making non fiction come alive
DESCRIPTION
K-8 Non-Fiction Reading Strategies as presented at April 2012 MET Link Literacy Conference.TRANSCRIPT
Making Non-fictionCome Alive!
MET Link K-8 Literacy Conference
April 14, 2012
Wendy Grojean
University of Nebraska at Omaha
College of Education
IDEAS Room Coordinator
What was the last non-fiction book you read outside of the classroom?
http://3.bp.blogspot.com/-zY6x6UIjRTs/TkrvcPkWtxI/AAAAAAAAAO4/amPmx57Of0M/s1600/IMG_0737.JPG
Why?
(Billmeyer, 2004, p. 27)
Traditional Reading Format
Pre-reading strategies
Guided active, silent reading
Reflect on reading
Strategic Reading Format
Reading assignment
given
Independent reading
Discussion to see if reading was understood. Student completes fill-in-
the-blank worksheets
Reading Strategies
Reading strategies engage the mind of the reader.
Strategic reading is possible when:• Readers are taught how and when to strategies.
• Instruction of strategy use gradually moves from teacher-directed to student initiated” (Billmeyer, 2004, p. 28).
Purpose of Pre-reading strategies
• Activates prior knowledge• Builds background knowledge• Develops interest and motivation• Introduces key concepts and vocabulary• Previews the text• Sets purpose
Activities to Support Prereading
KWL charts Graphic organizers
Field trips Possible sentences
Films and videos Text walk / Overviewing
Quickwriting Questioning
Trade books Make predictions
Anticipation guides Brainstorming
Exclusion Dramatic role play
Concept maps Word walls
RAN strategy
Conventions of Nonfiction
“We must teach our students what nonfiction is. Teaching our students that expository text has predictable characteristics and features they can count on before they read allows them to construct meaning more easily as they read” (Harvey, S. & Goudvis, 2007, p.117).
Conventions of Non-fiction
Types of Non-fiction
RAN StrategyReading and Analyzing Non-fiction
• A “beefed-up” version of the infamous
KWL.
• Students are engaged and thinking throughout the reading process.
• http://scrumblr.ca/
What I THINK I know
Confirmed Misconceptions New Information
Wonderings
Anticipation Guides
Allow students to:• connect new information to prior knowledge
and build curiosity about a new topic.
Example templates:
Simple form
Upper-elementary-HAL
Anticipation Guide Example
Strategies during reading:
• Ensure fluent reading• Identify big ideas• Organize ideas and details• Construct meaning• Enhance meaning• Propel research efforts• Clarify confusion
Activities to Support Reading
Listen before reading Coding text
Read with buddy Bookmarks
Small group read and share Sketching
Reciprocal teaching Double-entry journals
Highlighting It says / I say
Graphic organizers Questioning
Post-it response notes Visualizing
RAN
FQRDuring reading students:• record factual information.• ask questions.• respond to merge their thinking with the
content.
Fact Question Respond
Penguins can’t fly How do they get around? That stinks that they can’t fly!
Not all penguins live in cold climates
Which penguins live in warm climates?
They might get if they live in a hot climate and are black.
Text Coding• During modeling: “Students need to hear
the teacher’s inside thinking or self-talk” (Chapman, 2003, p. 85).
• Adding novelty to note taking improves the students’ ability to remember important information.
• When a unique reference mark is used, key points are easier to remember and retain.
Using INSERT• Interactive Notation System for Effective
Reading and Thinking (Vaughn and Estes, 1986)
• Develop your own “codes” with your class• Have the codes visible and accessible to
students• Examples:
-Simple
-Detailed
Post-Reading
• Responding• Application
Purpose of Responding Strategy
• Clarify understanding• Reflect on big ideas• Summarize• Make connections
Response Questions
• Prompt thinking• May have multiple answers• Cause students to ponder and wonder• Dispel or clarify confusion• Challenge students to rethink opinions• Are subject to discussion, debate, and
conversation• May require further research
Response Questions
• What makes you think that?• Why do you say that?• Can you elaborate on that?• Can you tell me more about your thinking?• How did you come up with that?
Activities to Support Responding
• RAN-Wonderings column• FQR-The “R” • Coding Text- ?• Instructional conversations• Think-pair-square-share• Learning logs• Double-entry journals• Write summaries• Questioning• Exit slips and admit slips• Written conversation• Instructional and grand conversations
Exit and Entrance slips• Prompts that document learning,– Ex. Write one thing you learned today.– Ex. Discuss how today's lesson could be used
in the real world.
• Prompts that emphasize the process of learning,– Ex. I didn't understand…– Ex. Write one question you have about today's
lesson.
Summarizing-Fun?!• The “gist” –Important information ONLY!– www.twitter.com or www.twiducate.com– To create 140 characters or less summary
• Summary wheel-Billmeyer
Purpose of Application strategy• Draw conclusions• Expand knowledge• Personalize learning• Share knowledge
Activities to Support Application• Compare/contrast – Venn Diagrams• Most Valuable President or Explorer• Read other books-Read-alikes• Conduct research• Write stories, reports, and poems• Cubing• Present oral reports• RAFT – Retelling in various perspectives and
genres• Multi-genre topics
Most Valuable President
John F. Kennedy
Woodrow Wilson
Abraham Lincoln
Andrew Jackson
Benjamin Harrison
Zachary Taylor
Franklin Roosevelt
Ronald Reagan
MVP!!
Use a Venn diagram to comparethe two presidents, explorers, animals, etc. Students present and the class votes on the winner.
Multi-Genre TopicsStudents create three or more items
representing different genres. Examples to include are:
• Reports• Stories• Poems• Create artifacts• Posters• Charts
ReferencesAdlit.org. (2009). Exit slips. Retrieved from http://www.adlit.org/strategies/19805/
Billmeyer, R. (2004).Strategic reading in the content areas. Omaha, NE: Dayspring Printing.
Chapman, C., & King, R. (2003). Differentiated instructional strategies for reading in the content areas. Thousand Oaks, CA: Corwin Press, Inc.
Harvey, S. & Goudvis, A. (2004). Strategic thinking: Reading and responding, grades 4-8. Portland, ME: Stenhouse Publishers.
Harvey, S. & Goudvis, A. (2007). Strategies that work. Portland, ME: Stenhouse Publishers.
Keene, E.O., & Zimmermann, S. (2007). Mosaic of thought: The power of comprehension strategy instruction. Portsmouth, NH: Heinemann.
Kump, L. (2010). Determining importance of non-fiction. Retrieved from http://www.readinglady.com/mosaic/tools/Determinging%20Importance%20handout%20by%20Deb%20Smith.pdf
Moss, B. (2005). Making a case and a place for effective content area literacy instruction in the elementary grade. Reading Teacher, 59, 46-55.
Rasinski, T. & Padak, N. (2000). Effective reading strategies. (Second Edition). Columbus, OH: Merrill.
References (cont’d)Readingrockets.org. (2012). Classroom strategies:
Anticipation guide. Retrieved from http://www.readingrockets.org/strategies/anticipation_guide/
Stead, T. (2006). Reality checks: Teaching reading comprehension with nonfiction K-5. Portland, ME: Stenhouse Publishers.
Tompkins, G.E. (2006). Literacy for the 21st century. Upper Saddle River, NJ: Pearson.
Vaughan, J.L. & Estes, T.H. (1986). Reading and Reasoning Beyond the Primary Grades. Boston: Allyn and Bacon Inc.