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Making Most Of Information Books

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A presentation directed towards teachers using english in a bilingual context, showing ideas of how to exploit non fiction sources in the primary classroom

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Making Most Of Information Books

  1. 1. Making the most of non-fiction texts <ul><li>Session 5: Reading and writing in a bilingual classroom </li></ul>
  2. 2. Your opinion counts! <ul><li>Can you just take a few moments to think about what you would like to get out of this session. </li></ul>
  3. 3. Seminar Summary <ul><li>Guiding principles </li></ul><ul><li>Our aim as educators </li></ul><ul><li>Common features of non-fiction text </li></ul><ul><li>Types of non-fiction text </li></ul><ul><li>Exploiting various types of non-fiction text </li></ul><ul><li>Evaluation </li></ul>
  4. 4. Guiding principles <ul><li>Children learn actively </li></ul><ul><li>Learning is social and collaborative </li></ul><ul><li>The role of the adult is important </li></ul><ul><li>Source: Dr Margaret Mullet, Early Years Non-Fiction: A guide to helping young researchers. Routledge 2003 </li></ul>
  5. 5. Aim of introducing non-fiction <ul><li>Integrates learning from first hand experience and learning from secondary sources </li></ul><ul><li>Encourages children to see reading and writing as a worthwhile part of all their activities and interests </li></ul><ul><li>Source: Dr Margaret Mullet, Early Years Non-Fiction: A guide to helping young researchers. Routledge 2003 </li></ul>
  6. 6. Common elements in non-fiction <ul><li>3rd person </li></ul><ul><li>present tense to describe how things are </li></ul><ul><li>simple or compound sentences active and passive </li></ul><ul><li>connectives </li></ul><ul><li>subheadings </li></ul><ul><li>paragraphs </li></ul><ul><li>questions </li></ul><ul><li>content, index, glossary </li></ul>
  7. 7. Year 7 Duties What duties are expected of Year 7 students? The first duty of every Y7 student is cleanliness. Consequently they are often to be found cleaning the corridors or school toilets. Secondly, each Y7 student must make sure that their teacher always has a cup of coffee… Let’s explore some of these features in this extract from the Whackem Secondary School: Student Guidebook. The passive voice is used. Connectives are used ( in this case to show cause) Notice the question to interest the reader. This text is organised with subheadings. The beginning of the paragraph shows the sequence of information. The present tense is used .
  8. 8. Here is another extract from Whackem School, this time from the Teachers’ Handbook. The characteristics of Y7 students They are miserable creatures, often found skulking in the cloakrooms. Here they swap tacky bits of junk and tell bad jokes. Moreover, these students are also known to write on walls and vandalise toilet doors. Do they have any appealing traits? None have been observed. Work with a partner and analyse the features of information texts present in this passage? Did you spot any of the following?
  9. 9. The characteristics of Y7 students They are miserable creatures, often found skulking in the cloakrooms. Here they swap tacky bits of junk and tell bad jokes. Moreover, these students are also known to write on walls and vandalise toilet doors. Do they have any appealing traits? None have been observed. question connectives Passive voice Subheading Short sentence Third person (plural) Present tense
  10. 10. Types of non-fiction resources <ul><li>non-fiction texts </li></ul><ul><ul><li>Discussion texts </li></ul></ul><ul><ul><li>Explanation </li></ul></ul><ul><ul><li>Instruction </li></ul></ul><ul><ul><li>Persuasive </li></ul></ul><ul><ul><li>Recount </li></ul></ul><ul><ul><li>Report </li></ul></ul><ul><ul><li>Reference </li></ul></ul>
  11. 11. Other types of non-fiction resources <ul><li>Video, films and DVD´s </li></ul><ul><li>Information and computer technology </li></ul><ul><li>Fiction! </li></ul>
  12. 12. Discussion texts
  13. 13. Explanation Texts
  14. 14. Instruction Texts
  15. 15. Persuasive
  16. 16. Non–Fiction Recount
  17. 17. Non-Fiction: Report
  18. 18. Reference Books <ul><li>Dictionaries </li></ul><ul><li>Encyclopaedias </li></ul><ul><li>Maps and Atlases </li></ul>
  19. 19. ICT <ul><li>CD-ROMS </li></ul><ul><li>E-Books </li></ul><ul><li>Internet (web quests, PowerPoint presentations, online encyclopaedias..) </li></ul>
  20. 20. Video, films and DVD <ul><li>Television </li></ul><ul><li>Films </li></ul><ul><li>Video </li></ul>
  21. 21. Fiction <ul><li>Mixing fact with fiction! </li></ul>
  22. 22. Exploiting non-fiction texts : General Considerations <ul><li>Selection criteria </li></ul><ul><li>Correct cognitive and interest level </li></ul><ul><li>Accurate information </li></ul><ul><li>Nice illustrations </li></ul><ul><li>Clear Organisational features </li></ul><ul><li>Link to other theme in English </li></ul><ul><li>Link to other curricular area </li></ul><ul><li>Clear possibilities of writing extension </li></ul><ul><li>Clear possibilities of speaking activities </li></ul><ul><li> </li></ul>
  23. 23. Introducing Non-Fiction: Case Study <ul><li>Primary 2 class </li></ul><ul><li>Time: 1 class session (50 minutes) </li></ul><ul><li>Pupil Objectives: </li></ul><ul><li>Practise Analysis </li></ul><ul><li>Apply analysis </li></ul><ul><li>Demonstrate comprehension </li></ul><ul><li>Synthesize in writing </li></ul><ul><li>Source: www.readwritethink:org </li></ul>
  24. 24. Introducing Non-Fiction: Case Study <ul><li>Session 1: </li></ul>Fiction Non-fiction they aren´t photos The gruffalo´s child No! There are photos a little bean Yes!
  25. 25. Introducing Non-Fiction: Case Study fiction Non-fiction
  26. 26. Working with a non-fiction text: Report (Hermit Crabs)
  27. 27. Lesson stages <ul><li>Introduce Theme </li></ul><ul><li>Select appropriate books </li></ul><ul><li>Find answers to questions using content and index page </li></ul><ul><li>Interpret Information </li></ul><ul><li>Word level work </li></ul>
  28. 28. Working with Non-Fiction: ICT (Powerpoint)
  29. 29. Working with Non-Fiction: ICT (Powerpoint) <ul><li>Clear and easy to follow for ss. </li></ul><ul><li>Easily adaptable to any class situation. </li></ul><ul><li>Various downloads on Internet for teachers with less time to prepare. </li></ul><ul><li>For PowerPoint tips and tricks: </li></ul><ul><li>http :// www.bitbetter.com / powertips.htm </li></ul><ul><li>http :// www.teachers - connect.net / cc /99-00/ advpp.htm </li></ul><ul><li>For PowerPoint downloads: </li></ul><ul><li>http ://208.183.128.3/ce/ ppt.htm </li></ul><ul><li>http :// oswego.org / ocsd - web / teaching / resources / resources - x.cfm?Type=P </li></ul><ul><li>http :// www.elko.k12 . nv.us / nntc / ppp.htm </li></ul><ul><li>Source: Using PowerPoint for ESL Teaching , Don L. Fisher http://iteslj.org/Techniques/Fisher-PowerPoint.html </li></ul>
  30. 30. Working with Non-Fiction: ICT (Powerpoint: Grace Darling) Lesson Stages <ul><li>Introduce theme: Why do we remember famous people? </li></ul><ul><li>Pre-teach essential vocabulary </li></ul><ul><li>Ask information while slideshow taking place </li></ul><ul><li>Children sequence the story using “Talking first word” </li></ul><ul><li>Report back to class orally </li></ul><ul><li>Write the sentences in the boxes below </li></ul><ul><li>Plenary session </li></ul>
  31. 31. Working with Web quests <ul><li>Highly motivating and engaging for students </li></ul><ul><li>Competitive </li></ul><ul><li>Multi-skilled </li></ul><ul><li>Multi-disciplinary </li></ul><ul><li>Easy to design </li></ul><ul><li>Great choice of ready-made ones </li></ul>
  32. 32. Working with Web quests <ul><li>Main components of a web quest </li></ul><ul><li>Introduction </li></ul><ul><li>Task </li></ul><ul><li>Process </li></ul><ul><li>Evaluation </li></ul><ul><li>Conclusion </li></ul><ul><li>Source: http://www.internet4classrooms.com/using_quest.htm </li></ul>
  33. 33. Working with Web quests <ul><li>Planet Web Quest </li></ul><ul><li>Go to the internet site: </li></ul><ul><li>http :// schools.spsd.sk.ca /victoria/ projects / Grassroots / Planet%20WebQuest / WebQuest2 . html </li></ul>
  34. 34. Evaluation <ul><li>What skills do we want our students to have learned by working with information texts? </li></ul><ul><li>Apply range of strategies to understand </li></ul><ul><li>Gather, evaluate and synthesize data </li></ul><ul><li>Participate, reflect and criticize in a positive manner </li></ul>
  35. 35. Moving on from reading <ul><li>Non-fiction offers excellent opportunities for writing and also debating! </li></ul><ul><li>See you on Wednesday 16th May to explain more! </li></ul>
  36. 36. <ul><li>Dr Margaret Mullet, Early Years Non-Fiction: A guide to helping young researchers. Routledge 2003 </li></ul><ul><li>Camp, D. (2000). It takes two: Teaching with Twin Texts of fact and fiction . The Reading Teacher, 53, 400-408. </li></ul><ul><li>Palmer, R.G. (2003). Non-fiction trade book use in primary grades. The Reading Teacher , 57, 38–48 </li></ul><ul><li>http://www.teachingideas.co.uk/english/contents06writingnonfiction.htm </li></ul><ul><li>http://www.brainpopjr.com/reading/genres/readingnonfiction/grownups.weml </li></ul>Useful Publications and Websites
  37. 37. Useful Publications and Websites <ul><li>http://www.readinga-z.com/newfiles/levels/lesson_plans/y/cesarchavez/cesarchavez_print.html </li></ul><ul><li>http://content.scholastic.com/browse/lessonplan.jsp?id=230 </li></ul><ul><li>http://www.mylearning.org </li></ul><ul><li>http://www.readwritethink.org </li></ul><ul><li>www.ict.oxon-lea.gov.uk/best_practice/ darling /index_main.html </li></ul><ul><li>http://www.aacps.org/aacps/boe/instr/CURR/comed/ES/webquest/Indexqu.htm </li></ul>
  38. 38. Task <ul><li>Design a web quest for any year group based on any non-fiction topic. It should follow the basic structure as outlined earlier. </li></ul><ul><li>For ideas visit: </li></ul><ul><li>http://education.iupui.edu/webquests/home.htm </li></ul><ul><li>http://web.archive.org/web/20020612000958/http:/www.aea2.k12.ia.us/Curriculum/webquests.html </li></ul>

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