40 Reading Nonfiction

TEKS Standard:

NE ELA Standard:

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:

Reading Reading to Learn Information Literacy Literacy Skills

Form:

Description

21st Century Skills:

English Language Arts:

Page 283 from All Write

Patterns of Nonfiction: Description (Continued)

Review the sample cluster. Then model the webbing or clustering process for another description before having students try it themselves.

State Standard Reference:

LAFS Standard:

TEKS Standard:

NE ELA Standard:

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:

Mode:

Reading Reading to Learn Information Literacy Literacy Skills

Form:

Description

21st Century Skills:

English Language Arts:

Page 284 from All Write

Main Idea/Supporting Details

The main idea/supporting details pattern is probably the most universally employed pattern in nonfiction texts. Before you have a volunteer read the sample text on page 284, explain the following terms:

Tae kwon do—a form of self-defense using punches, jabs, chops, and blocking
Martial arts—practices for self-defense, sport, and law enforcement
Poise—being under control when under pressure
Stamina—the strength to avoid fatigue (becoming tired)

After the reading, refer to the table organizer on page 285 that identifies the main idea and supporting details in the text.

State Standard Reference:

LAFS Standard:

TEKS Standard:

NE ELA Standard:

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:

Explanatory Paragraph Explanatory Essay

Form:

21st Century Skills:

Reading Reading to Learn Information Literacy Literacy Skills

English Language Arts:

Page 285 from All Write

Main Idea/Supporting Details (Continued)

Model using a table organizer for another text before having students try it themselves. Consider assigning the related minilesson.

State Standard Reference:

LAFS Standard:

TEKS Standard:

NE ELA Standard:

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:

Mode:

Reading Reading to Learn Information Literacy Literacy Skills

21st Century Skills:

English Language Arts:

Page 286 from All Write

Comparison/Contrast

The comparison/contrast pattern is commonly used in texts that examine two similar topics. Before you have a volunteer read the sample text on page 286, explain the following terms:

Diameter—a straight line through a center of a circle
Chemical composition—the mix of the chemical elements
Greenhouse gases—various gases that trap heat in the atmosphere
Toxic—poisonous
Carbon dioxide—a colorless, odorless gas formed from fire, decay, and inhaling and exhaling
Axis—an imaginary line on which something rotates (spins)

After the reading, refer to the Venn diagram on the next page that identifies the similarities and differences between Venus and Earth.

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:

Mode:

Reading Reading to Learn Information Literacy Literacy Skills

Form:

Comparison-Contrast

21st Century Skills:

English Language Arts:

Page 287 from All Write

Comparison/Contrast (Continued)

Model using a Venn diagram for another text that uses a comparison structure before having students try it themselves. Consider assigning the related minilesson.

State Standard Reference:

LAFS Standard:

TEKS Standard:

NE ELA Standard:

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:

Mode:

Reading Reading to Learn Information Literacy Literacy Skills

Form:

Comparison-Contrast

21st Century Skills:

English Language Arts:

Page 288 from All Write

Chronological Order

Chronological order is used most often to report on events and to explain processes. Before you have a volunteer read the sample text on page 288, explain the following terms:

Expedition—a planned journey
Destination—the place to which someone is going
Corps—a military organization
Mandan—a member of the Sioux (Native American) people in North Dakota
Shoshone—a member of the Native American people in western Wyoming

After the reading, refer to the time line on page 289 that identifies the main events in the expedition in chronological order.

State Standard Reference:

LAFS Standard:

TEKS Standard:

NE ELA Standard:

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:

Reading Reading to Learn Information Literacy Literacy Skills

Mode:

Narrative Writing

21st Century Skills:

English Language Arts:

Page 289 from All Write

Chronological Order (Continued)

Model using a time line in a text that recalls an event before having students try it themselves. Consider assigning the related minilesson.

State Standard Reference:

LAFS Standard:

TEKS Standard:

NE ELA Standard:

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:

Reading Reading to Learn Information Literacy Literacy Skills

Mode:

Narrative Writing

21st Century Skills:

English Language Arts:

Page 290 from All Write

Cause and Effect

The cause-and-effect pattern is commonly used in texts that analyze the results of actions and the impact of decisions. Transitions or linking words such as the main reason is, the main cause is, the main effect is, and as a result are often used with this pattern. Before you have a volunteer read the sample text on page 290, explain the following terms:

Decipher—to figure out
Inhabited—lived in or occupied
Deserted—forgotten, abandoned, rejected

After the reading, refer to the cause/effect organizer on page 291 that identifies the causes and the main event in the text.

State Standard Reference:

LAFS Standard:

TEKS Standard:

NE ELA Standard:

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:

Mode:

Reading Reading to Learn Information Literacy Visual Literacy

Form:

Cause-Effect

21st Century Skills:

English Language Arts:

Page 291 from All Write

Cause and Effect (Continued)

Model using the cause-effect organizer in a text that shows the causes and effects of something before students try it themselves. Consider assigning the related minilesson.

State Standard Reference:

LAFS Standard:

TEKS Standard:

NE ELA Standard:

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:

Mode:

Reading Reading to Learn Information Literacy Literacy Skills

Form:

Cause-Effect

21st Century Skills:

English Language Arts:

Page 292 from All Write

Process

The process pattern is used in texts that explain how something works or how something is made. This pattern is another version of chronological order; both patterns organize information according to time and use the same transitions or linking words, such as first, second, then, next, and so on. Before you have a volunteer read the sample text on page 292, explain the following terms:

Statues—a carved figure of a person or animal
Theorize—a set of ideas used to explain something

After the reading, refer to the process list on page 293 that identifies the steps in a theory.

State Standard Reference:

LAFS Standard:

TEKS Standard:

NE ELA Standard:

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:

Reading Reading to Learn Information Literacy Literacy Skills

21st Century Skills:

English Language Arts:

Page 293 from All Write

Process (Continued)

Model using this organizer in a text that explains a process before students try it themselves.

State Standard Reference:

LAFS Standard:

TEKS Standard:

NE ELA Standard:

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:

Reading Reading to Learn Information Literacy Literacy Skills

Form:

Process

21st Century Skills:

English Language Arts:

Page 294 from All Write

Study-Reading Strategies: SQ3R

The next two pages provide guidelines for using two study-reading strategies. Page 294 addresses the SQ3R strategy. Inform students that SQ3R will help them better understand texts that require a lot of careful thinking. Review the five steps in this strategy and then model its use. Follow by having students apply SQ3R to a challenging text. Then encourage them to use it for other nonfiction reading assignments.

State Standard Reference:

LAFS Standard:

TEKS Standard:

NE ELA Standard:

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:

21st Century Skills:

Reading Reading to Learn

English Language Arts:

Page 295 from All Write

Study-Reading Strategies: KWL

The KWL strategy works well for students when they already know something about the topic of a reading. Review the steps in this strategy and the sample KWL chart. Then model the use of KWL before having students try it themselves.

Downloads:

KWL Chart Template

State Standard Reference:

LAFS Standard:

TEKS Standard:

NE ELA Standard:

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:

21st Century Skills:

Reading Reading to Learn

English Language Arts:

Page 296 from All Write

Study-Reading Checklist

This checklist provides an overall strategy for nonfiction reading, informing students what to do before, during, and after their reading. Carefully review this checklist and model how to use it. You may want to display a copy of this checklist in your classroom as a reminder to students when they have an important reading assignment to complete. A digital version of the checklist is available for download.

Downloads:

Study-Reading Checklist

State Standard Reference:

LAFS Standard:

TEKS Standard:

NE ELA Standard:

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:

Reading Reading to Learn Information Literacy Literacy Skills

21st Century Skills:

English Language Arts: