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Lessons
Adventures in Nonfiction: A Guided Inquiry Journey
Discipline
Reading
Grades
Kindergarten, 1, 2
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Professional Commentary

This lesson provides a foundation for using nonfiction texts and online resources to develop and answer questions about a topic. Using a wide variety of nonfiction literature, students learn to sort and categorize books to begin the information-gathering process. Then, working with partners and groups, using pictures and text, students are guided through the process of gathering information, asking clarifying questions, and then enhancing the information with additional details. The strategies described in this lesson can be adapted for use with any topic of research. (author/ncl)


Common Core State Standards for English Language Arts
Kindergarten–Grade 5
Reading: Informational Text
Kindergarten
Key Ideas and Details
RI.K.1 
With prompting and support, ask and answer questions about key details in a text.
RI.K.2 
With prompting and support, identify the main topic and retell key details of a text.
RI.K.3 
With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.
Craft and Structure
RI.K.4 
With prompting and support, ask and answer questions about unknown words in a text.
RI.K.5 
Identify the front cover, back cover, and title page of a book.
RI.K.6 
Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.
Integration of Knowledge and Ideas
RI.K.7 
With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
RI.K.8 
With prompting and support, identify the reasons an author gives to support points in a text.
RI.K.9 
With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Range of Reading and Level of Text Complexity
RI.K.10 
Actively engage in group reading activities with purpose and understanding.
Grade 1
Key Ideas and Details
RI.1.1 
Ask and answer questions about key details in a text.
RI.1.2 
Identify the main topic and retell key details of a text.
RI.1.3 
Describe the connection between two individuals, events, ideas, or pieces of information in a text.
Craft and Structure
RI.1.4 
Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
RI.1.5 
Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
RI.1.6 
Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.
Integration of Knowledge and Ideas
RI.1.7 
Use the illustrations and details in a text to describe its key ideas.
RI.1.8 
Identify the reasons an author gives to support points in a text.
RI.1.9 
Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).
Range of Reading and Level of Text Complexity
RI.1.10 
With prompting and support, read informational texts appropriately complex for grade 1.
Grade 2
Key Ideas and Details
RI.2.1 
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RI.2.2 
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
RI.2.3 
Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.
Craft and Structure
RI.2.4 
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
RI.2.5 
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
RI.2.6 
Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
Integration of Knowledge and Ideas
RI.2.7 
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
RI.2.8 
Describe how reasons support specific points the author makes in a text.
RI.2.9 
Compare and contrast the most important points presented by two texts on the same topic.
Range of Reading and Level of Text Complexity
RI.2.10 
By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Writing
Kindergarten
Text Types and Purposes
W.K.1 
Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is . . .).
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.3 
Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.
Research to Build and Present Knowledge
W.K.7 
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
W.K.8 
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Grade 1
Text Types and Purposes
W.1.1 
Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.
W.1.2 
Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
Production and Distribution of Writing
W.1.5 
With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
Research to Build and Present Knowledge
W.1.8 
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Grade 2
Text Types and Purposes
W.2.1 
Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g., because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
W.2.2 
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
Research to Build and Present Knowledge
W.2.7 
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
W.2.8 
Recall information from experiences or gather information from provided sources to answer a question.
Ohio English Language Arts Standards (2001)
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies Standard
Benchmarks (K–3)
E.
Demonstrate comprehension by responding to questions (e.g., literal, informational and evaluative).
Grade Level Indicators (Grade 1)
7.
Create and use graphic organizers such as Venn diagrams or webs, with teacher assistance, to demonstrate comprehension.
8.
Answer literal, simple inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
Grade Level Indicators (Grade 2)
5.
Create and use graphic organizers, such as Venn diagrams and webs, to demonstrate comprehension.
6.
Answer literal, inferential and evaluative questions to demonstrate comprehension of grade-appropriate print texts and electronic and visual media.
Reading Applications: Informational, Technical and Persuasive Text Standard
Benchmarks (K–3)
B.
Ask clarifying questions concerning essential elements of informational text.
C.
Identify the central ideas and supporting details of informational text.
Grade Level Indicators (Grade 1)
3.
Ask questions concerning essential elements of informational text (e.g., why, who, where, what, when and how).
4.
Identify central ideas and supporting details of informational text with teacher assistance.
Grade Level Indicators (Grade 2)
3.
List questions about essential elements from informational text (e.g., why, who, where, what, when and how) and identify answers.
4.
Classify ideas from informational texts as main ideas or supporting details.
Research Standard
Benchmarks (K–2)
A.
Generate questions for investigation and gather information from a variety of sources.
B.
Retell important details and findings.
Grade Level Indicators (Grade 1)
2.
Utilize appropriate searching techniques to gather information, with teacher assistance, from a variety of locations (e.g., classroom, school library, public library or community resources).
3.
Use books or observations to gather information to explain a topic or unit of study with teacher assistance.
4.
Recall important information about a topic with teacher assistance.
Grade Level Indicators (Grade 2)
1.
Create questions for investigations, assigned topic or personal area of interest.
2.
Utilize appropriate searching techniques to gather information from a variety of locations (e.g., classroom, school library, public library or community resources).
3.
Acquire information, with teacher assistance, from multiple sources (e.g., books, magazines, videotapes, CD-ROMs, Web sites) and collect data (e.g., interviews, experiments, observations or surveys) about the topic.
4.
Identify important information and write brief notes about the information.
5.
Sort relevant information about the topic into categories with teacher assistance.