Reading Nonfiction

Why are we doing this? Kids need to learn how to read with a skeptical eye, but also with an open mind, so that they can truly learn. “The major problem with simply telling the kids what they need to know is that for the rest of their lives there will be a great many people happy and eager to do precisely that.” Students need to learn how to learn.

What is nonfiction? Kids respond- with or “not fake” or “something true” “Nonfiction is the group of texts in which the author makes claims or assertions to readers about the real world, real people, real experiences, ideas, or beliefs.”

What do you need to know? Kids need to be reading all of the time! Should have rigor- but what does that mean? Not lexile (use as a guide) Consider ideas presented, structure, language, and prior knowledge required Allow time for student talk. This is key. And the only way you will allow them to learn from the reading. When teacher-led, use dialogic questions. Students need to understand there isn’t a desired answer.

Monologic Questions ·  Monologic questions are questions in which teachers expect specific answers. ·  From a 4th grade student who had just read an article on the subject of dinosaurs: "Oh, I really like it when the teacher gives you the questions or the questions are already at the end of the article. All you have to do is look at the questions and then find the part of the story that gives you the answer. It's like you don't even really have to read the entire thing.”.

Dialogic Questions Dialogic questions push kids to respond to questions for which teachers may not have a specific or set answer.  The kids will value the question more because they bring what they know to the response They still require a textual response

Dialogic Questions Questions that encourage an open-mind and skeptical eye. Questions that students could - with practice - adopt as a habit of mind. Using more of these questions pushes test scores up monologic questions actually lower them!

The Big Three When reading ask these questions: 1. What surprised me? 2.  What did the author think I already knew?  3.  What change, challenged, or confirmed what I know? 

The Big Three They chose to ask the questions from a first person point of view because they wanted the student thinking about the text in the first person. We read as ourselves.  We all read in first person. They want the student to be well aware of himself or herself while reading. They want readers to think of who they are, what they know, how they are reacting, and let the questions emerge from the text's impact upon themselves.

What surprised me? Doesn’t mean shock Really?!? Use a “!” to mark

What did the author think I already knew? Similar to old confusion mark Eliminates the focus on just vocabulary Puts fault on author not the student Use a “?” to mark

What Changed, Challenged, or Confirmed what I knew? Forces kids to bring it all together Doesn’t allow them to say there wasn’t anything in the article that answered it This will require the most modeling Use a “C” to mark

Number yourselves at your tables On Your Own Number yourselves at your tables 1 & 2.   What surprised me?  (Use an “!”) 3 & 4.  What did the author think I already knew?  (Use a “?”) 5 & 6.  What change, challenged, or confirmed what I know? (Use a “C”) www.mrsturgeonfjh.weebly.com

Signposts Contrasts and Contradictions Extreme or Absolute Language Numbers and Stats Quoted Words Word Gaps

Possible Sentences Before reading strategy Makes predictions using actual words or phrases Pick 8-14 words/phrases Students turn them into…possible sentences!

KWL 2.0 Before and after reading strategy The old KWL had some issues This doesn’t let kids stare blankly at you Not only is there reading for a purpose but there is also reflection

Somebody wanted but so After reading strategy Write one-sentence summary of text Forces them to look at critical parts Not one “right” answer. Can be done a couple of times.

Now It is Your Turn! Based on what you've learned today, what can you do to transform your classroom tomorrow?  Next week?  Long term? Find two non-fiction articles you could use in the next month Read the Nonfiction Signposts document Review the strategy handouts- see if any work well with your new articles Allow kids to read in class, talk in class, and do the work in class. Not just for them, but for you.