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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

Nonfiction – Before, During and AfterNonfiction – Before, During and After

Tonya W. ParkerTonya W. Parkertwparker@shenandoah.k12.va.ustwparker@shenandoah.k12.va.us

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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.

Nonfiction TextsNonfiction TextsNonfiction TextsNonfiction Texts

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Students and NonfictionStudents and NonfictionStrengths and WeaknessesStrengths and Weaknesses

Students and NonfictionStudents and NonfictionStrengths and WeaknessesStrengths and Weaknesses

At your table discuss:At your table discuss:•Overall, students are able to _______when Overall, students are able to _______when reading/learning in a nonfiction text. reading/learning in a nonfiction text.

•However, students are not able to _______ However, students are not able to _______ when reading/learning in a nonfiction text.when reading/learning in a nonfiction text.

At your table discuss:At your table discuss:•Overall, students are able to _______when Overall, students are able to _______when reading/learning in a nonfiction text. reading/learning in a nonfiction text.

•However, students are not able to _______ However, students are not able to _______ when reading/learning in a nonfiction text.when reading/learning in a nonfiction text.

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Good ReadersGood ReadersGood ReadersGood Readers• Before they read Before they read

• Size up the text before reading – look at how it is organized and its Size up the text before reading – look at how it is organized and its structurestructure

• Preview the text – look at text featuresPreview the text – look at text features

• Have a purposeHave a purpose

• Activate prior knowledgeActivate prior knowledge

• While they read While they read • Predict and modifyPredict and modify

• Talk to themselvesTalk to themselves

• Monitor by scanning, skimming, or skipping partsMonitor by scanning, skimming, or skipping parts

• Question the authorQuestion the author

• After they read After they read • Reread to clarify or confirmReread to clarify or confirm

• SummarizeSummarize

• Decide how to use their informationDecide how to use their information

• Before they read Before they read • Size up the text before reading – look at how it is organized and its Size up the text before reading – look at how it is organized and its

structurestructure

• Preview the text – look at text featuresPreview the text – look at text features

• Have a purposeHave a purpose

• Activate prior knowledgeActivate prior knowledge

• While they read While they read • Predict and modifyPredict and modify

• Talk to themselvesTalk to themselves

• Monitor by scanning, skimming, or skipping partsMonitor by scanning, skimming, or skipping parts

• Question the authorQuestion the author

• After they read After they read • Reread to clarify or confirmReread to clarify or confirm

• SummarizeSummarize

• Decide how to use their informationDecide how to use their information

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Teaching and NonfictionTeaching and NonfictionStrengths and WeaknessesStrengths and Weaknesses

Teaching and NonfictionTeaching and NonfictionStrengths and WeaknessesStrengths and Weaknesses

At your table discuss:At your table discuss:•I consider ______________ a strength for I consider ______________ a strength for me when instructing students on me when instructing students on nonfiction standards.nonfiction standards.

•However, I consider ____________ a However, I consider ____________ a struggle when instructing students on struggle when instructing students on nonfiction standards. nonfiction standards.

At your table discuss:At your table discuss:•I consider ______________ a strength for I consider ______________ a strength for me when instructing students on me when instructing students on nonfiction standards.nonfiction standards.

•However, I consider ____________ a However, I consider ____________ a struggle when instructing students on struggle when instructing students on nonfiction standards. nonfiction standards.

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Effective TeachersEffective TeachersEffective TeachersEffective Teachers

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• Model - I do it• teacher demonstrates the skill and describes

what is being done

• Guided Practice – We do it• teacher provides support through prompts

(physical, verbal, and visual)

• Independent Practice – You do it• Teacher provides problems/tasks similar to the

modeling and guided practice

K-5 Nonfiction StandardsK-5 Nonfiction StandardsK-5 Nonfiction StandardsK-5 Nonfiction Standards

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Stage in Reading Process

Nonfiction Reading Standard

Essential Knowledge, Skills, and Processes

Before ReadingBefore ReadingBefore ReadingBefore Reading

• Make predictionsMake predictions

• Investigate Text Features/StructureInvestigate Text Features/Structure• KG begins with pictures, titles, and headings nonfiction textKG begins with pictures, titles, and headings nonfiction text• 55thth grade – type, headings, and graphics with print and digital grade – type, headings, and graphics with print and digital

textstexts• Skimming text begins in 2Skimming text begins in 2ndnd grade grade

• Activate and Build Background Activate and Build Background KnowledgeKnowledge

• Set a Purpose for ReadingSet a Purpose for Reading

• Review and/or Clarify VocabularyReview and/or Clarify Vocabulary

• Make predictionsMake predictions

• Investigate Text Features/StructureInvestigate Text Features/Structure• KG begins with pictures, titles, and headings nonfiction textKG begins with pictures, titles, and headings nonfiction text• 55thth grade – type, headings, and graphics with print and digital grade – type, headings, and graphics with print and digital

textstexts• Skimming text begins in 2Skimming text begins in 2ndnd grade grade

• Activate and Build Background Activate and Build Background KnowledgeKnowledge

• Set a Purpose for ReadingSet a Purpose for Reading

• Review and/or Clarify VocabularyReview and/or Clarify Vocabulary

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Before Before ReadingReading

Strategies Strategies

Before Before ReadingReading

Strategies Strategies

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During ReadingDuring ReadingDuring ReadingDuring Reading

• QuestionQuestion

• Think AboutThink About• Confirm and/or revise predictionsConfirm and/or revise predictions

• Reflect on Ideas and InformationReflect on Ideas and Information• Infer and draw conclusionsInfer and draw conclusions

• QuestionQuestion

• Think AboutThink About• Confirm and/or revise predictionsConfirm and/or revise predictions

• Reflect on Ideas and InformationReflect on Ideas and Information• Infer and draw conclusionsInfer and draw conclusions

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DuringDuringReadingReading

Strategies Strategies

DuringDuringReadingReading

Strategies Strategies

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After ReadingAfter ReadingAfter ReadingAfter Reading

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• Summarize• Identify the main idea

• Reflect/Respond• writing

• Discuss• groups

AfterAfterReadingReading

Strategies Strategies

AfterAfterReadingReading

Strategies Strategies

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ShareShareShareShare

• I still need help with …I still need help with …

• Questions??????Questions??????

• Recommendations/Ideas…Recommendations/Ideas…

• I still need help with …I still need help with …

• Questions??????Questions??????

• Recommendations/Ideas…Recommendations/Ideas…

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Great ResourcesGreat ResourcesGreat ResourcesGreat Resources

• www.pinterest.com

Great links – use education categoryGreat links – use education category

• www.readwritethink.org

Providing educators and students access to the highest quality practices Providing educators and students access to the highest quality practices and resources in reading and language arts instruction.and resources in reading and language arts instruction.

• www.readingrockets.org

Offers strategies, lessons, activities and ideas designed to help young Offers strategies, lessons, activities and ideas designed to help young children learn to read.children learn to read.

• Others?Others?

• www.pinterest.com

Great links – use education categoryGreat links – use education category

• www.readwritethink.org

Providing educators and students access to the highest quality practices Providing educators and students access to the highest quality practices and resources in reading and language arts instruction.and resources in reading and language arts instruction.

• www.readingrockets.org

Offers strategies, lessons, activities and ideas designed to help young Offers strategies, lessons, activities and ideas designed to help young children learn to read.children learn to read.

• Others?Others?

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Contact InformationContact InformationContact InformationContact Information

Tonya W. ParkerTonya W. Parker

twparker@shenandoah.k12.va.us

Tonya W. ParkerTonya W. Parker

twparker@shenandoah.k12.va.us

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Reference within this presentation to any Reference within this presentation to any specific commercial or non-commercial specific commercial or non-commercial product, process, or service by trade product, process, or service by trade name, trademark, manufacturer or name, trademark, manufacturer or otherwise does not constitute or imply an otherwise does not constitute or imply an endorsement, recommendation, or endorsement, recommendation, or favoring by the Virginia Department of favoring by the Virginia Department of Education.Education.

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