Focus Question: How does a table of contents help us understand informational books?
Ask, “Have you ever read a book about something that is real? What was that book about?” (Examples: dogs, airplanes, trees) Say, “In those books, the author wants to tell about things that are true. If the book is about trees, the author might tell about different kinds of trees, where the trees grow, and the things that can be made from trees. These kinds of books are called nonfiction books or informational text.”
Say, “Today we are going to learn about a book that gives information. It is not a story that is made up. It is about something that is real.” Display National Geographic Little Kids First Big Book of Animals. Say, “Today we are going to talk about things we can learn about a book before we read it. The title of this book is National Geographic Little Kids First Big Book of Animals.”
Part 1
Turn to the table of contents in the book. Say, “This page in the book is called the table of contents. What kind of table do you have at home?” (a piece of furniture) Say, “This is a different kind of table. This table is a list. Many informational books have a table of contents. It is at the beginning of the book.” Point to the word Contents. Explain that some books use just the word contents and others use table of contents, but these terms mean the same thing.
Say, “This table of contents uses large words to show the parts of the book. These words tell what each part of the book is about.” Point to the words Grassland and Forest and read them to students. Say, “The table of contents also has a list of numbers.” Point to the page numbers. “These numbers tell on which page each part of the book begins. The part of the book about animals that live in grasslands begins on page 6. The part of the book about animals that live in the forest begins on page 66.” Turn to pages 6 and 66 in the book to demonstrate how the headings on those pages relate to the parts of the book listed in the table of contents.
Turn back to the Contents page and say, “The smaller words in this table of contents show the topics in each part of the book. Topics are ideas. The page number for each topic is listed. For example, zebras live in grasslands. If I wanted to read about zebras, I would turn to page 12.” Demonstrate the use of the table of contents by reading some of the other topics and page numbers and locating those pages in the book.
Say, “The author includes a table of contents to help readers find the information they want to read. The table of contents shows readers the page where certain information can be found. Sometimes we don’t want to read an entire book. If we are looking for specific information, we can look at the table of contents and find where it is located in the book. Then we can read only that part.”
Part 2
Work with the class to make a table of contents for the book about vehicles that students created in Lesson 1. On the board/interactive whiteboard, list the categories students used in the Extension activity or create new categories for the pictures of vehicles. Say, “These words will be the headings for our class book about vehicles.” Divide students into small groups and assign one of the categories to each group. Then have each group make a book page by copying the assigned heading and decorating the page. Collect and display the pages.
Help students sort the pictures of vehicles into groups to match the headings. For example, if a heading is “Vehicles with Four Wheels,” have students identify which pictures go with that heading. When all vehicle pictures have been sorted, number the pages of the book.
On a computer or on a blank piece of paper, write “Table of Contents.” Ask, “What should we list in the table of contents for our class book?” (parts of the book, topics, and page numbers) Hold up the first heading page and read it with students. Then write the heading and the page number on the table of contents page. You may also list the topics (vehicles) and page numbers if you wish. Otherwise, just list the headings and page numbers. Ask, “Where will the table of contents go?” (in the beginning of the book) Place the table of contents in front of the book pages, but do not bind them at this time. Save the pages for use in Lesson 3.
Part 3
If additional practice is needed, use another book that includes a table of contents (see the Materials list for suggested titles). Display the table of contents page for the whole class to see, using a smart board or projector. Ask students to help you identify the information found on various pages. Have them choose a page number from the table of contents, and you read the title or have proficient readers read the words. Turn to the page in the book and look at the photos/drawings and text to demonstrate how the table of contents relates to the text.
Say, “Now it is your turn to write a book with a table of contents. Your book will be about animals.” Give each child a template for his/her own book (L-K-3-2_Informational Book Template.docx).
Say, “The title of the book is ‘My Book of Animals.’ Write your name on the front cover next to the word By. You are the author of this book.”
“On page 2 is a table of contents. Let’s read it together: dog—page 1, bird—page 2, cat—page 3, bear—page 4.”
Ask, “What picture should we put on page 1?” (a dog) Model for students how to draw a picture of a dog on page 1 of their books. As an option, you might cut out a picture of a dog and paste it on the page. Say, “I’ll think of one fact I know about a dog. I know that dogs like to play fetch. I’ll write that here.” Have students complete page 1 in their books by drawing or pasting a picture of a dog and writing or dictating a factual sentence about a dog. Monitor students to make sure they understand how to complete the book pages.
Then have students finish their books by drawing or pasting a picture on each page to match the information in the table of contents. Have students write one factual sentence on each page. Students may color the pictures.
Have students arrange their completed pages in order and bring them to you for stapling. Have students read their completed books to a partner. Encourage them to take their books home to share with their families.
Extension:
- Have students who need additional practice work with a partner to examine the table of contents in various informational texts. One partner should identify the page on which information is found. The other partner should turn to the page to find the information.
- Students who are ready to move beyond the standard may try to find information in a book without a table of contents. Have students discuss why a table of contents is useful for finding information in a book.
