1 english sol institute elementary nonfiction reading strand english sol institute elementary...
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English SOL InstituteEnglish SOL Institute
Elementary Nonfiction Reading StrandElementary Nonfiction Reading Strand
English SOL InstituteEnglish SOL Institute
Elementary Nonfiction Reading StrandElementary Nonfiction Reading Strand
Stephanie Joyner and Carrie SuttonStephanie Joyner and Carrie SuttonHanover County Public SchoolsHanover County Public Schools
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Elementary Nonfiction ReadingElementary Nonfiction ReadingElementary Nonfiction ReadingElementary Nonfiction Reading
• Nonfiction comprises at least half of what Nonfiction comprises at least half of what students readstudents read
• Content area lessons should reflect Content area lessons should reflect integrated English SOL within planning and integrated English SOL within planning and instruction OR English lessons should instruction OR English lessons should integrate other content area informationintegrate other content area information
Key Points in ReadingKey Points in Reading
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Elementary Nonfiction ReadingElementary Nonfiction ReadingElementary Nonfiction ReadingElementary Nonfiction Reading
Key Points in ReadingKey Points in Reading
• Comprehension skills and strategies are Comprehension skills and strategies are woven throughoutwoven throughout
• As students become independent readers, As students become independent readers, they need to be instructed in reading texts they need to be instructed in reading texts that are considerably longer and more that are considerably longer and more complex in plot, syntax, and structure.complex in plot, syntax, and structure.
What is nonfiction reading?What is nonfiction reading?What is nonfiction reading?What is nonfiction reading?
We generally think of nonfiction reading as:We generally think of nonfiction reading as:• Trade booksTrade books
• Text booksText books
• Informational read-aloudsInformational read-alouds
However, nonfiction reading is also: However, nonfiction reading is also: • FlyersFlyers
• RecipesRecipes
• MenusMenus
• DirectionsDirections
We generally think of nonfiction reading as:We generally think of nonfiction reading as:• Trade booksTrade books
• Text booksText books
• Informational read-aloudsInformational read-alouds
However, nonfiction reading is also: However, nonfiction reading is also: • FlyersFlyers
• RecipesRecipes
• MenusMenus
• DirectionsDirections 4
This is called functional text.
•Magazines
•Newspapers
Trade books and textbooksTrade books and textbooksWhat are the challenges?What are the challenges?
Trade books and textbooksTrade books and textbooksWhat are the challenges?What are the challenges?
1.1. Background knowledgeBackground knowledge
2.2. Information is everywhere!Information is everywhere!
How do we address these challenges?How do we address these challenges?
1.1. Background knowledgeBackground knowledge
2.2. Information is everywhere!Information is everywhere!
How do we address these challenges?How do we address these challenges?
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Previewing NonfictionPreviewing NonfictionPreviewing NonfictionPreviewing Nonfiction
Why do we need to?Why do we need to?• Nonfiction reading is Nonfiction reading is
harderharder
• Our schema is Our schema is different. We have different. We have varying amounts of varying amounts of background background knowledge to bring to knowledge to bring to the table.the table.
Why do we need to?Why do we need to?• Nonfiction reading is Nonfiction reading is
harderharder
• Our schema is Our schema is different. We have different. We have varying amounts of varying amounts of background background knowledge to bring to knowledge to bring to the table.the table.
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How do we do it?How do we do it?• Mind mapsMind maps• Schema postersSchema posters• ““I wonder” questionsI wonder” questions
How do we do it?How do we do it?• Mind mapsMind maps• Schema postersSchema posters• ““I wonder” questionsI wonder” questions
Previewing NonfictionPreviewing NonfictionPreviewing NonfictionPreviewing Nonfiction
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Schema poster
Mind map
“I wonder” questions
Reading NonfictionReading NonfictionReading NonfictionReading Nonfiction
Students tend to focus on the main Students tend to focus on the main text and view everything else as text and view everything else as extra or optionalextra or optional
GoalGoal: Get students to realize that : Get students to realize that everything on the page is equally everything on the page is equally important in gaining a richer important in gaining a richer understanding of the topic.understanding of the topic.
Students tend to focus on the main Students tend to focus on the main text and view everything else as text and view everything else as extra or optionalextra or optional
GoalGoal: Get students to realize that : Get students to realize that everything on the page is equally everything on the page is equally important in gaining a richer important in gaining a richer understanding of the topic.understanding of the topic.
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Reading NonfictionReading Nonfiction“A picture is worth a thousand words.”“A picture is worth a thousand words.”
Reading NonfictionReading Nonfiction“A picture is worth a thousand words.”“A picture is worth a thousand words.”
• Maps (2)Maps (2)• Charts (1)Charts (1)• Tables (2)Tables (2)• Diagrams (2)Diagrams (2)• Captions (1)Captions (1)• BulletsBullets• Photographs (1)Photographs (1)• Glossary (1)Glossary (1)• Titles (K)Titles (K)
• Maps (2)Maps (2)• Charts (1)Charts (1)• Tables (2)Tables (2)• Diagrams (2)Diagrams (2)• Captions (1)Captions (1)• BulletsBullets• Photographs (1)Photographs (1)• Glossary (1)Glossary (1)• Titles (K)Titles (K)
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• Index (2)Index (2)• Fact Boxes / SidebarsFact Boxes / Sidebars• Table of Contents (1)Table of Contents (1)• Print types (2)Print types (2)• Timeline (4)Timeline (4)• Graphs (2)Graphs (2)• ComparisonsComparisons• Headings (K)Headings (K)• Illustrations (1)Illustrations (1)
• Index (2)Index (2)• Fact Boxes / SidebarsFact Boxes / Sidebars• Table of Contents (1)Table of Contents (1)• Print types (2)Print types (2)• Timeline (4)Timeline (4)• Graphs (2)Graphs (2)• ComparisonsComparisons• Headings (K)Headings (K)• Illustrations (1)Illustrations (1)
Nonfiction text features
*Features listed in red are specifically mentioned in the Virginia SOL. The number denotes the grade level in which the feature is first mentioned.
Reading NonfictionReading NonfictionReading NonfictionReading Nonfiction
How do we draw students’ attention to How do we draw students’ attention to all features of the text? all features of the text?
• Nonfiction feature bookletsNonfiction feature booklets
• Scavenger huntsScavenger hunts
• Flip the readingFlip the reading
How do we draw students’ attention to How do we draw students’ attention to all features of the text? all features of the text?
• Nonfiction feature bookletsNonfiction feature booklets
• Scavenger huntsScavenger hunts
• Flip the readingFlip the reading
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Reading NonfictionReading NonfictionHow do you flip the reading?How do you flip the reading?
Reading NonfictionReading NonfictionHow do you flip the reading?How do you flip the reading?
Traditionally we read the text first and then Traditionally we read the text first and then look at the other elements. look at the other elements.
Try thinking outside the box and have Try thinking outside the box and have students read the extra elements first. students read the extra elements first. Challenge them to get as much information Challenge them to get as much information as they can from the extras, not the text.as they can from the extras, not the text.
Traditionally we read the text first and then Traditionally we read the text first and then look at the other elements. look at the other elements.
Try thinking outside the box and have Try thinking outside the box and have students read the extra elements first. students read the extra elements first. Challenge them to get as much information Challenge them to get as much information as they can from the extras, not the text.as they can from the extras, not the text.
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Flip the ReadingFlip the ReadingFlip the ReadingFlip the Reading
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Functional TextFunctional TextFunctional TextFunctional Text
What is it?What is it?
Functional text is real-world text we Functional text is real-world text we encounter every day.encounter every day.
Why do we draw attention to it?Why do we draw attention to it?
We have to comprehend it in order to We have to comprehend it in order to function in daily life.function in daily life.
Functional text is everywhere!Functional text is everywhere!
What is it?What is it?
Functional text is real-world text we Functional text is real-world text we encounter every day.encounter every day.
Why do we draw attention to it?Why do we draw attention to it?
We have to comprehend it in order to We have to comprehend it in order to function in daily life.function in daily life.
Functional text is everywhere!Functional text is everywhere!13
Examples of Functional TextExamples of Functional TextExamples of Functional TextExamples of Functional Text
• Flyers (3)Flyers (3)• MenusMenus• Lists (K)Lists (K)• Directions (2)Directions (2)• Science Science
experiments (2)experiments (2)• Recipes (1)Recipes (1)• Cereal boxesCereal boxes
• Flyers (3)Flyers (3)• MenusMenus• Lists (K)Lists (K)• Directions (2)Directions (2)• Science Science
experiments (2)experiments (2)• Recipes (1)Recipes (1)• Cereal boxesCereal boxes
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• Party InvitationParty Invitation• BrochureBrochure• Field trip formField trip form• Math problems (2)Math problems (2)• Sale circularsSale circulars• Advertisements (3)Advertisements (3)• Coupon booksCoupon books
• Party InvitationParty Invitation• BrochureBrochure• Field trip formField trip form• Math problems (2)Math problems (2)• Sale circularsSale circulars• Advertisements (3)Advertisements (3)• Coupon booksCoupon books
*Examples listed in red are specifically mentioned in the Virginia SOL. The number denotes the grade level in which the text is first mentioned.
Reading Functional TextReading Functional TextReading Functional TextReading Functional Text
Although we encounter it every day it can Although we encounter it every day it can be challenging to fully comprehend all the be challenging to fully comprehend all the information.information.
Why?Why?
Although we encounter it every day it can Although we encounter it every day it can be challenging to fully comprehend all the be challenging to fully comprehend all the information.information.
Why?Why?
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• It can be busyIt can be busy• It is not always in a linear formatIt is not always in a linear format• It contains a lot of information.It contains a lot of information.
Reading Functional TextReading Functional TextReading Functional TextReading Functional Text
Questions to guide discussion:Questions to guide discussion:Questions to guide discussion:Questions to guide discussion:
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• Why would someone read it?Why would someone read it?
• How would someone read it?How would someone read it?
• What information could What information could someone get from it?someone get from it?
• Who would read it?Who would read it?
Reading Functional TextReading Functional TextReading Functional TextReading Functional Text
Other reading skills to address:Other reading skills to address:
• Questioning – Questioning – Students generate Students generate questions that could be answeredquestions that could be answered
• Sequencing – Sequencing – Cut and paste recipes or Cut and paste recipes or other directionsother directions
• Author’s Purpose – Classify examples of Author’s Purpose – Classify examples of functional text by purpose or audiencefunctional text by purpose or audience
Other reading skills to address:Other reading skills to address:
• Questioning – Questioning – Students generate Students generate questions that could be answeredquestions that could be answered
• Sequencing – Sequencing – Cut and paste recipes or Cut and paste recipes or other directionsother directions
• Author’s Purpose – Classify examples of Author’s Purpose – Classify examples of functional text by purpose or audiencefunctional text by purpose or audience
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Reference SourcesReference SourcesReference SourcesReference Sources
Sources listed specifically in the SOLs:Sources listed specifically in the SOLs:
• Picture dictionary (1)Picture dictionary (1)
• Dictionary (2)Dictionary (2)
• Glossary (2)Glossary (2)
• Index (2)Index (2)
• Online reference materials (2)Online reference materials (2)
• Encyclopedia (3)Encyclopedia (3)
• Atlas (3)Atlas (3)
Sources listed specifically in the SOLs:Sources listed specifically in the SOLs:
• Picture dictionary (1)Picture dictionary (1)
• Dictionary (2)Dictionary (2)
• Glossary (2)Glossary (2)
• Index (2)Index (2)
• Online reference materials (2)Online reference materials (2)
• Encyclopedia (3)Encyclopedia (3)
• Atlas (3)Atlas (3)
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Due to changing times this tends to be our go to resource for everything, but it is necessary for students to learn print resources as well.
Using Reference SourcesUsing Reference SourcesUsing Reference SourcesUsing Reference Sources
Times have changed. Most students are Times have changed. Most students are no longer familiar with the structure and no longer familiar with the structure and purpose of print resources.purpose of print resources.
So how do we teach them? So how do we teach them?
We make them real and meaningful.We make them real and meaningful.
Don’t simply look at the resources. Don’t simply look at the resources. Instead, create them.Instead, create them.
Times have changed. Most students are Times have changed. Most students are no longer familiar with the structure and no longer familiar with the structure and purpose of print resources.purpose of print resources.
So how do we teach them? So how do we teach them?
We make them real and meaningful.We make them real and meaningful.
Don’t simply look at the resources. Don’t simply look at the resources. Instead, create them.Instead, create them.
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Creating a DictionaryCreating a Dictionary1. Brainstorm words related to a topic. 2. Assign entry words to students or student
pairs.3. Students create an entry that includes part of
speech, definition, and sentence. (Upper grades can also include pronunciation with syllables, and multiple meanings.)
4. Arrange all entries in alphabetical order.5. Leaving the words in alphabetical order,
group entries by the number you want on each page.
6. Glue the entries on the pages and use the entries to determine guide words.
1. Brainstorm words related to a topic. 2. Assign entry words to students or student
pairs.3. Students create an entry that includes part of
speech, definition, and sentence. (Upper grades can also include pronunciation with syllables, and multiple meanings.)
4. Arrange all entries in alphabetical order.5. Leaving the words in alphabetical order,
group entries by the number you want on each page.
6. Glue the entries on the pages and use the entries to determine guide words.
Creating Other Reference SourcesCreating Other Reference Sources
• Picture dictionary – replace definitions with pictures
• Thesaurus – replace definitions with synonyms
• Encyclopedia – compile student research projects
• Atlas – compile student drawn maps (bedrooms, settings, etc.)
• Picture dictionary – replace definitions with pictures
• Thesaurus – replace definitions with synonyms
• Encyclopedia – compile student research projects
• Atlas – compile student drawn maps (bedrooms, settings, etc.)
Using Reference SourcesUsing Reference SourcesUsing Reference SourcesUsing Reference Sources
Another challenge is learning how Another challenge is learning how to differentiate between each to differentiate between each source and its purpose.source and its purpose.
Activities to address this skill:Activities to address this skill:
•Which source is best?Which source is best?
•Reference source scavenger huntReference source scavenger hunt
Another challenge is learning how Another challenge is learning how to differentiate between each to differentiate between each source and its purpose.source and its purpose.
Activities to address this skill:Activities to address this skill:
•Which source is best?Which source is best?
•Reference source scavenger huntReference source scavenger hunt
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Helpful InformationHelpful InformationPlease feel free to contact us if you have any questions.
Print resources we have created will be uploaded to the VDOE website.
Please feel free to contact us if you have any questions.
Print resources we have created will be uploaded to the VDOE website.
Other helpful resources:• Real-World Reading
Comprehension Grades 1-2 (ISBN 0-88724-945-0)
• Real-World Reading Comprehension Grades 3-4 (ISBN 0-88724-946-9)
Other helpful resources:• Real-World Reading
Comprehension Grades 1-2 (ISBN 0-88724-945-0)
• Real-World Reading Comprehension Grades 3-4 (ISBN 0-88724-946-9)
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Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.
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