WelcomePlease…

…read the responses to the guided reading questions

…add your questions about RICA to the posted chart

…sit with other colleagues that are teaching the same grade level as you

Goals• Nonfiction text: why and how to use it

• Organizing the classroom

• Planning a GR lesson

• Independent reading

• Reading comprehension project

What is nonfiction?Why should we make it an

instructional focus?Nonfiction is more than information conveyed through words. It is a carefully crafted genre. It is a literature of fact that combines both verbal and visual texts.

--Richard m. Kerper

“The great preponderance of what writers now write and sell, what book and magazine publishers publish, and what readers demand is nonfiction.”

William Zinsser On Writing Well

…while the literacy needs of the adult center primarily on obtaining information from non-fictional texts, literacy instruction in the schools concentrates almost exclusively on fictional texts and literary appreciation.

--VenezkyScientific Studies of Reading2000

• At the primary levels, little informational texts is used for instruction.

N.K. Duke, 2000

• At the middle and secondary levels, a which students are confronted with difficult content-area textbooks and requirements to do much independent research and writing, there is very little support provided students in learning how to ask questions, use resources, and organize and present ideas to others.

Alvermann & Moore, 1991

How do we read nonfiction?

Research says that reading information text to locate and use

information…• involves different demands than

comprehension of traditional text

• is not easy

• instruction in locating information, is typically ineffective.

So, what should we do?

• Balance attention to narrative and informational text through…

1. daily read alouds

2. additions to classroom libraries

3. selections for reading instruction

4. comprehension instruction

What should we do?

• Attention to text organization and structure…

…external text features

• Pictures, visuals, and graphics

• Table of contents, index, glossary

• Chapter titles, headings, subheadings

• Italics, boldface, marginal notes

• Other features

Scavenger Hunt:External Text Features

• Look at the text resources you brought in.

• What external text features do you see?– What purposes do they serve?– What beginning ideas do you have for helping

students learn about and make use of them?

…and internal text features

• compare and contrast

• description

• sequence of events

• problem and solution

• cause and effect

• directions

Archaeologists have helped us to understand that the evolution of the crocodile began

with….

• compare and contrast

• description

• sequence of events

• problem and solution

• cause and effect

• directions

When observing a crocodile, first you must…

• compare and contrast

• description

• sequence of events

• problem and solution

• cause and effect

• directions

One problem to resolve in crocodile watching is transportation. How can an observer get

close enough to watch without scaring it away or being attached?

• compare and contrast

• description

• sequence of events

• problem and solution

• cause and effect

• question/answer

• directions

We observed the crocodile as it stalked a raccoon moving through the moonlight toward the ledge of the water. As a result of a noise

we made, the raccoon bolted…

• compare and contrast

• description

• sequence of events

• problem and solution

• cause and effect

• directions

The crocodile is the master of deception in water. It stalks its prey then swiftly closes in

for the kill.

• compare and contrast

• description

• sequence of events

• problem and solution

• cause and effect

• question/answer

• directions

The power of the crocodile is like that of a monstrous machine. With one lunge it can

destroy its prey and protect the kills from other predators.

• compare and contrast

• description

• sequence of events

• problem and solution

• cause and effect

• directions

The crocodile is the master of deception in water. It stalks its prey then swiftly closes in for the kill.

DESCRIPTION

One problem to resolve in crocodile watching is transportation. How can an observer get close enough to watch without scaring it away or being attacked?

PROBLEM/SOLUTION

Archaeologists have helped us to understand that the evolution of the crocodile began with….

SEQUENCE OF EVENTS

The power of the crocodile is like that of a monstrous machine. With one lunge it can destroy its prey and protect the kills from other predators.

COMPARE AND CONTRAST

We observed the crocodile as it stalked a raccoon moving through the moonlight toward the ledge of the water. As a result of a noise we made, the raccoon bolted…

CAUSE AND EFFECT

When observing a crocodile, first you must…

DIRECTIONS

Scavenger Hunt:Internal Text Features

Look at the text resources you brought in.

What examples of internal text features can you find? Use the previous examples to guide you.

Be ready to share examples with the whole group.

Sharing Texts and Ideas for Addressing Text Features

SQ3R • Survey: read the title, intro/summary,

special fonts, graphics, other aids

• Question: turn any headings into questions

• Read

• Recite

• Review

Questions… Answers

Reciprocal Teaching1. Select text.

2. Go over strategies proficient readers use:

…question …summarize

…clarify …predict

3. Model process with whole class.

4. Students practice in small groups while teacher guides one. All students are expected to participate and support.

5. Whole class reconvenes to discuss process and content.

Before each section

Card #1. “Please get ready to read to _____.”

(Select a boldfaced heading or an apparent stopping point in the text.)

Card #2. “I predict this section will be about _______ .”

(Discussion leader speaks.)

Card #3. “Does anyone else have a prediction?”

(Encourage group members to speak.”)

Card #4. “Please read silently to the point we have selected.”

After each section

Card #5. “Are there any words you thought were interesting?” (Invite group members to speak.)

Card #6. “Are there any ideas you found interesting or puzzling?”

(Invite group members to contribute.)

Card #7. “Do you have comments about the reading?”

(Group response.)

Card #8. “This was about _______ . (in 2 or 3 sentences).

(Discussion leader.)

How are the four strategies used in a session?

1. The Questioners generates questions. The group responds and asks additional questions.

2. The Summarizer summarizes the text and asks other members if they would like to elaborate or revise.

3. Clarifier discusses clarifications, enlisting other group members.

4. The Predictor leads the group in generating predictions before the group moves onto the next portion of text.

5. The process is repeated.

1. Make groups of 4. Each person takes a job. 2. Read a few paragraphs. Use strategies to better

prepare for your role in the discussion. 3. At the given stopping point……Summarizer highlights the key ideas. …Questioner poses questions. …Clarifier addresses confusing parts and attempts to

answer the questions that were just posed. …Predictor guesses what the author will tell the group

next. 4.Hand your job to the person on your right. Repeat

the process with your new job. 5. Continue until the entire selection is read.

Independent Use in a Small Group

A Balanced Reading Program

• Read Aloud

• Shared Reading

• Guided Reading

• Independent Reading

Plan a lesson• Choose a set of books.• Plan a lesson. Include how you would introduce

the book/selection:– Make predictions– Discuss setting, title, theme, characters– Tap prior knowledge– Link to previous texts– Introduce vocabulary– Anticipate: what would “trip up” readers?

• Practice taking turns being reader/student. Read in ways other than “round robin”. What might students say/do during reading? How might the teacher respond?

• What follow-up experiences fit with this text?

Independent Reading

• Purpose

• Text

• Settings

• Role of T/S

Bibliography

• Nonfiction Matters by Stephanie Harvey

• Nonfiction Craft Lessons: Teaching Information Writing by Portalupi and Fletcher

• Is That a Fact? By Tony Stead

February 6:A Fresh Look at Writing

• Read: Graves: Preface & chapters 3, 5, 6, & 10

Framework: Read section for your current grade level:

K - pp. 30-351 - pp. 44-522 - pp. 64-703 - pp. 80-874 - pp. 101-1065 - pp. 118-1236 - pp. 133-140

On-line Resources – become familiar with these sites & more to help you in your search for children’s literature this quarter and in the future:

California Dept of Ed lists - http://www.cde.ca.gov/ta/tg/sr/readinglist.asp http://www.cde.ca.gov/ci/rl/ll/index.asp Baharona Center for the Study of Books in

Spanish for Children & Adolescentshttp://www.csusm.edu/csb/CyberGuides http://www.sdcoe.k12.ca.us/score/

cyberguide.htmlThe Children’s Literature WebGuidehttp://www.ucalgary.ca/~dkbrown/

Cancelled:

Language Arts Assignment #3