Students review the various informational nonfiction text structures in this lesson. They will use this knowledge to hone their informational text-summarizing skills. At the end of the lesson:
- Determine the elements of the text structure of informational nonfiction.
- Identify a nonfiction text's key idea.
- Determine the main concepts and specifics of a nonfiction work.
- Use repetition to condense informational nonfiction writing.

- How can literary and factual texts become meaningful to strategic readers?
- How does interaction with text provoke thinking and response?
- What is the true purpose of this text?
- How can literary and factual texts become meaningful to strategic readers?

- Nonfiction: Prose writing that is not fictional; designed primarily to explain, argue, instruct, or describe rather than entertain. 
- Summarize: To provide a short, concise explanation of a text’s major ideas. 
- Text Structure: The way a text is organized. 
- Chronology: Time order

- copies of Weather (Usbourne Beginners, Level 2) by Catriona Clarke. Usbourne Books, 2006. 
- Sandra Lee. (1991). Bald Eagles. The Child’s World, Inc.
- a variety of books in which you have identified and highlighted (with highlighter tape) important keywords
- copies of a short informational nonfiction text at students’ reading level
- Teachers may substitute other books or texts to provide a range of reading and level of text complexity.
- an example of informational nonfiction text on the board/interactive whiteboard (You may wish to use a page from a science or social studies textbook.)
- student copies of Repeated Words Organizer (L-4-3-3_Repeated Words Organizer)

- To assess student comprehension and help them remember key material, emphasize throughout the class the significance of recognizing the structure of informational nonfiction texts and summarizing them. Check through student observations to see if they comprehend the process of summarizing informational nonfiction. 
- Utilize the checklist below to assess pupils' comprehension: 
- Based on the structure of nonfiction texts, the student exhibits the ability to extract important information from an informational nonfiction article and to finish a Repeated Words Organizer. 
- The student skillfully creates a summary paragraph using the data in the organizer. 
- Gather the organizers and use them to gauge the students' comprehension. Provide every pupil with detailed feedback.

Explicit instruction, modeling, and active engagement 
W: Examine the organization of nonfiction texts and define the summary. 
H: Assign students to identify the key terms in a text and utilize these terms to ascertain the text's subject. 
E: Show students how to complete a graphic organizer by highlighting important concepts, facts, and terms that appear frequently in the nonfiction text. weather and compose a succinct overview. 
R: Give students the chance to read another informative nonfiction text, complete a graphic organizer, and write a summary paragraph either alone or with a partner. 
E: Determine if students can recognize key details in informative nonfiction and compose a summary paragraph by using formative assessment. 
T: Assign students to flexible groups based on their instructional reading levels, and provide extension activities for all levels by recommending resources for additional practice and more challenging materials to push thinking beyond its current limits. 
O: This lesson's learning goals include large-group instruction and discussion, small-group inquiry, partner work, and individual application of the material. 

Key question: How should an informational nonfiction text be summarized?

Engage pupils' past learning from earlier classes. Compare the structure of informational nonfiction texts with that of literary nonfiction texts. Ask, "What differences exist between the two categories of nonfiction texts?" Ask students to turn to a partner and list the various forms of text structures that are used in informational nonfiction (such as cause and effect, problem and solution, describe and inform, and question and response). Remind students that literary nonfiction is arranged according to plot structure and has a story framework.

Part 1

Ask, "What techniques do you employ to ensure that you comprehend what you read before, during, and after reading?" Allow time for discussion. When you hear the word "summarize," know that this lesson will be about summarizing informational nonfiction. Say, "Summarizing helps us consider what we read and determine whether it makes sense. Informational nonfiction is condensed by focusing only on the most important details that help readers remember the text. We must first ascertain how the text is structured to do that."

Ask, "What does the term "repeat" mean?" (to repeat a phrase or action) Describe how looking for words that appear frequently in informational nonfiction might help with a summary. Say, "Words that are crucial to the text's subject are typically repeated by the author. These words could be described as "meaty" or significant. These dense words take us to important details. Important information is essential information. Nonessential information is irrelevant."

Give each student a copy of a short, nonfiction informational text. After assigning them to read the chapter, have them go back and reread each sentence, searching for words that are repeated often. Assign the repeated words to the pupils' writing beneath the section. Talk about the lists. Emphasize that although terms like "a," "an," "the," or "to" are frequently used, they are not very meaningful words. Ask pupils to identify the text's topic by examining the words that are used repeatedly. Students should write and circle the topic at the top of the page. "What is the text's core idea?" You ask... Talk about how the reader was led to the primary point by the repeated words.

Part 2

Put a copy of an informational nonfiction book up on the interactive whiteboard or board. To the students, read the text. Take them through the text line by line while you search for words that are repeated. Mark the text's repeated words with a circle. "Is this information necessary to understand the passage, or is it just interesting to know?" you ask your students. Once every word that has been circled has been used repeatedly, have them determine what the topic is. Ask students to use the repeated terms in sentences they write after that. An essential detail from the text should be included in each sentence. Together, create a summary of the passage on the interactive whiteboard or board using the terms that are used most frequently and the important details. (If student-generated sentences are accurate, use them.) To help them understand the key notion, have the pupils summarize.

Show the Repeated Words Organizer (L-4-3-3_Repeated Words Organizer). Say, "You will record your information in a graphic organizer because you are unable to write in your books. Together, we will finish an example of the graphic organizer." Model how that information fits into the graphic organizer using the text you just finished working with.

Fill in the upper box with the topic.
Fill in the column on the left side of the graphic organizer with the most significant repeated terms.
In the graphic organizer's center, list the main points and supporting information. To produce a written summary, examine the terms that are used repeatedly and the important concepts and details.
In the graphic organizer's right-hand column, write the summary.

To summarize a nonfiction piece, have students recall how repeated terms were employed. Say, "You will be creating a summary of a nonfiction text using the repeated words organizer."

Part 3

Give each student or pair of students a copy of the Weather and Repeated Words Organizer. You can also use other informative nonfiction works in this situation.

Say, "Read the passage and, using your organizer, circle the words that appear more than once on the left side. Decide what the text's theme is, then enter it in the organizer's top box. Look for the main concepts and information that the repeated words indicate.  In the graphic organizer's middle column, provide the main points and specifics. After that, go over the data on your organizer and summarize it in the column on the right."

As students finish the organizer, move around the room. How can you improve your comprehension of what you read by looking for repetitions in the text and summarizing it? You ask. Assess the necessity of reteaching. Gather student organizers so they may be evaluated.

Extension:

Ask small groups to summarize a recent experience if more practice is required.
Give a Repeated Words Organizer and a topic to pupils who are prepared to go above and beyond the requirement. Ask them to complete the organizer according to the subject. Then assign them to create a brief nonfiction essay that highlights the key phrases and concepts from the organizer. Students might have to do a preliminary study on their subject. Well-written paragraphs could serve as models for the remainder of the class.