Reading Nonfiction Making Nonfiction Reading Engaging and Purposeful Mary James, NBCT Co-Director Red Mountain Writing Project MidSouth Conference on Reading and Writing June 16, 2016 mjames@hoover.k12.al.us @MrsJames8th (Twitter)
Nonfiction Traditionally, the genre nonfiction has been defined as information that is real. Actually, definitions of nonfiction should be adjusted for each level of learner: K-2; 3-5; 6-8; and 9-12
Nonfiction Defined for Grades K-2 “A book about real people or real things is called nonfiction. There won’t be any talking animals or flying people in the book about real things. A counting book and books about trucks or dinosaurs or the planets are examples of nonfiction. When you read nonfiction ask yourself, ‘What did I learn?’ ”
Nonfiction Defined for Grades 3-5 “Nonfiction books are about real people and real events. Some nonfiction might be about ideas or beliefs. A book about your favorite sports player or a book about a musician is nonfiction. So is a book about how the weather is changing. When you read nonfiction, you should ask yourself, ‘What does the author want me to understand?’”
Nonfiction Defined for Middle School Nonfiction is a group of texts in which the author makes claims or assertions to readers about the real world, real people, real experiences, ideas, or beliefs.
Nonfiction Defined for High School Nonfiction is a body of work in which the author purports to tell us about the real world, a real experience, a real person, an idea, or a belief.
Nonfiction and Talk in the Classroom Many teachers simply assign nonfiction reading (the textbook, articles, etc., and say “Read the text and answer the questions at the end of the selection.” Then they lecture once the students have read. Beers and Propst as well as experts like Stephanie Harvey and Harvey Daniels say we need to let students TALK about what they read. Through talk they can: Formulate their own questions Clarify what they think about something Note what is important and what is unimportant Become curious about what they want to know more about
Stances, Signposts, and Strategies When students read nonfiction, they should be reminded that they must keep some skepticism about what they are reading. Is there an author’s bias or does the author flat-out lie to us? Reading with a slightly skeptical stance allows students to question as they read: 1. What surprised me? 2. What did the author think I already knew? 3. What changed, challenged, or confirmed what I already knew? These three questions , if we can instill them in our students, may help them deal more intelligently with the nonfiction texts they will encounter throughout their lives.
Questioning Stance - Three questions
Let’s Practice the Questioning Stance... As you read this article, ask yourself one of the three questions: What surprised me? What did the author think I already knew? What changed, challenged, or confirmed what I already knew? Once time is up, turn and talk to your elbow partner about your question and your answer. Another option is to use the “Really” graphic organizer (see packet). This is good for students who need extra support.
Signposts Signposts alert us to significant moments in nonfiction during which we need to think critically about a claim the author makes. STOP and pay attention to what is going on in the text
Signposts - Contrasts and Contradictions Contrasts and Notice and Note - What’s happening: Contradictions When you’re reading and the author shows you Cc a difference between what you know and what is happening in the text, OR a difference between two or more things in the text, you should ask yourself, “What is the difference and why does it matter?” The answer will help you see details that show you the main idea, compare and contrast, understand the author’s purpose, infer, make a generalization, notice cause and effect
Signposts - Extreme or Absolute Language Notice and Note - What’s happening: Extreme or Absolute Language E When you’re reading and you notice the author uses language that leaves no doubt, exaggerates, or pushes to the limit, you should ask yourself, “Why did the author say it like that?” The answer will tell you something about the author’s point-of-view and purpose. Or, you might realize the author is exaggerating to make you think a certain way.
Signposts - Numbers and Stats Notice and Note - What’s happening: Numbers and Stats n/s When you’re reading and you notice specific numbers, number words, or amounts, you should stop and ask yourself, “Why did the author use these numbers or amounts?” The answers might help you come to a conclusion, make a comparison, see the details, infer, find facts, or recognize evidence.
Signposts - Quoted Words Notice and Note - What’s happening: Quoted Words When you’re reading and you notice the author “ “ quoted a Voice of Authority, a Personal Perspective, or cited Other’s Words, stop, and ask yourself, “Why did the author quote or cite this person?” The answer will help you think about the author’s point-of-view, purpose, or conclusions, OR these words will give a perspective, facts and opinions, or a generalization.
Signposts - Word Gaps Notice and Note - What’s happening: Word Gaps When you’re reading and the author uses a word W or phrase you don’t know, you should stop and ask, “Do I know this word from someplace else?” “Does this seem like technical talk for experts on this topic?” “Can I find clues in the sentence to help me understand the word?” The answers will help you decide if you need to look the word up, or keep reading for more information.
Let’s Practice Looking for Signposts Go back to the Great Molasses Flood Text. With a partner or two, look at your six signposts and choose two you will look for evidence of within the text. Highlight or underline the part of the text and identify the signpost you have identified.
Strategies Seven simple strategies to help students read nonfiction: 1. Possible Sentences 2. KWL 2.0 3. Somebody Wanted But So 4. Syntax Surgery 5. Sketch to Stretch 6. Genre Reformulation 7. Poster
Practice Reading and Annotating Nonfiction We will read the text two times: First Reading: As you read, ask yourself one of the big three questions and write your answer on the post-it and put it on your article. Or, you can underline/highlight the text, focusing on answering your three questions. You can find the questions on the wall.
Practice Reading and Annotating Nonfiction We will read the text two times: Second Reading: As you read, use the signposts to help you stop and question to further your understanding of the article. You do NOT have to use all five signposts, but you can use a few (2-3). Mark your signposts on your post-its and attach them to the article where you find them.
Debrief Turn and talk to someone sitting near you. Share one thing you used today you can use in your own classroom?
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