the text told them that it was this structure.

4. watch a video to learn about tornadoes.

Summarizing

Summarizing - Students

By the end of this lesson you will be able to:

-summarize the main ideas in a section of nonfiction text

Once we start digging into nonfiction texts, a useful way to pick out important ideas is to summarize. A summary shared what the main ideas of the text read were and what information is especially relevant.

1. Watch this video to learn about summarizing the main ideas of nonfiction texts.

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Mayes, M. (2019, April 10). Summarizing Non-fiction Text [Video]. YouTube. https://www.youtube.com/watch?v=AUrc6N-XDhA

2. Use a text you have selected as helpful, read a section of the text, and write a summary that shares the most important information.

3. Post an update to this discussion that includes a picture of your summary. Comment on at least 2 classmates' posts.

4. Watch this video to learn about tsunamis.

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Peekaboo Kidz. (2016a, May 20). Tsunami [Video]. YouTube. https://youtu.be/MfsugkikLJI

Summarizing - Teacher

Today's focus is on summarizing nonfiction texts.

Students will:

1. watch a video that explains summarizing a nonfiction text.

2. use a text they have selected as helpful, read a section of the text, and write a summary that shares the most important information.

3. post an update sharing with classmates a picture of the summary they have written.

4. watch a video to learn about tsunamis.

Taking Organized Notes

Taking Notes - Students

By the end of this lesson you will be able to:

-take notes in an organized way to collect related information about a topic

When you are reading an information text to research a specifc topic, it is important to take notes on the relevant facts you find. It is especially important to take these notes in an organized way. Today we are focusing on how to take notes as you look through research recources. Note-taking is an essential skill all learners need.

1. Watch this video to learn about taking notes while researching.

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Learn and Lead. (2017, June 8). Taking Notes for Research in Elementary School [Video]. YouTube. https://www.youtube.com/watch?v=Q3S1chdLhhw

2. Using sources you have gathered about your type of weather/natural disaster practice using the strategies described in the video. Take notes in your writer's notebook so you have great infromation to use for your research project.

3. Post an update to this discussion with a picture of the notes you took during today's research time. Tell your classmates what note-taking strategy you focused on. Comment on at least two classmates' posts.

4. Watch this video to learn about earthquakes.

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Peekaboo Kidz. (2015, June 10). What is an Earthquake? [Video]. YouTube. https://youtu.be/dJpIU1rSOFY

Taking Notes - Teacher

Today's focus is on taking notes on the relevant facts you find as you read nonfiction texts.

Students will:

1. watch a video about taking notes while researching.

2. practice using the strategies described in the video by taking notes in their writer's notebook.

3. post an update sharing with classmates a picture of the notes they took during today's research time. The post will include what note-taking strategy they focused on.

4. watch a video to learn about earthquakes.

Citing Information in Your Piece

Citing Information - Students

By the end of this lesson you will be able to:

-cite information you have found within a nonfictin text so as to give proper credit to the original author

When learning and writing about a new topic, it is necessary to give credit to the sources you use to find information. Each of you will create a research project that will include facts and ideas you found in your sources. Today we are focusing on how to cite those sources and give them proper credit.

1. Watch this video to learn how to cite information to give proper credit when you borrow the ideas of others.

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OSLIS Elementary Videos. (2018, August 2). Citing Sources: Why & How To Do It [Video]. YouTube. https://youtu.be/-JV9cLDCgas

2. Using what you learned in the video, start creating a list of your sources. In your notes, mark down which source you used to find each piece of information.

3. Poat an update to this discussion with a picture of your list of sources. Tell your classmates which sources were most helpful to you. Comment on at least two classmates' posts.

4. Watch this video to learn about floods.

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Peekaboo Kidz. (2017, December 1). Floods [Video]. YouTube. https://www.youtube.com/watch?v=9hQZCiZ21fk

Citing Information - Teacher

Today's focus is on giving credit to the sources you use to find information.

Students will:

1. watch a video to learn how to cite information to give proper credit.

2. use what they learned in the video to start creating a list of their sources. In their notes, they will mark down which source they used to find each piece of information.

3. post an update with a picture of their list of sources. The post will include which sources were most helpful to them.

4. watch a video to learn about floods.

Peer-Reviewed Project - Weather Books

Project - Students

Your challenge is to create an informative presentation about the weather or natural disaster you have selected. Your presentation will share with the audience what the weather/natural disaster is, how it is measured, some famous examples, and how people can avoid it/stay safe.

The presentation must include:

• An explanation of your topic (what is this? how is it measured? some examples. how people can stay safe.)

• Information cited from multiple sources - include a bibliography

• A video clip or audio clip related to your topic

*Any other digital or written components that are important to your topic (i.e. timelines, drawings, sketches, maps, etc.)

Project Options:

*podcast

*multimedia slideshow

*video

*website

*propose another idea!

You will be asked to provide feedback on classmates' presentations. Use the attached rubric to rate the work of your classmates. Feedback will also be provided to you by your classmates and your teacher.

Rubric

Project - Teacher

Students will create an informative presentation about the weather or natural disaster they have selected. The presentation will share with the audience what the weather/natural disaster is, how it is measured, some famous examples, and how people can avoid it/stay safe.

The presentation must include:

• An explanation of the topic (what is this? how is it measured? some examples. how people can stay safe.)
• Information cited from multiple sources - include a bibliography
• A video clip or audio clip related to the topic

*Any other digital or written components that are important to the topic (i.e. timelines, drawings, sketches, maps, etc.)

Project Options:

*podcast

*multimedia slideshow

*video

*website

*propose another idea!

Each student will be asked to provide feedback on classmates' presentations.

References

Cope, B. & Kalantzis, M. (2010). The teacher as designer: Pedagogy in the new media age. E-Learning and Digital Media, 7(3).

Media Elements: