Please

1
Welcome

• Please
• read the responses to the guided reading
  questions
• add your questions about RICA to the posted
  chart
• sit with other colleagues that are teaching the
  same grade level as you

2
Goals

• Nonfiction text why and how to use it
• Organizing the classroom
• Planning a GR lesson
• Independent reading
• Reading comprehension project

3
What is nonfiction?Why should we make it an
instructional focus?

• Nonfiction is more than information conveyed
  through words. It is a carefully crafted genre.
  It is a literature of fact that combines both
  verbal and visual texts.
• --Richard m. Kerper

4
The great preponderance of what writers now
write and sell, what book and magazine publishers
publish, and what readers demand is nonfiction.
William Zinsser
On Writing Well
5
while the literacy needs of the adult center
primarily on obtaining information from
non-fictional texts, literacy instruction in the
schools concentrates almost exclusively on
fictional texts and literary appreciation. --V
enezky Scientific Studies of
Reading 2000
6

• At the primary levels, little informational texts
  is used for instruction.
• N.K. Duke, 2000
• At the middle and secondary levels, a which
  students are confronted with difficult
  content-area textbooks and requirements to do
  much independent research and writing, there is
  very little support provided students in learning
  how to ask questions, use resources, and organize
  and present ideas to others.
• Alvermann Moore, 1991

7
How do we read nonfiction?
8
Research says that reading information text to
locate and use information

• involves different demands than comprehension of
  traditional text
• is not easy
• instruction in locating information, is typically
  ineffective.

9
So, what should we do?

• Balance attention to narrative and informational
  text through
• 1. daily read alouds
• 2. additions to classroom libraries
• 3. selections for reading instruction
• 4. comprehension instruction

10
What should we do?

• Attention to text organization and structure

11
external text features

• Pictures, visuals, and graphics
• Table of contents, index, glossary
• Chapter titles, headings, subheadings
• Italics, boldface, marginal notes
• Other features

12
(No Transcript)
13
(No Transcript)
14
Scavenger HuntExternal Text Features

• Look at the text resources you brought in.
• What external text features do you see?
• What purposes do they serve?
• What beginning ideas do you have for helping
  students learn about and make use of them?

15
and internal text features

• compare and contrast
• description
• sequence of events
• problem and solution
• cause and effect
• directions

16
Archaeologists have helped us to understand that
the evolution of the crocodile began with.

• compare and contrast
• description
• sequence of events
• problem and solution
• cause and effect
• directions

17
When observing a crocodile, first you must

• compare and contrast
• description
• sequence of events
• problem and solution
• cause and effect
• directions

18
One problem to resolve in crocodile watching is
transportation. How can an observer get close
enough to watch without scaring it away or being
attached?

• compare and contrast
• description
• sequence of events
• problem and solution
• cause and effect
• question/answer
• directions

19
We observed the crocodile as it stalked a raccoon
moving through the moonlight toward the ledge of
the water. As a result of a noise we made, the
raccoon bolted

• compare and contrast
• description
• sequence of events
• problem and solution
• cause and effect
• directions

20
The crocodile is the master of deception in
water. It stalks its prey then swiftly closes in
for the kill.

• compare and contrast
• description
• sequence of events
• problem and solution
• cause and effect
• question/answer
• directions

21
The power of the crocodile is like that of a
monstrous machine. With one lunge it can destroy
its prey and protect the kills from other
predators.

• compare and contrast
• description
• sequence of events
• problem and solution
• cause and effect
• directions

22
The crocodile is the master of deception in water. It stalks its prey then swiftly closes in for the kill. DESCRIPTION One problem to resolve in crocodile watching is transportation. How can an observer get close enough to watch without scaring it away or being attacked? PROBLEM/SOLUTION Archaeologists have helped us to understand that the evolution of the crocodile began with. SEQUENCE OF EVENTS
The power of the crocodile is like that of a monstrous machine. With one lunge it can destroy its prey and protect the kills from other predators. COMPARE AND CONTRAST We observed the crocodile as it stalked a raccoon moving through the moonlight toward the ledge of the water. As a result of a noise we made, the raccoon bolted CAUSE AND EFFECT When observing a crocodile, first you must DIRECTIONS
23
Scavenger HuntInternal Text Features

• Look at the text resources you brought in.
• What examples of internal text features can you
  find? Use the previous examples to guide you.
• Be ready to share examples with the whole group.

24
Sharing Texts and Ideas for Addressing Text
Features
25
SQ3R

• Survey read the title, intro/summary, special
  fonts, graphics, other aids
• Question turn any headings into questions
• Read
• Recite
• Review

Questions Answers

26
Reciprocal Teaching

• 1. Select text.
• 2. Go over strategies proficient readers use
• question summarize
• clarify predict
• 3. Model process with whole class.
• Students practice in small groups while teacher
  guides one. All students are expected to
  participate and support.
• 5. Whole class reconvenes to discuss process and
  content.

27
Before each section
Card 1. Please get ready to read to _____. (Select a boldfaced heading or an apparent stopping point in the text.) Card 2. I predict this section will be about _______ . (Discussion leader speaks.)
Card 3. Does anyone else have a prediction? (Encourage group members to speak.) Card 4. Please read silently to the point we have selected.
28
After each section
Card 5. Are there any words you thought were interesting? (Invite group members to speak.) Card 6. Are there any ideas you found interesting or puzzling? (Invite group members to contribute.)
Card 7. Do you have comments about the reading? (Group response.) Card 8. This was about _______ . (in 2 or 3 sentences). (Discussion leader.)
29
How are the four strategies used in a session?

• The Questioners generates questions. The group
  responds and asks additional questions.
• 2. The Summarizer summarizes the text and asks
  other members if they would like to elaborate or
  revise.
• Clarifier discusses clarifications, enlisting
  other group members.
• The Predictor leads the group in generating
  predictions before the group moves onto the next
  portion of text.
• The process is repeated.

30
Independent Use in a Small Group

• 1. Make groups of 4. Each person takes a job.
• 2. Read a few paragraphs. Use strategies to
  better prepare for your role in the discussion.
• 3. At the given stopping point
• Summarizer highlights the key ideas.
• Questioner poses questions.
• Clarifier addresses confusing parts and attempts
  to answer the questions that were just posed.
• Predictor guesses what the author will tell the
  group next.
• Hand your job to the person on your right. Repeat
  the process with your new job.
• 5. Continue until the entire selection is read.

31
A Balanced Reading Program

• Read Aloud
• Shared Reading
• Guided Reading
• Independent Reading

32
Plan a lesson

• Choose a set of books.
• Plan a lesson. Include how you would introduce
  the book/selection
• Make predictions
• Discuss setting, title, theme, characters
• Tap prior knowledge
• Link to previous texts
• Introduce vocabulary
• Anticipate what would trip up readers?
• Practice taking turns being reader/student. Read
  in ways other than round robin. What might
  students say/do during reading? How might the
  teacher respond?
• What follow-up experiences fit with this text?

33
Independent Reading

• Purpose
• Text
• Settings
• Role of T/S

34
Bibliography

• Nonfiction Matters by Stephanie Harvey
• Nonfiction Craft Lessons Teaching Information
  Writing by Portalupi and Fletcher
• Is That a Fact? By Tony Stead

35
February 6A Fresh Look at Writing

• Read Graves Preface chapters 3, 5, 6, 10
• Framework Read section for your current grade
  level
• K - pp. 30-35
• 1 - pp. 44-52
• 2 - pp. 64-70
• 3 - pp. 80-87
• 4 - pp. 101-106
• 5 - pp. 118-123
• 6 - pp. 133-140

36

• On-line Resources become familiar with these
  sites more to help you in your search for
  childrens literature this quarter and in the
  future
• California Dept of Ed lists -
• http//www.cde.ca.gov/ta/tg/sr/readinglist.asp
• http//www.cde.ca.gov/ci/rl/ll/index.asp
• Baharona Center for the Study of Books in Spanish
  for Children Adolescents
• http//www.csusm.edu/csb/
• CyberGuides
• http//www.sdcoe.k12.ca.us/score/cyberguide.html
• The Childrens Literature WebGuide
• http//www.ucalgary.ca/dkbrown/

37

• Cancelled
• Language Arts Assignment 3