Primary Readers Diving Into Nonfiction. We want to plunge children into a rich pool of visual and...
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Transcript of Primary Readers Diving Into Nonfiction. We want to plunge children into a rich pool of visual and...
Primary ReadersDiving Into Nonfiction
We want to plunge children into a rich pool of visual and verbal ideas, giving them confidence to venture forth independently into nonfiction
of all kinds.
Big ideas
We live in an information age, where nonfiction dominates reading and writing
We need to explicitly teach our children how to read and write nonfiction
What is taught is determined by the text and the purpose for reading
What have you read or written this past week?• Text messages• Tweets• Blogs• Facebook• E-mails• Newspaper• Magazine• Letters• Bills• Invitations• Recipes• Directions
• Information• Programs• Charts• Schedules• Brochures• Contracts• Maps• Articles• Research• Advertisements• Notices• Menus
Primary classrooms vs. real world
Primary Classrooms
80-90% of all classroom readinginstruction uses fiction
Real World
10-20%nonfiction
80-90% of what we read and writeis real-world nonfiction
10-20%fiction
Comparing fiction and nonfiction
Fiction Nonfiction
Purpose
Facts or information
Characters
Organization
Progression
To entertain To inform or persuade
Embedded or inferred Directly stated
Specific General
Beginning-Middle-End Access features, body structuresNarrative
Read front to back Can be read in pieces, back and forth
Big ideas
We live in an information age, where nonfiction dominates reading and writing
We need to explicitly teach our children how to read and write nonfiction
What is taught is determined by the text and the purpose for reading
Steps in a nonfiction lesson
• Prepare to read
• Guide reading
• Explicitly teach comprehension and fluency
• Facilitate connections
What determines what is taught?
The text
The purpose for reading
Steps in a nonfiction lesson
• Prepare to read
• Guide reading
• Explicitly teach comprehension and fluency
• Facilitate connections
Prepare to read
• Access or establish schema
• Text and topic knowledge
• Set a purpose for reading
• Preview text
What information might we find in this text?
What questions might this text answer?
Guide reading
•Goal 1: Make text accessible
•Goal 2: Understand while you read
•Goal 3: Demonstrate understanding
Guide reading
Goal 1: Make text accessible
Understand languageVocabulary
Figurative language and idioms
Text devices, such as rhyme, rhythm, repetition
Recognize and utilize text features
Determine important ideas
Use pictures
Connect text to self
Make and confirm predictions
Guide reading
Goal 2: Understand while you readDetermine cause and effectGenerate questionsVisualizeDistinguish between fantasy and realityCompare and contrast text and picturesGive and support opinionsDraw and support conclusionsUse prior knowledgeUse references and resourcesInterpret information from graphs, charts, and diagramsUnderstand setting and its importance
Guide reading
Goal 3: Demonstrate Understanding
Monitor comprehension and use fix-up tips– Reread
– Look at the pictures
– Think about what makes sense
– Read ahead
– Ask for help
Sequence events or steps
Recall details
Summarize
Respond to text
Explicitly teach comprehension and fluency
Comprehension
A deeper examination of what was guided
Fluency
Read with appropriate rate
Use proper pitch and volume
Use appropriate expression
Facilitated through accessible text and repeated readings
Facilitate connections
Written response: “Write about. . .”
Lasting lessons: A real-life connection to the text
Cross-curricular connections
Learn more: text or technology
Big ideas
We live in an information age, where nonfiction dominates reading and writing
We need to explicitly teach our children how to read and write nonfiction
What is taught is determined by the text and the purpose for reading
Thank you for coming!