Primary Readers Diving Into Nonfiction

1. Primary ReadersDiving Into Nonfiction

2. We want to plunge children into a rich pool of visual and verbal ideas, giving them confidence to venture forth independently into nonfiction of all kinds.

3. Big ideas We live in an information age, where nonfiction dominates reading and writing We need to explicitly teach our children how to read and write nonfiction What is taught is determined by the text and the purpose for reading

4. What have you read or written this past week? • Text messages • Tweets • Blogs • Facebook • E-mails • Newspaper • Magazine • Letters • Bills • Invitations • Recipes • Directions • Information • Programs • Charts • Schedules • Brochures • Contracts • Maps • Articles • Research • Advertisements • Notices • Menus

5. Primary classrooms vs. real world 10-20%nonfiction 10-20%fiction 80-90% of all classroom reading instruction uses fiction 80-90% of what we read and writeis real-world nonfiction Primary Classrooms Real World

6. Comparing fiction and nonfiction To entertain To inform or persuade Embedded or inferred Directly stated Specific General Beginning-Middle-End Access features, body structuresNarrative Read front to back Can be read in pieces, back and forth

7. Big ideas We live in an information age, where nonfiction dominates reading and writing We need to explicitly teach our children how to read and write nonfiction What is taught is determined by the text and the purpose for reading

8. Steps in a nonfiction lesson • Prepare to read • Guide reading • Explicitly teach comprehension and fluency • Facilitate connections

9. What determines what is taught? The text The purpose for reading

10. Steps in a nonfiction lesson • Prepare to read • Guide reading • Explicitly teach comprehension and fluency • Facilitate connections

11. Prepare to read • Access or establish schema • Text and topic knowledge • Set a purpose for reading • Preview text What information might we find in this text? What questions might this text answer?

12. Guide reading •Goal 1: Make text accessible •Goal 2: Understand while you read •Goal 3: Demonstrate understanding

13. Guide reading Goal 1: Make text accessible Understand language Vocabulary Figurative language and idioms Text devices, such as rhyme, rhythm, repetition Recognize and utilize text features Determine important ideas Use pictures Connect text to self Make and confirm predictions

14. Guide reading Goal 2: Understand while you read Determine cause and effect Generate questions Visualize Distinguish between fantasy and reality Compare and contrast text and pictures Give and support opinions Draw and support conclusions Use prior knowledge Use references and resources Interpret information from graphs, charts, and diagrams Understand setting and its importance

15. Guide reading Goal 3: Demonstrate Understanding Monitor comprehension and use fix-up tips • Reread • Look at the pictures • Think about what makes sense • Read ahead • Ask for help Sequence events or steps Recall details Summarize Respond to text

16. Explicitly teach comprehension and fluency Comprehension A deeper examination of what was guided Fluency Read with appropriate rate Use proper pitch and volume Use appropriate expression Facilitated through accessible text and repeated readings

17. Facilitate connections Written response: “Write about. . .” Lasting lessons: A real-life connection to the text Cross-curricular connections Learn more: text or technology

18. Big ideas We live in an information age, where nonfiction dominates reading and writing We need to explicitly teach our children how to read and write nonfiction What is taught is determined by the text and the purpose for reading

19. Thank you for coming!