Nonfiction Reading Preparing to Read. Set a Purpose Good readers set a purpose for their reading –What is your goal? –What do you want to learn, find.

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Presentation transcript:

Nonfiction Reading Preparing to Read

Set a Purpose Good readers set a purpose for their reading –What is your goal? –What do you want to learn, find out, or accomplish? –What questions do you have? Adjust your reading to match your purpose

Text Features Good readers notice many features of nonfiction text –Titles, subtitles, headings –Bold words, fonts, colors –Photos, illustrations, diagrams, maps –Captions, quotes –Graphs, charts, tables –Glossaries, word banks, indexes, notes –Insets, columns Text features help you identify and understand the author’s BIG ideas

Preview the Text Look at the text features before reading What can you infer from the graphic representation of ideas? Why do you think the author included these features? Use the text features to gain information

Record Your Thinking Text FeatureInformation Gained Purpose:_____________________________________________

Background Knowledge What do you already know about this topic? – Good readers activate prior knowledge before reading – Affects reading level, vocabulary, understanding, and interest – Adjust your reading strategies How does the text support, add to, or change your background knowledge?

Strategies for Challenging Texts When you have little Background Knowledge, you may need to adjust your reading – Preview the text features – Pay close attention to new vocabulary – Monitor your reading – Summarize each section – Take notes/highlight new information – Reread for understanding

Record Your Thinking I already know…I will adjust my reading by… After reading, I have learned… Purpose: ___________________________________________

Respond to Text  How did the text support, add to, or change your background knowledge? ECHO the question EXPLAIN your answer EVIDENCE from the text (specific) ENDING sentence EDIT your work

Sample Response- “ Lunch or Junk? ” The article “Lunch or Junk?” supported my background knowledge about the topic of school lunches. The article explained that school lunches often have unhealthy fats, salt, and sugar. I knew that from seeing the fried foods and desserts in my school lunch line. The article also added to my background knowledge. For example, I learned that 15% of kids aged 6 to 11 are obese. I knew obesity was a problem, but the article taught me the exact statistic. The article also introduced the idea that kids should be educated to make better choices both at school and at home. I never thought about it that way before. Overall, this article confirmed what I already knew and added some new facts and ideas to consider.