The document discusses strategies for reading informational texts, including:
1) Using text features like titles, headings, and glossaries to help understand and get ready to read informational texts.
2) The importance of informational texts in school and standardized testing, as well as in college and careers.
3) Differences between fiction and informational texts and how they are structured.
Week 1 of CMU ELI 182 Online
This presentation will help you understand how strategies can improve your reading. Identify which strategies you already use and which ones you need to work on.
Week 1 of CMU ELI 182 Online
This presentation will help you understand how strategies can improve your reading. Identify which strategies you already use and which ones you need to work on.
Whenever you read something and you evaluate claims, seek definitions, judge information, demand proof, and question assumptions, you are thinking critically.
Presentation I made at the Language Center of the Faculty of Arts from San Marcos University on the topic of Critical Reading. This workshop was given together with Yony Cardenas, who was in charge of the part of Critical Thinking.
This is part of the follow up ELT Upgrade workshop Series which was organized by RELO Andes with the Support of U.S. Embassy, U.S. Department of State.
Whenever you read something and you evaluate claims, seek definitions, judge information, demand proof, and question assumptions, you are thinking critically.
Presentation I made at the Language Center of the Faculty of Arts from San Marcos University on the topic of Critical Reading. This workshop was given together with Yony Cardenas, who was in charge of the part of Critical Thinking.
This is part of the follow up ELT Upgrade workshop Series which was organized by RELO Andes with the Support of U.S. Embassy, U.S. Department of State.
This tutorial provides an overview of the three levels of questioning, drawing on the concept of the three-level study guide. *The “Three level question guide” is a technique developed by Herber in 1978.
Source: Herber, H. (1978). Teaching reading in the content
areas. New Jersey: Prentice Hall. The aim of the tutorial is future and current elementary teachers.
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I text text_has_features_parent_workshop_f14 (1) (1)
1.
2. In today’s session we will:
• Get ready to read by thinking about what you
know about a topic and setting a purpose for
reading.
• Learn how to use text features to help you get
ready to read an informational text.
• Ask and answer questions you develop to help
you learn about the topic you are reading.
• Discover how much we read informational text
every day.
3. • Between 50 and 80 percent of all standardized tests
students take will be an informative-type text.
• By sixth grade, more than 50 percent of reading in school
is going to be informational text. Most of what adults read
on and off the job is informational text (Venezky, 2000).
• We need to prepare students for the kinds of reading
expected in both college and the workplace.
Why Are We Focusing on Informational Text?
4. Fiction
Used to entertain us.
Has a beginning, middle, end of the
story, has a setting, plot, characters,
etc.
Read from front to back
When answering questions about the
story, you could say: “I think he is
going to do this because…..”
What’s the Difference between
Fiction and Informational Text?
Informational Text
Used to inform/let us know about …
Has text features that guide us when
reading information about the subject
Can read one chapter, anywhere you
want to start usually (how to…)
When answering questions about the
text, you need to find the exact answer
that can be found in the content you
just read.
5. Informational texts include
all kinds of nonfiction.
We read informational texts to:
• Increase our knowledge about a topic.
• Understand how things work and why
things happen.
11. Let’s Find Out
• Locate the Let’s Find Out
handout.
• Choose three or four
information boxes on the
handout
• Write down as many
sources you can think of
to locate this
information.
13. • Think about what you know about the
subject BEFORE you start reading.
• Set a purpose for reading the chapter,
book, or article. Students can also set
their own purpose for reading.
Let’s Get Started
14. 1. Use the informational text book you selected and locate
the Thinking Guide handout.
2. Think about what you may already know about the topic
you have chosen. Write down two or three things you
already know or think you know.
3. Look at the What I Want to Know column. Write down
two or three things you want to know more about as you
read the book.
What to do before you start reading..
18. • Choose any chapter in your
informational text book.
• Locate the Titles & Subheadings
handout
• Use the Title and Subheadings to
create questions about the text.
• Go back into the text to find the
EXACT answers to the questions
you created.
Practice Using Titles & Subheadings
19. Share Your Answers
Choose a partner/pair
at your table
and share both your questions
and your answers with your partner/pair.
24. Seek & Find Text Features
1. Let’s use your informational text book again.
2. Locate the “Informational Text Features”
handout.
3. Look at the “Informational Text Features”
sheet and check off all the text features
you find in your informational text book.
4. When you are looking through the text features, look for a fact
you did not know and share that fact and its location with your
tablemates.
25. Share the Fact You Did Not Know
Share a fact that
you did not know with
your tablemates and
tell them where you found that
information in the book.
26. What have you learned?
1. Go back to your Thinking Guide handout.
2. Look back at what you knew about the topic you have explored
and what you wanted to know as well. Did you learn more
about your topic?
3. Go to the what I learned section and write down three new
things you learned as you looked at the text features found in
your book.
28. What to Do When You Are Stuck!
Do you understand what you just read? If you
don’t go back into the text and ask questions.
– What do I already know about this topic?
– How can the text features help me understand
what I am reading?
– Am I using the glossary to help me with the new
vocabulary words?
– Do I need to reread some of these pages?
– Can I turn titles into headings to ask myself
questions I can answer about what I just read?
29. What if Your Text Doesn’t Have a
Text Feature that You Need?
Examples:
Table of Contents
Glossary
Timeline
Index
Key Words/Guide Words
Titles/Headings
30. • Read several articles and/or books on the same
subject so that you will be able to learn more about
the topic.
• Think about why the author wrote this kind of book.
• When you read about a topic written by more than
one author, you learn how authors can think
differently about a topic.
Always Look For Different Points of View
31. Additional Resources to Use
• 3-2-1 Strategy Chart
• Text Feature Notes
• 10 Tips for Reading Nonfiction with Your Child
iTEXT
Informational Text
Text Has Features
Professional Learning Session
Facilitator’s Note: Approximate time is 75 minutes. You can shorten time on activities to fit the time you have allocated.
• Distribute:
Pencils for each participant
Handouts for each participant
Let’s Find Out
Thinking Guide
Turning Titles and Subheadings into Questions
Informational Text Features
3-2-1 Strategy Chart (optional)
Text Features (optional)
10 Tips for Reading Nonfiction with Your Child (optional)
Select six to eight different nonfiction informational text books (more if necessary) for each table. The goal is to have each participant select one book to use during the workshop.
The Scholastic Discover More series works well for this presentation.
If this workshop is held during the Book Fair, you may select these books from the Fair.
Flip chart and markers (if facilitator feels they are needed)
Note that you will ask participants to use their smartphones (if available) for one of the activities.
Note for Slides 6 through 12 (Game Activity) – You will need to use a mouse (not a handheld remote clicker) to advance these slides.
Welcome participants as they arrive for the session.
Say: This workshop will be used to help both you and your child understand how to use several strategies to preview an informational text to promote better comprehension of the material found in the text.
If you have come with a family member, you are now officially partners during this workshop. Several informational texts are on your table. I want you and your partner to choose a book to use throughout this workshop.
Read slide to participants.
Say: Informational text is an informative read, particularly when you want to know more about a topic. Although we will never give up reading fiction, most of our working day will require reading and interpreting informational text. Notice how important it is that our children learn to be more effective at reading informational text to help them become better test-takers and to get ready for both college and the workplace.
The Common Core Standards call for a shift in the balance of fiction to nonfiction as children advance through school. According to the CCSS guidelines, by the end of fourth grade, students' reading should be half fiction and half informational. By the end of 12th grade, the balance should be 30 percent fiction and 70 percent nonfiction across all subject areas.
Say: Let’s look at the differences between fiction and nonfiction together. What do you notice as you compare fiction with informational text?
Facilitator’s Note: Allow time for brief responses based on slide.
Say: Students are learning about our world and how it works as they read science and social studies materials. We want our children to get excited about reading all kinds of informational texts. It is important to choose an informational text to read aloud both to and with your child at home.
Important Facilitator Note #1: You must play the game using the $100 question (Weather) first then the $200 question (History.) If this sequential order is not followed it disengages the animation for the rest of the game.
Important Facilitator Note #2: You must use a mouse(not a handheld remote clicker) to advance through slides 6 through 12 (Game Activity.)
Say: I hope you have brought your smartphones with you today. We’ll be using them for this part of the workshop. You may look for answers on the Internet to help you with the next activity. Let’s find out where you can get information about the following topics.
Facilitator’s Note: Read slide; encourage parents and children to work together in pairs to find as many resources as possible in response to the query.
Facilitator Note: Allow 1 minute for activity
Say: I’ve just noted a few sources of information; who would like to share sources you found to answer the statement?
Facilitator Note: Solicit responses.
Responses may also include:
Weather books, Wikipedia, Internet Search, Encyclopedia
Say: Here’s our next one that I’d like you to try together. Find as many sources of information as possible. Some of you may be able to let your parents know about apps you can use as well.
Facilitator’s Note: Allow one minute for activity.
Say: Here are two sources of information you can use. Who has another source we could use to learn more about George Washington?
Facilitator Note: Solicit responses.
Responses may include:
Internet Search, Wikipedia, Encyclopedia
Say: Now I’d like you to try to list sources of information by using the Let’s Find Out handout on your tables.
Facilitator’s Note: Read instructions directly from the slide.
Say: You can also use your smartphones to find any sources. You’ll have two minutes to complete this. I’ll let you know when time is up and then I’d like you to share one of your answers with your tablemates.
Facilitator’s Note: Allow two minutes for participants to write down the information. Then ask participants to share their responses based upon the boxes they selected. Allow two minutes for discussion.
Say: What did you notice after looking over all the information boxes?
Facilitator’s Note: The goal is for parents and students to recognize how many times during the day they are accessing information. They are actually reading more nonfiction than fiction.
Say: You are all winners in this room. Congratulations!
Say: Here are some important steps you need to learn so you can successfully read informational text. Why do you think it is important to consider what you know about a topic before you start reading?
Facilitator’s Note: Allow time for brief responses.
Say: You also should consider why you want to read about a topic. Those reasons usually start as questions. The more questions you ask yourself, the more information you will acquire as you answer those questions while reading. Questions drive learning. Think about tests in which you read a paragraph and answer questions about its content. Don’t forget to read the passage at least twice to make sure you have found the exact answer to the question.
Say: I want you and your partner to look at the informational text you have chosen. Also look at the Thinking Guide handout on your table. Talk over the book’s topic of the book with your partner, and write down three things you already think you know about it. Then write down three things you would like to know about your topic before you read your book.
Facilitator’s Note: Allow three to five minutes for this exercise.
Say: You should do something like this every time you read a chapter from your science or social studies books. It gets your brain thinking about the topic even before you begin reading, preparing you to learn new information about a topic. Talk to another partner pair to share what you already know about the topics of the books you are using today.
Facilitator’s Note: Allow two minutes for discussion.
Facilitator Note: This slide shows 15 text features. When you hit enter, the animation will fade 9 of the features out leaving 6 larger text features. During this presentation we are focusing on six of the features. The script below will tell you when to fade those features out.
Say:
You use text features to help you read informational text.
A feature is an important part of something. Think about facial features. Each one of your facial feature performs a different function; the same applies to text features. Each feature is important to help you understand the text you will be reading, but they all help you locate different kinds of information.
Authors include text features to help you better understand what you are reading.
Text features provides additional information that may not be written in the text itself.
Text features can be found in textbooks, magazine articles, newspapers, reports, web pages, and other forms of informational text.
Say: Here we are showing you many of the text features. Today we are going to focus on six of the features.
Facilitator Instruction: Hit enter to fade 9 of the features.
Say: We will cover these features in detail; The Table of Contents, Titles and Headings, Bold or Italicized Print, the Glossary, Maps and finally Timelines.
Say: Let’s start with a table of contents, an important text feature. How can a table of contents help you read this book about the body? A table of contents lists the major parts of a book along with page numbers, and it outlines the main topics points so you can easily locate information in the book. Many times you can turn chapter names or subheadings in the table of contents into questions you can use to help you learn more about the text you are reading. Try turning one of these listings into a question. Use questions words: who, what, where, when, why, or how.
Facilitator’s Note: Ask participants to formulate some questions based on the tables of contents in their books.
Say: How can you use these questions to help you learn more about the text?
Facilitator’s Note: Solicit responses.
Say: When your student is studying for a test, use table of content headings as main questions you can ask him. You could make a list of questions for each chapter you are reading by just using the table of contents. That will help him think about the main ideas within each chapter.
Say: We talked about turning titles and headings into questions that you can ask and answer yourself after reading a chapter or page in your informational text. Titles and chapter headings tell you what a page or chapter will be about, show you the main ideas found in each section or page, and let you know what you are about to read. Also notice the captions on these pages that help you better understand what the pictures are all about. When you turn a title or heading into a questions, what words would you use to start your question?
Facilitator’s Note: The desired responses are “who,” “what,” “where,” “when,” “how,” and “why.” Have students review these, and write them down on chart paper for them.
Say: Let’s practice turning titles into questions.
Facilitator Note: Read the instructions for this activity from the slide. Allow three minutes for this activity.
Say: Can someone turn a title into a question and then tell me the answer to the question?
Facilitator Note: Ask two to three additional participants to tell you the titles they chose and the resulting questions and answers. Allow two minutes for this activity.
Say: Do you think that these questions could come up on a test? The questions also help you better understand the text because they prompt you to look for the answers as you read.
Facilitator Note: If time permits, have partner pairs share questions and answers with one another or choose a partner pair willing to share responses with the entire group.
Allow 2 minutes for the sharing if time permits.
Facilitator Note: Animation on the click will highlight (in yellow) the sentence with the bold word fossils.
Say: Here’s a good example of bold print found in the text. If the book contains a glossary, you would find the definition of this bold printed word listed there. Pay attention to any word that is in bold print in your text. Every time you see bold print, that word is most likely going to be on the test. If you don’t have a glossary in your book, how can you find the definition to the bold printed word?
Facilitator’s Note: Solicit responses. Talk about various dictionaries – hardbound, online dictionaries, and dictionary apps.
Say: Glossaries are great tools. You won’t find one in every book, but when you do, make good use of it. You may want to go to the glossary first to look over those new words. They will help you learn what is going to be in the text you will be reading. A glossary will give you a list of key terms in alphabetical order. Sometimes a glossary will even help you learn how to pronounce an unknown word.
Let’s look at this glossary. What does the word “petrified” mean? Can you use it in a sentence?
Facilitator’s Note: Solicit responses based upon the glossary definition.
Say: Help your child become test ready by going over these words at home. Never copy the definition given from the glossary; instead, read the definition and then put it into your own words. If you just copy definitions, you will not remember what a word means, but you are more likely to remember a word when you define it in a way you understand.
Say: Maps are used to help us see the basic shape of the land and other features. Maps help us understand where an event took place and how far away that place is in relation to where we are. In this case, not only do we see the map but we also see various pictures of the place featured in the text. What country are we looking at?
Facilitator’s Note: The correct response is Egypt.
Say: Look over maps and charts before you read the text to help you understand where the event you will be reading about takes place. When you can visualize that place, it will help you remember what the text is telling you.
Say: A timeline will help your child understand how an event started, when events took place, and the context of events in relation to one another. If the book he is reading does not have a timeline, help him make one of his own. Many times important events are linked to dates that will appear on a test. A timeline helps you get organized to remember the who, what, when, where, why, and how of an event. You only need to write one or two lines to help you construct a timeline of events.
Facilitator Note: Read the instructions. Make sure every table has the Text Features handout. Be an active facilitator and ensure partner pairs are going through the handout together and checking off features found in their selected book. Allow two to three minutes for this activity.
Facilitator Note: Have partner pairs share with their tablemates one fact they learned as they were looking through the text features. Bring the group back together after one minute, and ask for volunteers to share one or two facts they have shared with their group. Ask what text feature they were looking at when they chose their fact.
Allow a total of 2-3 minutes for this activity.
Facilitator Note: Give partner pairs time to discuss what they learned and write down three things they found out about their topic. If time permits, have them share what they learned with the audience.
Say: It’s always important to write down what you have learned about a topic. When you write something down, you are using a different part of your brain, further enforcing learning. Please take home the Text Features sheet, and use it whenever you read informational text to help you remember to access these important features so you can better understand what you are reading.
Facilitator Note: Have partner pairs share what they learned with tablemates. Ask students and their family members if they were surprised they learned so much just by looking at the text features when previewing their book.
Allow 3-5 minutes for this pair/share.
Say: Encourage students always to take the time to preview the chapter or book before reading it to begin to acquire both knowledge and interest about the topic.
Say: Students need to monitor their reading. All of us at have daydreamed while reading a particularly complex text. Students, learn how to self-monitor your reading by asking yourselves these kinds of questions about the text. We also don’t reread the text enough. It is always important to go back and read slowly. Write down questions you have about the text by using bold words, titles, headings, chapter headings, and so on. Go back and read again to help you find the answers to the questions you developed while previewing the book or chapter.
Say: Make your own text features. Write out your own glossary. Use a dictionary, or Google the word and then write the definition in your own words. Create your own timeline of events. Make your own table of contents to help you locate information about a topic when you are rereading. Creating your own text features helps you organize your information so that you will be better able to read the text and understand the content.
Say: This is called finding multiple sources of information. Your teacher will often ask you to provide a bibliography when you are working on a project or a paper. The reason she is asking you to do this is so you can find many different books or articles on the subject to learn how authors may present information in different ways. Also, using multiple sources of information can help you identify mistakes an author has made.
Facilitator’s Note: You can hide this slide if you decide not to use these additional handouts.
Say: Here are additional tools you can use to help guide the learning and comprehension of your students:
The 3-2-1 Strategy Chart
This is a tool that asks the student about any informational text book they have read:
3 things they have discovered
2 interesting things they found
1 question they still have
Text Feature Notes
Students can use this tool to discover additional text features in a book and their purpose.
10 Tips for Reading Nonfiction
This is a friendly tip sheet (10) for reading nonfiction with the family. This highlights many of the strategies we have covered today.
Say: Thank you for attending our workshop. Informational text is an important part of the daily reading we do every day. I hope you use the information you learned today to help you when you read informational texts.