Skip to contentContribute to ReadWriteThink / RSS / FAQs / Site Demonstrations / Contact Us / About Us



Contribute to ReadWriteThink

ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you.



Professional Development

Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.



Did You Know?

Your students can save their work with Student Interactives.

More more

HomeClassroom ResourcesLesson Plans

Lesson Plan

Fact or Fiction: Learning About Worms Using Diary of a Worm

E-mail / Share / Print This Page / Print All Materials (Note: Handouts must be printed separately)


Fact or Fiction: Learning About Worms Using Diary of a Worm

Grades K – 2
Lesson Plan Type Standard Lesson
Estimated Time Four 30- to 40-minute sessions
Lesson Author

Nancy Drew

Tecumseh, Ontario


International Literacy Association



Featured Resources

From Theory to Practice



Do worms live underground? Are they good diggers? Can they really read and write? As students read Doreen Cronin's Diary of a Worm in this lesson, they learn to separate the facts from the fictional details. Students begin the lesson by brainstorming what they know about worms. They then begin examining the book in layers. Four read-aloud sessions engage students by focusing attention on different features of the text in each session. In a whole-group setting, students explore the illustrations, fictional details, nonfiction details, and captions and speech bubbles. In this way, students are given concrete strategies that they can use to help differentiate narrative and informational elements in other books they read.

back to top



Concept Map graphic organizer: Students can use this graphic organizer to list facts they learn about worms as they read the story.

back to top



Kletzien, S., & Dreher, M.J. (2004). Informational text in K3 classrooms: Helping children to read and write. Newark, DE: International Reading Association.

  • In their book, Kletzien and Dreher describe several techniques for introducing and teaching comprehension strategies specific to informational texts. These same strategies are useful for fully appreciating and understanding fictional texts that incorporate informational elements. These comprehension strategies include accessing prior knowledge, predicting, questioning, making connections, visualizing, inferencing, using text structure to identify major ideas, paraphrasing, clarifying, summarizing, and creating pictures and graphs (56).

  • We know that strategies can be effectively taught when they are introduced one at a time, with the teacher explaining directly what the strategy is, how to use it, and when it is appropriate.

  • Students need to have scaffolded lessons in which the teacher gradually releases the responsibility for using the strategy to the student. It is vitally important, however, to have this practice within the context of real reading for meaning so that students will learn the importance of using these strategies for comprehension. Explicit explanation and practice (of comprehension strategies) in connected reading are the best ways for children to become strategic readers.

back to top