Saint Marys University of Minnesota

Learner-Centered Instruction Model (LCIM)

Teacher____Jared Cruz______ Subject__1st Grade Literature___ Date 11/02/2015_
Standards and Objectives
Prior knowledge
activation (Standard 2)
I can use the contents page to make predictions and to find
(student misconceptions?)
information.
At this point, students will
likely know that to predict
1.2.5.5
Know and use various text features (e.g.,
what is in a book without
headings, tables of contents, glossaries,
doing a lot of reading, you
electronic menus, icons) to locate key facts or
could look at the title and
information in a text.
cover and/or perhaps also
do a picture walk. They may
Introduction / Anticipatory Set (Standards 2, 5, 7)
not know the other text
What students will know and be able to do, attention getter
features that can be used
(ENGAGE/EXPLORE)
with nonfiction.
Here is a book that we will be reading in our class as we study
Purpose (Standard 5)
nocturnal or night animals. (Hold up book.) But I'm wondering
Why learn this?
how I can figure out what this book is about? How could we do
that?
A good reader knows how
to determine if an
(Get quick responses from the group.)
informational text contains
the information they want to
know and where they can
find that information in the
book.
Presentation / Modeling / Checking for Understanding
Adaptations for diverse
(Standards 1, 2, 4) Main concepts, how they will be introduced, learners (Standard 3)
monitoring questions / techniques (EXPLAIN)
Word wall
Since this is a nonfiction book, it has other features that help us
Poster
know what the book is about and where to find that information.
Media / Materials /
But wait did I say this was a nonfiction book. What does non- Resource
fiction mean? (Get quick responses.)
Bat book Bats (National
So what extra things does it have? It turns out it has a lot. Today Geographic Kids) by
we will look at the table of contents.
Elizabeth Carney
Laminated poster of
A lot of times, nonfiction books have a contents page (or a table
features of a nonfiction
of contents) at the beginning. In the book, it is on page 3. It lists
book
all the topics of the book. Now I can find information without
Feature print outs from
having to look at every page AND I can get a good idea about
Scholastic
what Ill learn from this book.

Heres a topic in the contents: Bat Food. I think this part of

the book will tell me about what a bat eats. Now when I look
across the line, I see the number 6. Thats the page where Ill
find this topic. So Im going to turn to page 6. Yes, I see that the
words at the top of this page match the words on the contents
page. Now I can find out what food bats eat. What a quick way
to find information!

Slide for Promethean board

with table of contents for
assessment
Nonfiction books with table
of contents

Every time we look at a new feature in our non-fiction book, I

will put a new text feature page on our non-fiction book word
wall. A text feature is something that is simply a part of the book.
(Read table of contents and put on the wall.)
Learning activity / Guided practice / Monitoring (Standards
2, 4) How students will practice, integrate, and extend concepts
and skills (ELABORATE)
Im going to pass out some nonfiction books to a group of
friends. As a group, you will:
1. Find the table of contents or the contents page.
2. Find an interesting topic that you see.
3. Turn to the page to make see if you were correct.

Adaptations for diverse

learners (Standard 3)
Write the steps on the
white board.
1. Table of contents
2. Topic
3. Turn to page
Lower level readers
given books with tables
of contents with more
easily read words

Closure (Standard 4) How lesson will be summarized

What topic did you find most exciting in your book and what
page was it on? (Get a couple responses.)
In my book, what if I wanted to find out about baby bats? What
page would I go to? (Get a response.)
Now we know how to use the table of contents to find
information in a book.
Assessment (Standard 8) How student learning will be assessed
(EVALUATE)

Adaptations for diverse

learners (Standard 3)

Now look again at my picture of the table of contents from this

book. Choose from one of the three options. I will call a name
and you will whisper to me your favorite topic and its page as
you are released to your reading group.

Pictures added to table

of contents.

Post-Lesson Reflection (Standard 9)

If you were to teach this lesson again to the same group of

students, what would you do differently? The same?
Time allocation, directions, materials, presentation, etc.

Information source(s)

What do most of your students know and are able to do as a

result of this lesson?

Information source(s)

Identify those who had difficulty with this lesson. Why?

What could you do differently for them next time?

Information source(s)

Based on todays lesson, what do you plan to do next with

this class?

What grouping(s) will you

use?