Unit Plan 13 (Grade K Library): Storybooks and Information Books
Introduce Kindergarten library book types as students compare storybooks and information books, sort examples, choose by interest, and learn from facts.
Focus: Introduce Kindergarten students to the difference between storybooks and information books in simple, developmentally appropriate ways. Students compare one storybook and one informational text on a shared topic, notice how each book works, and begin understanding that some books tell stories while others help readers learn facts.
Grade Level: K
Subject Area: Library (Book Types • Early Information Literacy • Book Choice)
Total Unit Duration: 1–3 weeks, 50–60 minutes per session
I. Introduction
This unit helps Kindergarten students begin understanding that books can work in different ways. Some books tell stories with characters, settings, and events, while other books help readers learn information about real topics such as animals, weather, vehicles, plants, or community helpers. The librarian can make the difference concrete by reading one storybook and one information book on a shared topic, then guiding students to notice what each book does. Students learn that both kinds of books belong in the library and that readers may choose different books depending on whether they want a story, facts, pictures, or answers to questions.
Essential Questions
- What is the difference between a storybook and an information book?
- How can pictures, read-alouds, and class conversations help me learn from books?
- How can I choose a book based on my interest, topic, pictures, or recommendation?
- How can trying different kinds of books help me grow as a library learner?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Notice simple differences between storybooks and information books.
- Use pictures, read-alouds, and simple conversations to begin exploring answers to questions.
- Identify whether a book mainly tells a story or helps readers learn facts about a topic.
- Choose books and materials based on interest, topic, pictures, or recommendations.
- Try new books, media, tools, and library experiences with support and curiosity.
- (Optional Sessions) Strengthen early understanding of book types through repeated comparison, sorting, browsing, and simple reflection.
Standards Alignment — Kindergarten (AASL-based Custom)
- L:S1.Kb — Use pictures, read-alouds, and simple conversations to begin exploring answers to questions.
- Example: A student studies the illustrations in an informational book to learn more about weather.
- L:S4.Ka — Choose books and materials based on interest, topic, author, pictures, or recommendations.
- Example: A student picks a book about construction vehicles after hearing a book talk.
- L:S5.Kb — Try new books, media, tools, and library experiences with support and curiosity.
- Example: A student uses a listening center or digital story tool for the first time.
Success Criteria — Student Language
- I can tell if a book is a storybook or an information book with help.
- I can notice that storybooks tell stories and information books teach facts.
- I can use pictures and read-alouds to learn something.
- I can choose a book because I like the topic, pictures, or recommendation.
- I can try different kinds of books with curiosity.