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Akhavan nonfiction strategies slideshare

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Nancy Akhavan shares tips on the new CA ELD standards.

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Akhavan nonfiction strategies slideshare

  1. 1. Dr. NancyAkhavan Spring 2014 www.nancyakhavan.com nakhavan@csufresno.edu twitter.com/nancyakhavan linkedin.com/in/nancyakhavan
  2. 2. By NancyAkhavan Nancy’s Brand New Book
  3. 3. Nonfiction Literacy Strategies 2014
  4. 4.  Explore how to teach thinking, reading and writing with nonfiction texts.  Focus on learning one or two new ideas for aiding comprehension and content learning.  Play with lessons and texts. Nonfiction Literacy Strategies 2014
  5. 5. Reading & Writing Skills Content Literacy Nonfiction Literacy Strategies 2014
  6. 6.  Bank of knowledge in a specific domain area.  Schema of known information.  Specialized knowledge Nonfiction Literacy Strategies 2014
  7. 7.  The literacy used in the ‘domain’.  Thinking, reading and writing like a professional in that domain.  Scientist ------ Mathematician ------ Historian Nonfiction Literacy Strategies 2014
  8. 8.  The CCSS require instructional shifts as we move the teaching of language arts from our past repertoire to 21st century skills.  One of these shifts is the balance of informational text and literary text. Informational text is a type of nonfiction text focused specifically on informing the reader. Nonfiction Literacy Strategies 2014
  9. 9.  Another instructional shift called for in the CCSS is building knowledge in the disciplines.  This shift applies to teachers teaching English language arts, social studies, science and technical subjects.  Teachers in the content areas will need to use their technical expertise to help students understand the challenges of reading and writing in their field.This means that teachers of content areas will need to teach content-area literacy. Nonfiction Literacy Strategies 2014
  10. 10.  Engage in multiple opportunities to interact with information.  Provide thinking models.  Develop knowledge.  Expose them to a variety of subjects and information.  Help students own information.  Provide ways to remember and recall information. Nonfiction Literacy Strategies 2014
  11. 11.  Understand text features  Tap background knowledge  Ask questions of text  Visualize  MakeText Connections  Summarize Nonfiction Literacy Strategies 2014
  12. 12.  Create mental road maps to read nonfiction.  Survey the text  Identify text features  Identify text structure  Read – looking for the ‘features’ of the text structure to aid comprehension. Nonfiction Literacy Strategies 2014
  13. 13.  Focus on helping students link information presented in reading with knowledge they already have.  Make predictions – using background knowledge  Form associations based on previous experiences  Practice with a Concept Map Nonfiction Literacy Strategies 2014
  14. 14.  Ask questions before, during and after reading.  Ask who, what, when, where, why and how questions.  The questions and following discussion helps students build connections in their brains with the new information. Nonfiction Literacy Strategies 2014
  15. 15.  Help students construct an image while reading.  The image becomes a representation of the text.  The visualization can become a mnemonic device to remember and recall information. Nonfiction Literacy Strategies 2014
  16. 16.  Make connections  Make an analogy between prior knowledge and new information.  Move from emphasis on text to self connections, to text to text, text to world connections, by referring back to the text.  Strategy:  Paraphrase, relate, share. Nonfiction Literacy Strategies 2014
  17. 17. Use StructuredOutline Sheet for note taking to help students prepare for writing a summary.  Read  Question ▪ What was this text about? ▪ What did the writer say?  Look Back  Write Nonfiction Literacy Strategies 2014
  18. 18. The 4 Rules of SummaryWriting  Rule 1: Collapse lists  Rule 2: Use topic sentences  Rule 3: Get rid of unnecessary detail  Rule 4. Collapse paragraphs Nonfiction Literacy Strategies 2014
  19. 19.  Microthemes is a technique of writing about reading where students draw together key ideas in their own words from their writing and capture that thinking on an index card.  This technique, by Brozo and Simpson (2003) provides students a way to practice summarizing text and gives you a way to quickly assess your students reading comprehension. Nonfiction Literacy Strategies 2014
  20. 20.  Students often like writing microthemes because they can get into a topic, but the amount they are expected to write only fills an index card.  Once done, the students then have the cards to refer back to when writing a longer piece or completing an assignment focused on DOK levels 3 or 4. Nonfiction Literacy Strategies 2014
  21. 21.  There are several was for working on microthemes:  Assign the class a topic to investigate  Encourage students to analyze the articles they are reading  Have students respond to an open-ended questions you come up with. Nonfiction Literacy Strategies 2014
  22. 22.  grazing  deep dive  engagement Nonfiction Literacy Strategies 2014
  23. 23. With the new literacies and participatory expectations of our students (they are not only consumers, but creators of Internet text) it is important to understand how readers approach text. Nonfiction Literacy Strategies 2014
  24. 24.  When students graze they are checking posts, blogs, feeds and texts frequently.  The information accessed when grazing is sorted so focus can be easily identified and also be easy to process.  The sources students graze are superficial source and little mental effort is required to make sense of the information. Nonfiction Literacy Strategies 2014
  25. 25.  Students take a deep dive into information when something captures their attention while grazing.The readers may access web sites and texts that provide in-depth information on a topic.  Deep dive requires different skills than grazing.  Students need to be able to access information, connect it with prior knowledge, and apply thinking skills to use the information for real purposes Nonfiction Literacy Strategies 2014
  26. 26.  Engagement refers to the students’ participation with the information.  Students don’t always engage with this step, but if they are deeply affected by information presented they might:  write about it  blog about it  pass the information along on social networking site  or make comments on websites.  In our classrooms, their connection with engagement could include print based or web based writing. Nonfiction Literacy Strategies 2014
  27. 27.  If our students are to be reading more nonfiction, they are going to have to be able to think about what they read in deep ways. Nonfiction Literacy Strategies 2014
  28. 28.  It isn’t enough for students to plow through a text and grasp the main idea; they need to wrestle with the words, the meaning, and the problems or paradoxes that the text might present. Nonfiction Literacy Strategies 2014
  29. 29.  In order to do this, students need to think at higher levels.  Higher order thinking skills include:  critical  metacognitive  logical  reflective  creative thinking.  To think at higher levels, students involve themselves in the situations and outcomes presented to them, and then they apply thinking skills in order to dive deep into text. Nonfiction Literacy Strategies 2014
  30. 30.  Comprehension = understand what you read.  Memory= being able to learn and recall information.  Connect Information  Create brain road maps to learn the information  Remember and recall Nonfiction Literacy Strategies 2014
  31. 31.  The literacy used in the ‘domain’.  Thinking, reading and writing like a professional in that domain.  Scientist ------ Mathematician ------ Historian Nonfiction Literacy Strategies 2014
  32. 32.  Book Writer  ibooks  Paper 53  Prezi  Glogster  iThoughtsHD  Show Me  Notability  Google Docs Nonfiction Literacy Strategies 2014

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