Fiction Meets Nonfiction Reading

Design an instructional activity for a second-grade classroom. Plan instructions around two texts, one fiction and one nonfiction. Include all components below of the assignment listed for Georgia GSE objectives. Guidelines to include when designing your reading instruction plan:
-Choose grade level and GSE objective(s) that will be the focus of your instructional activity. -Design your instruction on a presentation platform. Your descriptive presentation will be specifically focused on your selected text. (All Canva links must be embedded in a PowerPoint Presentation.) -Describe two “Before Reading-Word Study” activities (pre-reading activities) choosing words from the text with possible alphabet knowledge, phonemic awareness, phonics, structural analysis (i.e. spelling patterns), sight vocabulary (high-frequency or irregular words), or multi-syllable words showing how you might explain or model these words for the student and for students to practice.
-Introduce the Text. Describe unique features of the text that might assist the students when reading aloud, in pairs, or in a small group. Students will be introduced to the text through text structure (e.g. build background knowledge, picture walk, making predictions, etc.).
-Identify the physical environment of the reading classroom. (Ex. Students sit on the reading rug, in a reading circle at their desks, etc...) How might you arrange the classroom related to the text selected? Consider walls, floor space or desk arrangements, and any instructional areas (i.e., learning centers, or creative activity areas).
**What “Explicit Instruction” and guided questions will be used that specifically relate to the text that access a level of comprehension from the text, (e.g. predicting, inferring, self-monitoring strategies, summarizing, retelling, evaluating comprehension, etc.).
**Develop an activity to go along with the text to determine comprehension and extend the learning opportunity. (e.g. story mapping, graphic organizers, Think-Pair-Share, etc.)?
**Include a bibliography of resources used to create your designed reading instruction.

Overview

Students explore one fiction and one nonfiction text using word study, text introduction, and guided comprehension strategies. This lesson aligns with the IB PYP transdisciplinary theme of "How We Express Ourselves" and develops inquiry-based reading habits through structured, explicit instruction.

Learning Intentions

Students will be able to apply phonics and word study strategies to decode unfamiliar words before reading.
Students will be able to identify key features of fiction and nonfiction texts.
Students will be able to use comprehension strategies such as predicting, inferring, and retelling.
Students will be able to demonstrate understanding through a guided graphic organizer activity.

Success Criteria

I can identify and read two vocabulary words using phonics or structural clues.
I can describe one difference between the fiction and nonfiction text.
I can make a prediction before reading and check it afterward.
I can complete a story map or T-chart to show my understanding.

Curriculum Links

IB PYP: Developing communication skills through reading and responding to texts
IB PYP: Inquiring into meaning and making connections across text types
Georgia GSE: Reading literature and informational text at the second-grade level, including key details, central message, and text features
Georgia GSE: Foundational reading skills including phonics, word recognition, and fluency

Lesson Structure (20 minutes)

0–3 min | Classroom Setup and Warm-Up Students gather on the reading rug in a semicircle facing the board, where a presentation slide displays the two book covers. The walls feature a "Fiction vs. Nonfiction" anchor chart and an alphabet/word wall. Briefly ask: "What do you notice about these two books? How might they be different?"

3–7 min | Before Reading — Word Study (Two Activities) Display two target words from each text on the board. For the fiction text, focus on a multi-syllable word (e.g., "adventure") — clap syllables together, identify the prefix or suffix, then have students write it on mini whiteboards. For the nonfiction text, focus on a high-frequency or content word (e.g., "migrate") — use a phonics frame to break it into onset and rime, then chorally blend and read the word in a sentence. Model each word explicitly before students practice with a partner.

7–10 min | Text Introduction Introduce both texts using a brief picture walk projected on the presentation slides. For the fiction book, point out story elements visible in illustrations (characters, setting, problem). For the nonfiction book, highlight text features such as headings, captions, and photographs. Build background knowledge with a quick question: "What do you already know about this topic?" Guide students to make one prediction for each text and share with a neighbor.

10–14 min | Explicit Instruction and Guided Reading Read aloud a key passage from each text. Pause to model comprehension strategies explicitly: use a think-aloud to demonstrate inferring ("The illustration shows the animal is cold — the text doesn't say it, but I can infer..."). Ask guided questions such as: "What clues helped you understand that?" and "How does this paragraph connect to what we predicted?" Prompt self-monitoring: "Does that make sense? What could you do if it didn't?"

14–18 min | Comprehension Activity Students return to their desks arranged in pairs. Distribute a two-sided graphic organizer — one side is a simple story map (characters, setting, problem, solution) for the fiction text; the other is a T-chart comparing facts learned from the nonfiction text. Students work with their partner to complete one section, using Think-Pair-Share to discuss answers before writing. Teacher circulates to check understanding and prompt with questions.

18–20 min | Closure Bring students back to the rug. Ask two or three pairs to share one thing they wrote. Reinforce the IB learner profile attribute of being "reflective" by asking: "Did your prediction match what you read? What surprised you?" Collect graphic organizers for assessment.

Resources

One fiction picture book (e.g., a narrative story involving animals or nature at second-grade level)
One nonfiction picture book or reader on a related topic (e.g., animal habitats or migration)
Presentation slides created in Canva, embedded in a PowerPoint file, displayed on classroom board
"Fiction vs. Nonfiction" anchor chart posted on the wall
Mini whiteboards and markers (one per student)
Two-sided graphic organizer (story map / T-chart), one per student pair
Word wall with high-frequency and content vocabulary
Reading rug and paired desk arrangement

Assessment

Observation during word study and guided reading to check phonics application and engagement with comprehension strategies.
Collected graphic organizers reviewed for accurate story map completion and at least two facts recorded on the T-chart.
Informal exit check: each student gives a thumbs up/sideways/down to indicate confidence in comparing fiction and nonfiction texts.

Differentiation

Support: Provide sentence starters on the graphic organizer and pre-highlighted pages in the text; pair with a stronger reader during partner work.
Extension: Students write one additional sentence explaining which text they preferred and why, connecting to a personal experience.
EAL/SEN: Use picture-supported vocabulary cards for the two target words; allow verbal responses recorded by the teacher or aide in place of written answers on the graphic organizer.

Bibliography

Georgia Department of Education. Georgia Standards of Excellence: English Language Arts, Grade 2.
International Baccalaureate Organization. Primary Years Programme: Language Arts Scope and Sequence.
Fountas, I. C., and Pinnell, G. S. Guided Reading: Responsive Teaching Across the Grades. Heinemann.
Harvey, S., and Goudvis, A. Strategies That Work: Teaching Comprehension for Understanding and Engagement. Stenhouse Publishers.

Teaching Instructions