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2 “Readers of nonfiction have to decide and remember what is important in the texts they read if they are going to learn anything from them.” ~ Harvey & Goudvis “Readers of nonfiction have to decide and remember what is important in the texts they read if they are going to learn anything from them.” ~ Harvey & Goudvis

Elkhart Community Schools3 Have you ever asked someone how their day went and received a blow-by-blow description of every detail?

Elkhart Community Schools4 Decisions about importance are based on…  The reader’s purpose  The reader’s schema for the text content - ideas most closely connected to the reader’s prior knowledge will be considered most important  The reader’s sense of the aesthetic - what he or she values or considers worthy or beautiful  The reader’s purpose  The reader’s schema for the text content - ideas most closely connected to the reader’s prior knowledge will be considered most important  The reader’s sense of the aesthetic - what he or she values or considers worthy or beautiful

Elkhart Community Schools5 The House

Elkhart Community Schools6 “It is critical to support learners through the learning process and gradually release responsibility to them.” Keene & Zimmerman - Mosaic of Thought “It is critical to support learners through the learning process and gradually release responsibility to them.” Keene & Zimmerman - Mosaic of Thought Teacher Modeling Guided Practice Independent Practice Independent Application

Elkhart Community Schools7 Teachers should model thinking aloud about their own process of determining importance during reading. Teacher Modeling

Elkhart Community Schools8 Guided Practice In small or large group mini- lessons, students are invited to share their thoughts about what is important.

Elkhart Community Schools9 Independent Practice Students may work individually, meet in small groups, or work in pairs to compare ideas about what is most important in text and how they came to that conclusion.

Elkhart Community Schools10 Independent Application Conference with students during independent reading. This will give you the opportunity to discuss what decisions they are making about important ideas in a variety of texts.

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Elkhart Community Schools12 Power Notes contribute to students’ awareness of text structure as they read and write. In addition ~ Students learn to read actively and to prioritize main ideas from details as they study. Power Notes can be integrated into a number of other activities to help students perceive how information in interconnected. Power Notes contribute to students’ awareness of text structure as they read and write. In addition ~ Students learn to read actively and to prioritize main ideas from details as they study. Power Notes can be integrated into a number of other activities to help students perceive how information in interconnected.

Elkhart Community Schools13  Power 1 ~ main point or category  Power 2’s, 3’s, and 4’s ~ corresponding details and examples  Power 1 ~ main point or category  Power 2’s, 3’s, and 4’s ~ corresponding details and examples

Elkhart Community Schools14 An example of Power Notes 1. Penalties in Football 2. On Offense 3. Holding 3. Clipping 2. On Defense 3. Off Sides 3. Pass Interference 3. Grabbing Face Mask 2. On Special Teams An example of Power Notes 1. Penalties in Football 2. On Offense 3. Holding 3. Clipping 2. On Defense 3. Off Sides 3. Pass Interference 3. Grabbing Face Mask 2. On Special Teams

Elkhart Community Schools15 Power 1 Power 2 Power 3

A Chapter Tour is a form of study guide that "talks" the reader through a chapter, and points out elements of the text that warrant special attention.

Using a Chapter Tour activity involves the following steps. 1.Preview the Chapter 2.Create the Tour 3.Students Complete the Tour 4.Develop Variations Using a Chapter Tour activity involves the following steps. 1.Preview the Chapter 2.Create the Tour 3.Students Complete the Tour 4.Develop Variations

Preview a typical textbook chapter to identify salient features that students might overlook during their reading.

Create a Chapter Tour that guides students toward noticing organizational features as they use the book.

Have students complete your first Chapter Tour as an introduction to the textbook.

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Elkhart Community Schools24 “We must teach our students what nonfiction is. Teaching our students that expository text has predictable characteristics and features they can count on before they read allows them to construct meaning more easily as they read.” ~ Debbie Miller “We must teach our students what nonfiction is. Teaching our students that expository text has predictable characteristics and features they can count on before they read allows them to construct meaning more easily as they read.” ~ Debbie Miller

Elkhart Community Schools25 Labels Captions Comparisons Graphics Maps Labels Captions Comparisons Graphics Maps Fonts and Effects Table of Contents Index Glossary Appendix Fonts and Effects Table of Contents Index Glossary Appendix

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Elkhart Community Schools28 In the Past… You were asked to “highlight the most important parts of the material.” How many of you highlighted almost the entire page? Were you ever told “how” to figure out what are important details? You were asked to “highlight the most important parts of the material.” How many of you highlighted almost the entire page? Were you ever told “how” to figure out what are important details?

Elkhart Community Schools29 When students highlight or mark text in nonfiction materials, they should keep the following guidelines in mind ~  Look carefully at the first and last line in each paragraph.  Highlight only necessary words and phrases.  Don’t get thrown off by interesting details.  Try not to highlight more than half of a paragraph. ~ Continued  Look carefully at the first and last line in each paragraph.  Highlight only necessary words and phrases.  Don’t get thrown off by interesting details.  Try not to highlight more than half of a paragraph. ~ Continued

Elkhart Community Schools30  Make notes in the margins.  Cue words will be followed by important information.  Nonfiction has many features that signal important information.  Pay attention to surprising information. You may be learning something new.  Make notes in the margins.  Cue words will be followed by important information.  Nonfiction has many features that signal important information.  Pay attention to surprising information. You may be learning something new.

Elkhart Community Schools31 V.I.P. (Very Important Points)  Students cut sticky notes so there are slim strips of paper extending out from the sticky edge.  As students read, they tear off pieces to mark points in text they feel are significant.  After reading, students compare the points they marked. They must justify their answers. “I chose to mark this point because…”  Students cut sticky notes so there are slim strips of paper extending out from the sticky edge.  As students read, they tear off pieces to mark points in text they feel are significant.  After reading, students compare the points they marked. They must justify their answers. “I chose to mark this point because…”

Elkhart Community Schools32 Coding  I – Important  L – Learned something new  * – Interesting/important  Aha! – Big idea surfaces  S – Surprising  S!!! – Shocking  !!! - Exciting  I – Important  L – Learned something new  * – Interesting/important  Aha! – Big idea surfaces  S – Surprising  S!!! – Shocking  !!! - Exciting

Elkhart Community Schools33 Two or Three Column Notes Monarchs that emerge in spring and early summer Mate in 4 days Lay eggs on milkweed plants Males & females die in one month Mate in 4 days Lay eggs on milkweed plants Males & females die in one month The Monarch Butterfly - Pg. 9 Monarchs that emerge in late summer and fall Live longer Migrate hundreds of miles to warmer areas Live longer Migrate hundreds of miles to warmer areas

Elkhart Community Schools34 Anticipation Guides 1.Prepare a list of true / false statements about a subject that is about to be read. 2.Have the students make a true or false prediction about the statements BEFORE reading. 3.Have the students read the article or text. 4.Tell the students to answer the same set of true / false questions as they can now verify their answers from the reading. 1.Prepare a list of true / false statements about a subject that is about to be read. 2.Have the students make a true or false prediction about the statements BEFORE reading. 3.Have the students read the article or text. 4.Tell the students to answer the same set of true / false questions as they can now verify their answers from the reading.

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