Pgs 17-89-LM
23/7/2007
11:10 AM
Page 74
Nonfiction
The Truth about Sharks Summary Sharks are often portrayed as aggressive predators, but they usually avoid contact with people. This text explains some facts about sharks and challenges some of the myths that surround them. Features of the Text • Fact boxes • Captioned photographs • Comparisons • Specialized vocabulary – carnivore, marine biologist, plankton, scavenger, tissue, valve • Labeled diagram Purpose The Truth about Sharks can be used to introduce and reinforce the following skills: S synthesizing information; S
monitoring for meaning while reading;
S
identifying facts and opinions.
The Guided Reading Lesson S Monitoring for meaning while reading Synthesizing information
S
Introducing the text
Create a three-column chart on the board. Label the columns Prior Knowledge, Information from the Text, and New Thinking, then discuss the title of the text.
by Mike Bhana Reading and discussing the text
Ask the students to focus on monitoring (or checking) their understanding as they read this text. Explain that they will need to notice what makes sense, what matches what they already know, and what seems confusing or challenging. – What are some things you could do to check your understanding as you read? – What could you do when you get stuck?
Model and discuss strategies for monitoring meaning while reading, such as summarizing, taking notes or creating concept maps, rereading, questioning the text and discussing confusing parts with a peer Ask the students to read to the end of page 3, looking for evidence that challenges the responses in the first column on the chart. – What new information can we add to our chart?
Record the students’ responses in the second column. – How has this new information changed your thinking?
Record the students’ responses in the third column. Model at least one response, for example, “Sharks kill a lot of people” (prior knowledge); “They’re afraid of us” (information from text); “Sharks don’t always attack people” (new thinking). Repeat this process for the rest of the text, using the following questions: Page 5 – What do you know about the characteristics and habitats of sharks? What makes them different from other fish? Page 10 – What do you know about a shark’s diet? Page 13 – What do you know about how sharks survive in the wild?
Look at the contents page together.
Explain to the students that when they form new thinking by combining what they already know with information from the text they are synthesizing information.
– How do the chapter headings support your predictions about the author’s opinion?
– How has your thinking changed as a result of reading this book? – How could synthesizing information help you in the future?
– What do you know about sharks?
Conclude by discussing the strategies used by the students as they read this text and the effectiveness of those strategies.
– Why do you think the author used this title? How do you think he feels about sharks?
Record the students’ responses in the first column.
Following Up The students can: • use the blackline master on page 75 to identify facts and opinions about sharks • research another predator, such as bears or cougars, to dispel the myths about them • write ten questions they would ask an expert on sharks • write a commercial from the shark’s point of view explaining why sharks deserve respect and protection.
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