Activity Description

Preparation:

1. Divide the class into small guided reading groups of about 5-8 students at similar reading levels
2. Choose several short non-fiction passages that students can read independently
    a. If desired, you may choose passages of different difficulty levels for different reading groups
    b. Find or make copies of the passages for each student
3. Select one of the passages as a model
    a. Identify the key details of the passage

Implementation:

1. Distribute a copy of the non-fiction passage you will model to each student
2. Read the passage as a class
    a. You may wish to read it chorally, or have students volunteer to read sections
3. Model how to select important text details and explain why your selection is significant
    a. Record each detail on chart paper in point form
4. Organize students into reading groups and provide each student with copies of the additional passages
5. Distribute sticky notes to each pair of students
6. Instruct students to read and record important details from the passage onto their sticky notes 
7. Facilitate sharing of notes in small groups
    a. Invite each pair to share their important details with the rest of the guided reading group
        • Encourage them to voice why they thought they were most important
    b. As a group, have the students work to organize their sticky notes under headings that represent 
    some key themes in the text

Adaptations For

English Language Learners/ESL:

- Provide the text sample to students in advance
- Review vocabulary words found in the text passage prior to the activity

LD/Reading & Writing Difficulties:

- Provide a graphic organizer to support students in taking appropriate notes
- Provide the text sample to students in advance
- Review new vocabulary words prior to the activity

Cultural Appropriateness & Diversity:

- Ensure selected text is relevant to students and provide background knowledge if topic is new to students

Differentiated Instruction:

- Vary the level of support provided throughout the activity depending on the reading level of the group
- Assemble guided reading groups based on reading levels and interests

Related References

Source:
Keene, E.O. & Zimmermann, S. (1997). Mosaic of thought: Teaching comprehension in a readers workshop. Portsmouth, NH: Heinemann.

Evidence:
Reutzel, D.R., Smith, J.A., & Fawson, P.C. (2005). An evaluation of two approaches for teaching reading comprehension strategies in the primary years using science information texts. Early Childhood Research Quarterly, 20, 276-305.