Engaging Children in Read

Alouds and Shared Reading

with Informational Textswith Informational Texts

Created and compiled by

Alyson Mitchell M.Ed.

Texas Tech University

Types of Nonfiction Texts

In Module 2, we learned about the importance of using nonfiction texts with children in the classroom.

When teaching in any content area (social studies, science, math, etc), it is beneficial for us to encourage

children to read and write. As teachers, we need to encourage this by making many types of informational

texts available. Chapter 2 of your textbook, discusses many of the types of nonfiction texts available to

teachers.

One type of text that is easily available to all teachers are textbooks. Pages 21-24 of your textbook discusses the

advantages and disadvantages of using these books with children.

Let’s take a look at a textbook and the tradebook you bought for this class

(Rainforest). Before moving to the next slide, you will need to go to the Try It section of

this module and complete Try It #1. After completing this first TRY IT activity, return to

the next slide of this PowerPoint presentation to continue.

Textbooks

•Questions provided•Various topics•Topics appropriate for

Both Tradebooks

Access features Enjoyable to readInteresting topics One subject vs. many

Flexible age range

Your Venn Diagram that you created in the Try It section of the module might

look something like this…

•Topics appropriate for grade level/state standards•Summary provided•Free to teachers•Updated frequently•Saves time for teacher

Flexible age rangeTeacher has to locate/buyAppealing formatsExpert authorsVaried structures

“The advantage of using tradebooks is that

there are many titles available on any topic, so

teachers can personalize their content area

curriculums to match the standards, objectives curriculums to match the standards, objectives

and desired activities.”

Pike and Mumper, pg. 24

As you can see, textbooks have benefits and should be used as a resource for teachers and children

but should be supplemented with the many excellent tradebooks (or other print materials

discussed in chapter 2) available to children.

In Module 2, we learned about the many access features available to

readers of nonfiction texts. We discussed the importance of teaching

children how to use these to access the information provided.

Expository texts (informational texts) also have various writing patterns that

the reader should be able to recognize. We call these patterns Text the reader should be able to recognize. We call these patterns Text

Structures.

“Knowledge of text structure can improve learning from content area texts

yet many students are unaware of expository text structures.”

Pike and Mumper, pg 33

What are common text structures?

Question and Answer:

In this type of book, the author introduces a topic by asking a question.

Signal words: what, how, why, if, what, would, when, where?

Example of this text structure:

This text, Those Outrageous OwlsThis text, Those Outrageous Owls

by Laura Wyatt, might say

something like, “What do owls

eat?” and then continue to

answer the question.

Description:

In this type of book, the author describes a topic. They present

information about a subject or give characteristics

Signal Words: The author often gives lists and uses words like: the

features are…some characteristics are…for example…

Example of this text structure:

Whales by Seymour

Simon

This text might say

something like, “Whales

are mammals. Their

babies are born alive yet

they live in the ocean

with fish…”Pumpkin Circle by George

Levenson and Shmuel Thaler

Sequence or Time Order:

This type of book has information presented in sequential order. Biographies can

be included here because they are often written in chronological time.

Signal words: first, second, next, on (date), now, after, etc…

Example of text structure:

How To Draw Insects by

Barbara Soloff Levy

Barack Obama by

Sam Chekwas

Remember this book? We

listed it as a descriptive style,

but it can also be labeled as

sequential because of the life

cycle story.

Cause/Effect and Problem/Solution:

These two types of texts are very similar. Cause and effect explain

how actions or events cause something to happen.

With problem and solution texts the author presents a problem or

question followed by an answer.

Signal words of cause/effect: because, as a result of, therefore..

Signal words of problem/solution: question, answer, problem,Signal words of problem/solution: question, answer, problem,

solution

Examples of this text structure:

Nights of the Pufflings by Bruce McMillan is a

good combination of these two structures. The

book describes a problem, the baby pufflings get

stuck in town. It continue to describe a solution,

the children of the town save them. It also is

cause/effect in that it explains that if the pufflings

are not saved, they will die.

Comparison/ Contrast:

This type of text is used when an author wishes to discuss the similarities and

differences with topics.

Signal Words: alike, differences, similarities…

Examples of Text Structure:

Frogs by Gail Gibbons compares

frogs and toads and uses diagrams

to show these comparisons.

Often authors use a combination of structures rather than a single structure. (Just like we saw with Pumpkin Circle.)

Sometimes there is a dominant structure, but it is important to remember that

there may be a mix of structures.

Why is it important to be familiar with text

structures?

Remember the ultimate goal of reading is COMPREHENSION. When we

discuss text structure with children, we are teaching them to think about thediscuss text structure with children, we are teaching them to think about the

author’s purpose of writing the information. Talking with children and

teaching them these signal words will help their understanding.

“Students who are knowledgeable about text structure

have better understanding, recall and retention of what

they are learning.”

Pike and Mumper, pg 40.

Now we know what informational books look like and what we should teach

children to look for, lets think about reading an informational text to children.

What do you remember about reading aloud to children from EDLL 3351/3352?

-the key to remember is the goal is for the children to comprehend. That means

before reading the book, while reading the book and after reading the book, the

teacher’s focus should be on helping the children comprehend.

-we can do this by our talk and our questions…activate schema, help children to-we can do this by our talk and our questions…activate schema, help children to

make connections, ask and talk as reading the text.

“Teachers can think aloud as they read pointing out both access and visual

features in the text and encourage students to discuss what they notice in the

reading.” (Pike and Mumper, pg 46)

WHY READ ALOUD?Chart taken from Pike and Mumper, pg 46

BEFORE THE READING:1. Choose a book that would be appropriate for the class. When considering a

topic, think about what the children are learning in content areas (math, science,

social studies) OR think about what the children are interested in or asking

questions about.

2. Before choosing a book, consider the accuracy of the text (did the author explain

himself?). Consider the focus (will you read the entire book or just a small

portion?)

Many informational books (like Rain Forest) can be read in small portions.

With this book you probably, don’t want to read the entire book in one timeWith this book you probably, don’t want to read the entire book in one time

frame.

What about the visual appeal? Are the photos or pictures interesting for the

students?

3. After choosing the book, look at the text structure. What is the authors purpose

for writing and style? How will you help guide children through the reading?

4. What access features are there that you want to address the children’s attention

towards?

DURING THE READING

1. Begin the reading, by introducing the text (just like you would with a fiction

text)

2. Be sure to give the children a purpose for listening. For example, “Let’ s read to

find out what whales eat to survive.”

3. As you read, talk with the children. Ask questions and help the children to

make connections. Point out access features and “think aloud”.

4. Encourage talk from the children. This shows you whether they are achieving4. Encourage talk from the children. This shows you whether they are achieving

the goal…comprehension.

AFTER THE READING

1. Revisit the goal, “What did we find out about…”

2. Allow time for talk about the topic.

3. Occasionally, extend the reading by leading into a writing activity, experiment

or content (math, science, social studies) lesson.

When asking questions during your read aloud, try to ask question that are

THICK versus THIN. We want to encourage thought so ask children questions

that encourage talk and thought, not simple yes or no answers. This teacher has

a nice bulletin board in her room that encourages children to ask each other

THICK questions.

THICK QUESTIONS are those that make the reader think

and search. Some examples might be:

“Why do you think?”“Why do you think?”

“What if..?”

“How would you feel?”

“What might…?”

This picture was taken from the website listed below.

To view a clearer picture and for some great ideas got tohttp://hill.troy.k12.mi.us/staff/bnewingham/myweb3/index.htm

Before going to the next slide, go to the TRY IT

section to complete Try It # 2. This activity will

help you practice asking THICK questions. After

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next slide in this PowerPoint presentation to

continue.

Shared Reading of Informational Texts

In addition to reading aloud informational texts, children also need to engage in

shared reading. As you have learned in other reading classes, shared reading is a great

way to scaffold children with their literacy learning. Shared reading is different than

read alouds because the children read with the teacher and share the text. Therefore,

the text must be large enough for the children to see. It might be that the teacher

uses a copy of Rain Forest on a projector so that all the class can see the texts or the

words. It might be that each child has a copy of the song, poem or book that is being

read. In order to be shared reading, they must see the text.

Shared Reading works well with informational texts and fiction texts. It is a great wayShared Reading works well with informational texts and fiction texts. It is a great way

to show children how to use access features and navigate through the text. With

shared reading, they can participate and practice the skill you are trying to teach

versus just watching you!

Shared Reading is a great way to scaffold comprehension. Strategies that can be

taught easily through shared reading might include:

inferencing, summarizing, monitoring, text structures, text features,

and/or interpreting graphs or other visuals (Frey and Fisher, 2007).

Before engaging in read alouds or shared reading, here are some good reminders.

This is key as you are just

beginning. Read to a

spouse, child, roommate,

or to the mirror before

reading in front of

Frey and Fisher (2007) pg. 128

reading in front of

children. It is important

you are comfortable

reading aloud to a group

and are a good example of

phrased, fluent reading!

What might be read during a

shared reading lesson?Think first about your grade level and the type of children you will be teaching. The possibilities

are endless but here are a few ideas:

• Newspaper article

• Song lyrics

• Weekly magazines (Time for Kids, Weekly Readers, etc)

• Poem

• Big Book• Big Book

• Book on projector

• Website

• Recipe

• Reading passage (Yes, even TAKS passages work well here!)

• Textbook

Remember, every child needs to be able to see the words so that they can

read along with the teacher and share the text!

“Informational books serve numerous purposes in primary

grade classrooms. They provide children with exposure to

a variety of text structures and features, helping to mitigate

the fourth grade slump when reading materials and

requirements shift. Informational books expose children to requirements shift. Informational books expose children to

concepts and specialized vocabulary, building background

knowledge and language that students can draw upon

when reading more complex books later.”

Yopp and Yopp, page 195

ResourcesAlvermann, Donna, Swafford, Jeanne, and Montero, M.Kristina (2004). Content Area

Literacy Instruction for the Elementary Grades. Boston, MA: Pearson.

Frey, Nancy and Fisher, Douglas (2007). Reading for Information in Elementary School: Content Literacy Strategies to Build Comprehension. Columbus, OH: Pearson.

Pike, Kathy and Mumper, Jean (2004). Making Nonfiction and Other Informational Texts Come Alive. Boston, MA: Pearson.

Yopp, Ruth Helen and Yopp, Hallie Kay (2000). Sharing informational text with young Yopp, Ruth Helen and Yopp, Hallie Kay (2000). Sharing informational text with young children. The Reading Teacher, 53, 410-423.

Tradebooks Shown:

Chekwas, S. (2009) Barack Obama.

Gibbons,G (1994). Frogs.

Levenson, G. and Thaler, S. (2004). Pumpkin Circle.

Levy, B (1999) How To Draw Insects.

McMillan, B (1995) Night of the Pufflings.

Simon, S. (2006) Whales.

Wyatt, L. and Weaver, S. (2006). Those Outrageous Owls.