12 Skills and Strategies Strategic connections between nonfiction reading and concept learning increases academic curiosity and engagement as well as use of comprehension skills

12 Skills and Strategies 1.Main Idea / Supporting Idea 2.Summarizing / Paraphrasing 3.Developing Vocabulary 4.Prior Knowledge / Making Connections 5.Author ’ s Point of View 6.Structural Patterns 7.Using Text Organizers 8.Using Parts of the Book 9.Making Inferences 10.Setting the Purpose 11.Questioning 12.Visualizing

Main Idea / Supporting Idea Many students confuse main idea with topic: The main idea is the point that an author wishes to make about a topic. Sometimes the main idea is explicit - the author states the point clearly in the text. However sometimes the main is implicit and not readily apparent.

Summarizing/Paraphrasing Paraphrasing is putting someone else ’ s words into your own words Paraphrasing requires students to use vocabulary skills. Additionally, they need to use what they know about syntax and sentence structure. A summary briefly recounts the important points in a piece of text. Summarizing materials can help students with retention of information. It can also be used to understand the point the author is trying to make.

Developing Vocabulary In addition to learning word meanings in context, it is important that vocabulary development should help students:  Become adept at using a variety of word recognition strategies  Unlock meanings of technical and specialized vocabulary  Establish a systematic, lifelong method of vocabulary inquiry  Become motivated and enthusiastic about vocabulary study

Prior Knowledge / Making Connections Connections occur when students bridge what they already know with what they are learning. When students engage in prereading activities that make them aware of what they do and do not know about a topic, they approach text with purpose and work to construct meaning from their reading experience.

Author’s Point of View A nonfiction work may be objective or subjective, neutral or biased, depending on the purpose, intended audience, and type of text. Teaching students to recognize bias and to separate fact from opinion is one of the first steps in helping them to realize that nonfiction is not always “ the truth. ”

Structural Patterns Awareness of structural patterns is a reading strategy that requires the student to interact with the text.  Chronological  Compare and Contrast  Cause and Effect  Proposition and Support  Progression of Ideas

Using Text Organizers Text organizers are important features in nonfiction texts because they facilitate comprehension and help the reader locate information:  Chapter Titles, Headings, Topics  “ Alternative ” Typeface  Graphic features  Topic and summary sentences

Using Parts of the Book Nonfiction texts include a variety of organizational aids, such as:  Preface  Table of Contents  Glossary  Appendix  Index Strategic readers who learn to use these features will enhance their comprehension and understanding of informational texts.

Making Inferences In order to gain meaning from text, students must be able to infer. Inference is the process of judging, concluding, or reasoning based on given information. Two levels of comprehension:  Text explicit Right There! Think and Search  Text implicit Author and You On my own

Setting the Purpose “ Why am I reading this? ” Strategic readers survey the reading material and assess why they are reading it. Effective readers are those who identify a purpose for reading and select appropriate strategies to meet the reading goal for a particular passage.

Questioning Questioning strategies can help turn a passive reader into an active reader. Active readers pursue answers to questions as they read. Their active questioning leads them to the next piece of text the next piece of information. Through questioning, learning becomes an on-going process.

Visualizing Visualizations help readers to immerse themselves in the reading, making the details richer and more memorable.  Draw conclusions  Make inferences  Recall important details. Visual images include all the s enses, as well as emotions that are based on the reader ’ s prior knowledge and experience.