Notes from Week 4 Discussions

1. NOTES FROM
LEARNING UNIT
#4 DISCUSSIONS

2. TEXT FEATURES VS. TEXT STRUCTURES
• A few discussions mentioned that students often do
NOT use text features (captions, charts, graphs, etc.).
The Thing Links you all created were to put that focus
on text features. Teaching those features helps
children see how to use the features and brings
awareness to those features.
• Text structures refers to how the non-fiction text is
organized by the author and may include
compare/contrast, sequencing, etc.

3. CCSS: STANDARDS FOR
TEXT STRUCTURES
• Some of you noted that the standards contain these text
structures
• The structures DO begin in kindergarten (Example: Identify basic
similarities in and differences between two texts on the same
(e.g., in illustrations, descriptions, or procedures)
• As a school, discuss the use of structures and where/when it
makes sense to introduce/expect mastery
• The CCSS can be a great guide in this area
• Many mentioned the usefulness of mentor texts & graphic
organizers for teaching AND helping children understand they
can use them independently.

4. TWO SUGGESTIONS FOR GRAPHIC
ORGANIZERS:
• Brain Frames:
http://www.architectsforlear
ning.com/students-
parents/about-us/brain-
frames/
• Thinking Maps:
http://dft.designsforthinking
.com/?page_id=17

5. CLOSE READING WAS MENTIONED A
FEW TIMES!
Two great resources for close reading:
This book is excellent
at including diversity with
the literature we use for
close reading.

6. THE USE OF ANCHOR CHARTS WAS
RECOMMENDED FOR TEXT STRUCTURES
I recommended this book in another week but the anchor chart
suggestions are wonderful! This was a part of many discussions!
EVERY
strategy
includes an
anchor
chart!

7. RETELLINGS…MANY OF YOU
ACKNOWLEDGED HOW DIFFICULT THIS IS
FOR STUDENTS (OF MANY GRADES)
More resources for retellings with elementary students:
1. Start with a simple framework:
http://www.readwritethink.org/classroom-
resources/printouts/nonfiction-pyramid-30843.html
2. 3. 4.

8. NEWS SERVICES FOR CHILDREN
Assignments: Curious Classroom: Resources for
Building Your Text Structure
If you have not visited this section yet, there are
a variety of resources for your Part Three. I
updated the News Service symbaloo to reflect
other suggestions for news services for
Be sure to check these out – something for
every grade level!

9. USING CHILDRENS’ BOOKS …
THE BENEFITS!
There was discussion about the use of a reading series and
the non-fiction contained in those. While it is a good
starting point, it likely is just that and supplementing with
books, news services, primary/secondary sources, historical
documents, etc.
Helping children learn to navigate a variety of non-fiction
helps them become proficient with the real world of non-
fiction reading. Having plenty of non-fiction in your
classroom library is essential!

10. HERE IS A NEW RESOURCE FOR CONSIDERATIONS
OF A CLASSROOM LIBRARY AND CREATING A
SCHOOL BOOKROOM
I highly recommend this book. It has a
variety of resources for obtaining books,
considerations for adding to libraries,
funding opportunities, motivational
techniques, blogs that provide further
ideas…and more!
ASK your principal about funding
opportunities. Bethany Sweedyk did
and was given funding for text structure
books. You never know until you ask!

11. TWO QUOTES FROM YOUR PEERS:
From Rachel Brown: ”I have always told my students
that they are the model 4th graders and that
everybody wants to be like them! I now see that I was
building self-efficacy into my student and they have
risen to the task and have grown beyond my wildest
dreams. Only because I told them they could . . . “
From Renee Tyms: ”I’m learning that I’m teaching a lot
of things right, but I just have to be more intentional
and explicit about what I’m teaching.”

12. Emily Ringquist asked her group if they read-aloud
non-fiction in the older grades. What was the last
non-fiction read-aloud you shared with your class?
“…much of the Common Core State Standards for
literacy, social studies, science, and technical subjects
highlight the importance of students understanding
informational texts for a variety of purposes. To achieve
this goal, nonfiction literature needs to be an integral
component of daily teacher modeling. To understand
and control informational texts, students need to first
hear such texts. The daily read-aloud provides the
perfect platform to achieve this goal.”
http://www.readingrockets.org/article/nurturing-inquiring-mind-through-nonfiction-read-aloud

13. NEW CHILDREN’S NON-FICTION!
Non-Fiction
graphic novel. A
new series:
Ordinary People
Change the World
Excellent piece of
non-fiction for
young children.
Don’t miss the
back matter!
New series
by Steve
Jenkins.
Includes
text
features
and
infographic
s.
Combine
humor &
non-
fiction…a
winning
combo!