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Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
Teaching Nonfiction Reading Strategies
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Teaching Nonfiction Reading Strategies

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Day One, Clinton 09

Day One, Clinton 09

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  • Transcript

    • 1. Teaching for Understanding in Nonfiction Presented by Angela Maiers Angelamaiers.com
    • 2.  
    • 3. ?
    • 4. Reading and Writing
    • 5.  
    • 6.  
    • 7.  
    • 8.  
    • 9.  
    • 10.  
    • 11.  
    • 12. WHY? WHAT? HOW? Goals
    • 13.  
    • 14. ©Angela Maiers, 2007
    • 15. ©Angela Maiers, 2007   Girls, Too !!!!
    • 16. Make the Case Make the Promise!
    • 17. Make The Case!
    • 18. <ul><li>85-90% Reading </li></ul><ul><li>96% Web </li></ul><ul><li>94% Persuaded </li></ul>
    • 19. <ul><li>73% 3F/P levels below fiction </li></ul><ul><li>15% 3 GRADE LEVELS below fiction </li></ul><ul><li>6% Struggled with decoding </li></ul><ul><li>(Boys = Girls) </li></ul><ul><li>Stead, 2007 </li></ul>
    • 20.  
    • 21. AMAZING ACCESS VARIETY EXCITING INSTRUCTION
    • 22.  
    • 23.  
    • 24. Make the Promise!
    • 25.  
    • 26.  
    • 27.  
    • 28. Whatcha Readin? Whatcha Writin?
    • 29.  
    • 30.  
    • 31.  
    • 32.  
    • 33.  
    • 34.  
    • 35.  
    • 36.  
    • 37.  
    • 38.  
    • 39.  
    • 40.  
    • 41.  
    • 42. <ul><li>Reasons </li></ul><ul><li>Books </li></ul><ul><li>Environment </li></ul><ul><li>Tools </li></ul><ul><li>Behaviors </li></ul><ul><li>Strategies </li></ul>
    • 43.  
    • 44.  
    • 45.  
    • 46. Does your brain engage differently? What “tools” work best? What behaviors are most helpful?
    • 47. INSTRUCTION! Explicit Insruction
    • 48.  
    • 49. STUDY
    • 50.  
    • 51.  
    • 52.  
    • 53. ©Maiers, 2008
    • 54.  
    • 55. ©Angela Maiers, 2008 Code Breaker Text User Meaning Maker Text Critic 21 st Century Reading Proficiency
    • 56. <ul><li>Imagination </li></ul><ul><li>Curiosity </li></ul><ul><li>Self Awareness </li></ul><ul><li>Perseverance </li></ul><ul><li>Courage </li></ul><ul><li>Adaptability </li></ul>
    • 57. The Basics!
    • 58. ©Angela Maiers, 2008 Code Breaker Text User Meaning Maker Text Critic 21 st Century Reading Proficiency
    • 59. Text User <ul><li>Genre </li></ul><ul><li>Form </li></ul><ul><li>Format </li></ul><ul><li>Medium </li></ul>
    • 60. STUDY
    • 61. <ul><li>Imagination </li></ul><ul><li>Curiosity </li></ul><ul><li>Self Awareness </li></ul><ul><li>Perseverance </li></ul><ul><li>Courage </li></ul><ul><li>Adaptability </li></ul>
    • 62. © Maiers, 2008
    • 63. Thinking about Fiction
    • 64. “ Life” Story “ Book” Story (THEME) Fiction = Stories of Life
    • 65. The Orange
    • 66. BIG IDEA (Whole text) Main Idea ( Section Level)
    • 67.  
    • 68.  
    • 69. <ul><li>Description </li></ul><ul><li>Compare/Contrast </li></ul><ul><li>Cause and Effect </li></ul><ul><li>Chronology/Sequence </li></ul><ul><li>Procedural </li></ul><ul><li>Persuasive </li></ul><ul><li>Question/Answer </li></ul><ul><li>Problem/Solution </li></ul>©Angela Maiers, 2006
    • 70. Captions Labels Graphics Images Font Color Layout TOC Glossary Headings
    • 71. <ul><li>Conventions </li></ul><ul><li>Language </li></ul><ul><li>Syntax </li></ul><ul><li>Semantics </li></ul>
    • 72.  
    • 73. ©Angela Maiers, 2008 Code Breaker Text User Meaning Maker Text Critic 21 st Century Reading Proficiency
    • 74.  
    • 75. <ul><li>Ask Q </li></ul><ul><li>Schema </li></ul><ul><li>Inference </li></ul><ul><li>Det Imp </li></ul><ul><li>Visualize </li></ul><ul><li>Monitor </li></ul><ul><li>Synthesize </li></ul>
    • 76. ©Angela Maiers, 2008 Code Breaker Text User Meaning Maker Text Critic 21 st Century Reading Proficiency
    • 77. <ul><li>Purpose </li></ul><ul><li>Intention </li></ul><ul><li>Motivation </li></ul><ul><li>Bias </li></ul><ul><li>Viewpoint </li></ul><ul><li>Credibility </li></ul><ul><li>Reliability </li></ul><ul><li>Craft </li></ul>
    • 78. Clearing Things Up! <ul><li>Authors Purpose : To inform </li></ul><ul><li>(Reason for Writing) To Instruct </li></ul><ul><li>To entertain </li></ul><ul><li>To persuade </li></ul>Decided By… Features Structures Organization Author’s View Point/Pt of View Position, attitude, beliefs about The topic they are writing about Text Form Tone Opinions Background/Bias Style Words Choose Perspective Author’s Credibility/Craft Identified By… Validity Objectivity Relevancy Types of Support 1. Topic of Writing : (What or Who Am I Writing About) 2. Audience (Who Do I want to Say Something To?) ©Angela Maiers, 2008
    • 79. ©Angela Maiers, 2006 Bears 1. 2.
    • 80.  
    • 81.  
    • 82.  
    • 83.  
    • 84. <ul><li>The author’s purpose for writing is… </li></ul><ul><li>The tone of this passage is? </li></ul><ul><li>The writer believes that… </li></ul><ul><li>Why did the author probably write this passage? </li></ul><ul><li>Which sentence helps convey the mood of the text? </li></ul><ul><li>Read the passage, which passage best describes the author’s purpose ? </li></ul><ul><li>Which writer is most qualified to say . . . </li></ul><ul><li>The author thinks that . . . </li></ul><ul><li>The author is believable because… </li></ul><ul><li>The following assumptions about the author suggest… </li></ul><ul><li>The author uses sarcasm to…. </li></ul><ul><li>The tone of this poem can best be described as…? </li></ul><ul><li>Why might the author recommend . . . </li></ul><ul><li>The purpose of this is to…? </li></ul><ul><li>What is this paragraph suggest that the authors’ believes that…? </li></ul>©Angela Maiers, 2008 I’m Done when….
    • 85. HOW?
    • 86. Lesson Planning Content Text Time
    • 87. STUDY
    • 88. <ul><li>Imagination </li></ul><ul><li>Curiosity </li></ul><ul><li>Self Awareness </li></ul><ul><li>Perseverance </li></ul><ul><li>Courage </li></ul><ul><li>Adaptability </li></ul>
    • 89. <ul><li>ALL EXPRESS AND IMPLIED WARRANTIES FOR THE PRODUCT, INCLUDING BUT NOT LIMITED TO ANY IMPLIED WARRANTIES AND CONDITIONS OF MERCHANTABILITY AND FITNESS FOR A PARTICULAR PURPOSE, ARE LIMITED IN TIME TO THE TERM OF THE LIMITED WARRANTY PERIOD REFLECTED ON YOUR PACKING SLIP OR INVOICE. NO WARRANTIES, WHETHER EXPRESS OR IMPLIED, WILL APPLY AFTER THE LIMITED WARRANTY PERIOD HAS EXPIRED. SOME STATES DO NOT ALLOW LIMITATIONS ON HOW LONG AN IMPLIED WARRANTY LASTS, SO THIS LIMITATION MAY NOT APPLY TO YOU. WE DO NOT ACCEPT LIABILITY BEYOND THE REMEDIES PROVIDED FOR IN THIS LIMITED WARRANTY OR FOR CONSEQUENTIAL OR INCIDENTAL DAMAGES, INCLUDING, WITHOUT LIMITATION, ANY LIABILITY FOR THIRD-PARTY CLAIMS AGAINST YOU FOR DAMAGES, FOR PRODUCTS NOT BEING AVAILABLE FOR USE, OR FOR LOST DATA OR LOST SOFTWARE. OUR LIABILITY WILL BE NO MORE THAN THE AMOUNT YOU PAID FOR THE PRODUCT THAT IS THE SUBJECT OF A CLAIM. THIS IS THE MAXIMUM AMOUNT FOR WHICH WE ARE RESPONSIBLE. </li></ul>©Angela Maiers, 2007
    • 90. <ul><li>Post It Notes </li></ul><ul><li>Story Boards </li></ul><ul><li>Notepad </li></ul><ul><li>Sketch Pad </li></ul><ul><li>Tags </li></ul><ul><li>Software (Inspiration, Kidspirtation) </li></ul>Non Fiction Tool Box
    • 91. <ul><li>Rereading </li></ul><ul><li>Chunking </li></ul><ul><li>Notetaking </li></ul><ul><li>RAN </li></ul><ul><li>SOAPS </li></ul><ul><li>Word Aware </li></ul>
    • 92. Breadth and Depth
    • 93. ©Angela Maiers, 2008 Code Breaker Text User Meaning Maker Text Critic 21 st Century Reading Proficiency
    • 94. BIG IDEAS in Nonfiction
    • 95. M ain Idea vs . B ig Idea
    • 96. ©Maiers, 2008
    • 97. ©Angela Maiers, 2006
    • 98. ©Angela Maiers, 2006 Bears 1. 2.
    • 99. Signal Words Point the Way… © Maiers, 2008 Text Structure & Signal Words Description/ Hierarchical List Cause & Effect Compare / Contrast Problem/ Solution Question & Answer Sequence For instance For example Furthermore Such as Also To begin with Most important Also In fact In addition And to illustrate Since Because This led to On account of Due to As a result of For this reason Consequentially Then…so… Therefore thus In like manner Likewise Similar to The difference between As opposed to After all However And yet But Nevertheless On the other hand One reason for the… A solution A problem Where The question is One answer is Recommendations include How When What Next Why Who How many The best estimate It could be that One may conclude Until Before After Finally Lastly First…last… Now…then On (date) At (time) First, second Meanwhile Not long after initially ©Maiers, 2008
    • 100. Words for Comparison-4 th Grade Holt Mathematics Text <ul><li>Similarity </li></ul><ul><li>Same </li></ul><ul><li>compare </li></ul><ul><li>Alike </li></ul><ul><li>Match </li></ul><ul><li>Equal </li></ul><ul><li>Together </li></ul><ul><li>Similar </li></ul><ul><li>Equivalent </li></ul><ul><li>Synonym </li></ul><ul><li>Comparative </li></ul><ul><li>Analogy </li></ul><ul><li>Equality </li></ul><ul><li>Even </li></ul><ul><li>Regular </li></ul>©Angela Maiers, 2006 Difference Different Contrast Not Alike Mismatch Does not Match Unequal Separate Opposite Dissimilar Antonym Contrastable Inequality Uneven Irregular
    • 101. ©Maiers, 2008
    • 102. ©Maiers, 2008
    • 103. ©Maiers, 2008
    • 104. ©Angela Maiers, 2007
    • 105. ©Angela Maiers, 2006
    • 106. ©Angela Maiers, 2006
    • 107. ©Angela Maiers, 2006
    • 108. <ul><li>The fire was started by sparks from a campfire left by a careless camper. Thousands of acres of important watershed burned before the fire was brought under control. As a result of the fire, trees and the grasslands on the </li></ul><ul><li>slopes of the valley were gone. Smoking black stumps were all that remained of </li></ul><ul><li>tall pine trees. </li></ul>©Angela Maiers, 2006
    • 109.  
    • 110. Content Specific Strategies <ul><li>Careful reading or skimming </li></ul><ul><li>Scanning </li></ul><ul><li>Assessing the text through the index </li></ul><ul><li>Using heading ,captions, pictures,… </li></ul><ul><li>Determining what to read, order of reading </li></ul><ul><li>Noting organizational pattern </li></ul><ul><li>Deterring what to pay attention to </li></ul><ul><li>Determining what to ignore </li></ul><ul><li>What information fits with schema, what is new: how to sort it </li></ul>©Angela Maiers, 2006
    • 111. S . C . A . M . P . E . R
    • 112. S ubstitute
    • 113. Combine
    • 114. A dapt
    • 115. M i x
    • 116. P ut 2 Use
    • 117. E rase
    • 118. Re purpose
    • 119.  
    • 120. Realebooks.com
    • 121. Podcast
    • 122.  
    • 123. Engage in a Conversation
    • 124. <ul><li>What is the best way to TEACH __________? </li></ul><ul><li>What kind of _______ do we want our TEACHING to develop? </li></ul>
    • 125. AMAZING ACCESS VARIETY EXCITING INSTRUCTION
    • 126. Content Bibliography <ul><li>I See What You Mean by Steve Moline </li></ul><ul><li>Nonfiction in the Primary Years by Nell Duke </li></ul><ul><li>Teaching Non-Fiction 2-4 and 4-8 Scholastic Prof. Books </li></ul><ul><li>Nonfiction Matters by Stephanie Harvey </li></ul><ul><li>Nonfiction in Focus by Kristo and Bamford </li></ul><ul><li>Text Forms and Features by Margaret Mooney </li></ul><ul><li>Make It Real by Linda Hoyt </li></ul><ul><li>Informational Text by Margaret Mooney and Linda Hoyt </li></ul><ul><li>Reading and Writing in Multiple Genre by Byers </li></ul><ul><li>Picture Story Books to Teach Literary Devices by Susan Hill </li></ul>©Angela Maiers, 2006
    • 127. Resources
    • 128.  

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