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Navigating Non-Fiction 2013
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Navigating Non-Fiction 2013


Presentation for the Metro Reading Council Fall Mini-Conference 2013

Presentation for the Metro Reading Council Fall Mini-Conference 2013

Published in Education , Technology
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  • 1. •  Do we really TEACH our students how to comprehend nonfiction, or do we expect them to come up with the SKILLS by trial and error? •  Are teachers and students frustrated because are not ABLE to do the assignments, or do students simply need more instruction in HOW to do the work? •  Are we MODELING and GUIDING or just expecting them to transfer the skills learned earlier to more difficult and sophisticated nonfiction? From NONFICTION READING STRATEGIES FOR HIGH SCHOOL STUDENTS, Karen Ehlert, Memorial High School
  • 2. What and why am I reading? -GENRE -FORM -PURPOSE
  • 3. #1: Genre •  •  •  •  •  •  •  •  Informational Text Expository Procedural (How-To) Content Textbook Narrative Nonfiction Descriptive Essay Persuasive •  •  •  •  Digital Nonfiction** Biography** Autobiography** Memoir** ms for hat W d in oun e? re f enr a hg eac
  • 4. #2: Text Forms •  •  •  •  •  •  •  •  •  Magazines News Magazines Big Books Picture Books Diaries/journals/logs Directions Reports Manuals Travel book •  •  •  •  •  •  •  •  Brochures Internet Blogs/Wiki PowerPoint Primary Sources Speeches Editorial Content area textbooks (Math, Science, Social Studies)
  • 5. #3 Purpose •  Intention •  Motivation •  Bias •  Viewpoint •  Credibility •  Reliability •  Craft
  • 6. How do I read this? -FORMAT -STRUCTURE
  • 7. Glossary   Headings   Text Features Cap$ons   Labels   Graphics   Images   Font   Color/Size   Layout  
  • 8. Text Feature Purpose How it Helps Caption Comparison Close-Up Table of Contents Glossary Index Cutaways Text Style Maps Information directly relating to a photo or illustration Tells the reader what to focus on in the picture that is important
  • 9. Signal Words Point the Way… Text Structure & Signal Words Description/ Hierarchical List For instance For example Furthermore Such as Also To begin with Most important Also In fact In addition And to illustrate Cause & Effect Since Because This led to On account of Due to As a result of For this reason Consequentially Then…so… Therefore thus Compare/ Contrast Problem/ Solution In like manner Likewise One reason for Similar to the… The difference A solution between A problem As opposed to Where After all The question is However One answer is And yet Recommendations But include Nevertheless On the other hand© Maiers, 2008 ©Maiers,  2008   Question & Answer How When What Next Why Who How many The best estimate It could be that One may conclude Sequence Until Before After Finally Lastly First…last… Now…then On (date) At (time) First, second Meanwhile Not long after initially
  • 10. What do I need to know in the end? -VOCABULARY -PREVIEW -RUBRIC
  • 11. Title Headings What does this heading tell me I will be reading about? Introduction Do I know anything about this topic already? Every first sentence in a paragraph What do I think this chapter is going to be about based on the first sentence in each paragraph? Visuals and vocabulary What can I learn from the visuals in a chapter? Can I tell the meaning of the boldfaced words from the sentences in which they are embedded? End-of-chapter questions Let me keep in mind the end-of-chapter questions so that I may annotate my text where pertinent information is located. Summary What do I understand and recall about the topics covered in the summary?
  • 12. How will I record my thoughts? -CODING -ORGANIZER
  • 13. How will I apply the information? -ASSIGNMENT -ASSESSMENT
  • 14. Critical Questioning Connecting and Applying
  • 15. • Does the author try to persuade you in any way? How? • Can you identify the facts? The opinions? • How do statistics and data support the author's perspective? • Do you find the author's evidence convincing? Explain. • What new information did you learn? How can you apply this information to an issue or problem in today's world? • How did this new information change your way of thinking about this subject? • Were there any photographs, illustrations, charts, graphs, or diagrams that were important? Select two or three and show what you learned from them and explain why you believe each one was important. • Did the reading leave you with unanswered questions? What are these? • How did you connect to the piece? Was it personal? Was it an issue that affects your community and the world? Explain.
  • 16. •  Did you ever have a similar experience? How did you feel? What did you do? •  How was your situation the same? Different? •  Did you connect to any of the decisions the people you read about made? •  What feelings did the reading raise? Why? •  How is your family the same or different from the one you read about? •  Did you learn anything about yourself by reading about what happened or what people did?
  • 17. Big  Idea:   Author’s Purpose: Organization/Text Features Text Critic Observations • Why did the author write about this topic? • After previewing the text, what features did the • Did the author make their point clearly? • What did they want to accomplish? • Why do you think that? author emphasize and why? • How is the text organized? • How does these support the author’s goal? • Do you agree/disagree? • Was the author’s opinion about the topic evident? • Did you detect bias in the tone or language used? ©Angela Maiers, 2006