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Dead presidents and whales 8 15


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This workshop is a 2015 update of Donalyn Miller's Dead Presidents and Whales presentation with new books and resources.

Published in: Education
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Dead presidents and whales 8 15

  1. 1. Prework While you are waiting for the workshop to begin, here are two optional things to do: Complete the Interest Survey Download a QR Code Reader onto your device
  2. 2. Dead Presidents and Whales: Engaging Readers with Nonfiction Donalyn Miller August 2015
  3. 3. @donalynbooks
  4. 4. Which genre(s) do I prefer?
  5. 5. Which genre(s) do I avoid?
  6. 6. What would my students say to the same questions?
  7. 7. “I hate nonfiction. It’s all about dead presidents and whales.”
  8. 8. What are my students’ experiences with nonfiction texts?
  9. 9. Children in kindergarten and first- grade often prefer to read nonfiction books. (Pappas,1993; Mohr, 2006)
  10. 10. Nonfiction in Primary Grades
  11. 11. From 1990 to the present, the trends on the NAEP indicate that fourth graders' reading achievement increases as the diversity of their reading experiences increases.
  12. 12. Fourth graders who reported reading a wide variety of text (e.g., narrative, informational) had higher reading achievement than students who reported reading only one type of text.
  13. 13. Nonfiction in the upper grades?
  14. 14. “The only time you need a nonfiction book is when you’re researching a report, Mrs. Miller. I don’t read those books for fun.”
  15. 15. BY ASHLEY
  16. 16. Consumptive Maidens and Rainbows: Engaging Readers with Poetry
  17. 17. Suggestions for Turning Around Genre Avoidance
  18. 18. As with any other genre they avoid reading, when my students claim they dislike reading nonfiction, I assume they lack positive, meaningful reading experiences with it. --Reading in the Wild
  19. 19. Seek out nonfiction that connects to students’ personal interests.
  20. 20. Share your interest survey with a table partner. Try to find one thing you have in common.
  21. 21. When introducing new knowledge and skills for the first time, start with content students already know or can connect to their prior learning or personal experiences.
  22. 22. Frozen Fractals
  23. 23. Add more nonfiction to daily book talks.
  24. 24. Read aloud nonfiction texts.
  25. 25. 27
  26. 26. The most important factor in determining how much readers will comprehend and how well writers will be able to communicate about a given topic is their level of knowledge about that topic. –Allington & Cunningham, 2007
  27. 27. Frequent readers possess 200%-400% higher knowledge levels than less frequent and less active readers. --John Guthrie and Donna Alvermann, Engaged Reading
  28. 28. 32 4 P’s Preview=> Examine Text Features Predict=> What do I think this text is about? Prior Knowledge=> What do I already know? Purpose What questions will I try to answer?
  29. 29. THIEVES (Read, Write, Think) T: Title H: Headings I: Introduction E: Every First Sentence V: Visuals / Vocabulary E: End of Selection Questions S: Summary
  30. 30. Use nonfiction as mentor texts.
  31. 31. Wangari Maathai, Environmentalist & Political Activist
  32. 32. 32 Authors as Researchers
  33. 33.
  34. 34.
  35. 35.
  36. 36. Introduce students to nonfiction authors and series.
  37. 37.
  38. 38. Sy Montgomery
  39. 39.
  40. 40. Nonfiction Authors’ Hall of Fame
  41. 41. David Adler Jim Arnosky Mark Aronson Susan Campbell Bartoletti Nic Bishop Loree Griffin Burns Joanna Cole Sneed Collard III Nicola Davies Candace Fleming Russell Freedman Gail Gibbons James Cross Giblin Kelly Milner Halls Phillip Hoose Steve Jenkins Sandra Markle Albert Marrin Sy Montgomery Jim Murphy Doreen Rappaport Joyce Sidman Seymour Simon Melissa Stewart Steve Sheinkin Tanya Lee Stone Nonfiction Authors’ Hall of Fame
  42. 42. Pair fiction with nonfiction on related topics.
  43. 43. “Fiction invites us into a world the writer has invented. Nonfiction intrudes into our world and purports to tell us something about it.” -- Bob Probst
  44. 44. 27
  45. 45.
  46. 46. Pair text with images.
  47. 47. Differentiation (Tomlinson, 2000) Content Process Product Learning Environment
  48. 48. Allowing students to choose their own texts fosters engagement and increases reading motivation and interest. --Gambrell, Coding, & Palmer (1996); Worthy & McKool (1996); Guthrie & Wigfield (2000)
  49. 49. Motivation Background Knowledge Reading Level Matching Readers to Text
  50. 50. You Cannot Lexile Visual Information • Informational Nonfiction • Graphic Novels • Picture Books • Poetry
  51. 51. 27 Dust Bowl Reading Ladder Reading Ladders (Lesesne, 2010)
  52. 52. Guiding Questions for Examining Historical Events Who are the people in your text? How did they get involved in ___________? What were the short term consequences for them? What were the long term consequences?
  53. 53. Pair text with current events articles.
  54. 54. Pair text with visuals.
  55. 55. Diagrams
  56. 56. football-s-hidden-danger.html Videos
  57. 57. 32 Inferring from Visuals What do I see in this image? Only record observable facts. What do I think happened before this scene? What do I think will happen after this scene?
  58. 58. “Outside the Principal’s Office” by Norman Rockwell
  59. 59. Value the expertise of students’ nonfiction reading.
  60. 60. M a k e r s
  61. 61.
  62. 62. I Am An Expert… Vocabulary I Need to Know Skills I Need to Have Why Do I Enjoy This? How Did I Learn This?
  63. 63. Analogies
  64. 64. Provide students frequent opportunities to preview, read, and share nonfiction.
  65. 65. Book Pass (Janet Allen) Title Author Comments
  66. 66. Students’ responses to nonfiction read alouds. Students’ book recommendations.
  67. 67. Books related to inquiry topics.
  68. 68. Students sharing new information about inquiry topic.
  69. 69.
  70. 70.
  71. 71. Teach students how to read nonfiction—both online and offline texts.
  72. 72. In our information age, students must become strong readers and evaluators of nonfiction texts, both online and offline. (Moss, 2003)
  73. 73. Wonderopolis:
  74. 74. rivers/#.VGbRjQuVgWg.facebook
  75. 75. Infographics
  76. 76. Information graphics or infographics are visual representations of information, data or knowledge. These graphics are used where complex information needs to be explained quickly and clearly, such as in signs, maps, journalism, technical writing, and education.
  77. 77. They are also used extensively as tools by computer scientists, mathematicians, and statisticians to ease the process of developing and communicating conceptual information. --Anders Ross (2009) examples-and-best-practices/
  78. 78. Sharing knowledge is better than having it. Info-Design slogan
  79. 79. Infographic Inquiry Working in groups of 3-4, explore and discuss the infographic websites. Use your interest surveys and your knowledge of infographics to create an infographic about your group.
  80. 80. ign/8-types-of-infographics- use-when/
  81. 81.
  82. 82.
  83. 83. disney-female-animated-characters
  84. 84.
  85. 85. greatness-in-one-ultimate-infographic
  86. 86.
  87. 87.
  88. 88. Infographic Inquiry Share your infographic with another group. How do you think you could use infographics with students?
  89. 89. Super Social Studies Infographics
  90. 90. The World in Infographics
  91. 91. Increase your knowledge of quality nonfiction texts and resources.
  92. 92. The Robert F. Sibert Informational Book Medal The YALSA Award for Excellence in Nonfiction The NCTE Orbis Pictus Award for Outstanding Nonfiction for Children Notable Social Studies Trade Books for Young People Outstanding Science Trade Books for Students K–12 How to Locate Great Nonfiction (Lesesne & Cox, 2013)
  93. 93. Nonfiction Booktalker The Nonfiction Detectives Nonfiction Monday How to Locate Great Nonfiction (Lesesne & Cox, 2013)
  94. 94. Trends in Nonfiction
  95. 95. Biography, Autobiography, Memoirs
  96. 96. Researching Heroes
  97. 97. Twenty Tweet Biography
  98. 98. STE(A)M
  99. 99. 25
  100. 100. Poetry
  101. 101. Humor