English SOL Institute Secondary Nonfiction Reading Strand English SOL Institute Secondary Nonfiction Reading Strand Teaching Text Structures Allison Carey, Reading Teacher Rachel Carson Middle School, FCPS

2 Secondary Nonfiction Reading Key Points in Nonfiction Reading Nonfiction includes both informational and functional passages Emphasis on text structures and organizational patterns. Examples in the Curriculum Framework Comprehension of nonfiction reading is a reporting category on new SOL tests. Key Points in Nonfiction Reading Nonfiction includes both informational and functional passages Emphasis on text structures and organizational patterns. Examples in the Curriculum Framework Comprehension of nonfiction reading is a reporting category on new SOL tests.

3 Secondary Nonfiction Reading Key Points in Nonfiction Reading Pair passages of same topic: fiction and nonfiction 9-12 nonfiction standards include identification of faulty reasoning More nonfiction items on SOL test beginning at 5 th grade Key Points in Nonfiction Reading Pair passages of same topic: fiction and nonfiction 9-12 nonfiction standards include identification of faulty reasoning More nonfiction items on SOL test beginning at 5 th grade

Secondary Nonfiction Reading 4-12 Reading Blueprints 4

Teaching Text Structure Structure is the key to comprehension– to comprehend a passage is to create a mental structure. (Calfee)Structure is the key to comprehension– to comprehend a passage is to create a mental structure. (Calfee) If students lack background knowledge on a topic, they depend on the structure of the text. (Caltaldo and Oakhill)If students lack background knowledge on a topic, they depend on the structure of the text. (Caltaldo and Oakhill) An understanding of text structure helps students summarize because a summary needs to reflect the structure of the text. (Kissner)An understanding of text structure helps students summarize because a summary needs to reflect the structure of the text. (Kissner) Structure is the key to comprehension– to comprehend a passage is to create a mental structure. (Calfee)Structure is the key to comprehension– to comprehend a passage is to create a mental structure. (Calfee) If students lack background knowledge on a topic, they depend on the structure of the text. (Caltaldo and Oakhill)If students lack background knowledge on a topic, they depend on the structure of the text. (Caltaldo and Oakhill) An understanding of text structure helps students summarize because a summary needs to reflect the structure of the text. (Kissner)An understanding of text structure helps students summarize because a summary needs to reflect the structure of the text. (Kissner) 5

Brainstorming Background Knowledge 6 GIVE ONEGET ONE

Text Structure ItalicsItalics Bold or colored printBold or colored print UnderliningUnderlining IndentationIndentation SidebarsSidebars IllustrationsIllustrations GraphicsGraphics PhotographsPhotographs HeadingsHeadings SubheadingSubheading FootnotesFootnotes AnnotationsAnnotations TypesetTypeset HyperlinksHyperlinks TimelinesTimelines ChartsCharts GraphsGraphs ItalicsItalics Bold or colored printBold or colored print UnderliningUnderlining IndentationIndentation SidebarsSidebars IllustrationsIllustrations GraphicsGraphics PhotographsPhotographs HeadingsHeadings SubheadingSubheading FootnotesFootnotes AnnotationsAnnotations TypesetTypeset HyperlinksHyperlinks TimelinesTimelines ChartsCharts GraphsGraphs 7

Text Structure Interactive Text Feature Wall- a bulletin board where students can post examples of different text features like bold print, italics, graphs, photographs, captions, etc. 8

Text Structures Textmapping- a hands-on strategy to teach students about text features and to improve comprehension Textmapping- a hands-on strategy to teach students about text features and to improve comprehension 9

TextmappingTextmapping Tape the pages of the chapter together to make a scrollTape the pages of the chapter together to make a scroll Use highlighters to mark the following parts of the chapter:Use highlighters to mark the following parts of the chapter: Tape the pages of the chapter together to make a scrollTape the pages of the chapter together to make a scroll Use highlighters to mark the following parts of the chapter:Use highlighters to mark the following parts of the chapter: 10 ColorActionFeature pinkhighlightheadings/subheadings pinkboxtext corresponding to headings purpleboxvisuals purplearrowvisual corresponding to text yellowhighlightvocabulary words orangehighlightquestions blueboxreading support/strategy greenboxconnection

TextmappingTextmapping 11 SimilaritiesDifferences List at least 3 Which book do you prefer? Explain.

Text Structure/Organizational Patterns Cause and effectCause and effect Compare and contrastCompare and contrast Concept/definitionConcept/definition Chronological or sequentialChronological or sequential Generalization or principleGeneralization or principle Listing or enumerationListing or enumeration Problem/solutionProblem/solution ProcessProcess Cause and effectCause and effect Compare and contrastCompare and contrast Concept/definitionConcept/definition Chronological or sequentialChronological or sequential Generalization or principleGeneralization or principle Listing or enumerationListing or enumeration Problem/solutionProblem/solution ProcessProcess 12

Teaching Text Structure Create a flip book with an example of each text structure.Create a flip book with an example of each text structure. Introduce a graphic organizer with each text structure.Introduce a graphic organizer with each text structure. Devote a few days to teach each internal text structure.Devote a few days to teach each internal text structure. Explicitly teach each internal text structure.Explicitly teach each internal text structure. Read an example of each text structure as a class.Read an example of each text structure as a class. Have students read an example of each structure with a partner.Have students read an example of each structure with a partner. Have each student independently read an example of each structure.Have each student independently read an example of each structure. Complete a scavenger hunt to find an example of each structure.Complete a scavenger hunt to find an example of each structure. Use the text structure work mat when reading nonfiction.Use the text structure work mat when reading nonfiction. Create a flip book with an example of each text structure.Create a flip book with an example of each text structure. Introduce a graphic organizer with each text structure.Introduce a graphic organizer with each text structure. Devote a few days to teach each internal text structure.Devote a few days to teach each internal text structure. Explicitly teach each internal text structure.Explicitly teach each internal text structure. Read an example of each text structure as a class.Read an example of each text structure as a class. Have students read an example of each structure with a partner.Have students read an example of each structure with a partner. Have each student independently read an example of each structure.Have each student independently read an example of each structure. Complete a scavenger hunt to find an example of each structure.Complete a scavenger hunt to find an example of each structure. Use the text structure work mat when reading nonfiction.Use the text structure work mat when reading nonfiction. 13

Text Structure Scavenger Hunt Students work in pairs to search for an example of each internal text structure.Students work in pairs to search for an example of each internal text structure. Pairs pick a topic to focus on as they gather an example of each text structure.Pairs pick a topic to focus on as they gather an example of each text structure. Some possible topics are sports, foods, athletes, musicians, or instruments.Some possible topics are sports, foods, athletes, musicians, or instruments. Each example must be about the chosen topic.Each example must be about the chosen topic. The topic doesn’t change, but the internal text structure changes.The topic doesn’t change, but the internal text structure changes. Students need to cite the source of each example.Students need to cite the source of each example. All of the examples will be displayed and labeled on a poster.All of the examples will be displayed and labeled on a poster. Students will include a visual of the topic on the poster.Students will include a visual of the topic on the poster. Students work in pairs to search for an example of each internal text structure.Students work in pairs to search for an example of each internal text structure. Pairs pick a topic to focus on as they gather an example of each text structure.Pairs pick a topic to focus on as they gather an example of each text structure. Some possible topics are sports, foods, athletes, musicians, or instruments.Some possible topics are sports, foods, athletes, musicians, or instruments. Each example must be about the chosen topic.Each example must be about the chosen topic. The topic doesn’t change, but the internal text structure changes.The topic doesn’t change, but the internal text structure changes. Students need to cite the source of each example.Students need to cite the source of each example. All of the examples will be displayed and labeled on a poster.All of the examples will be displayed and labeled on a poster. Students will include a visual of the topic on the poster.Students will include a visual of the topic on the poster. 14

Online Resources Words that Signal a Text’s Organizational Pattern Teaching Text Features Text Structures and Text Features Text Structure Resources E Reading Worksheets: Text Structure Words that Signal a Text’s Organizational Pattern Teaching Text Features Text Structures and Text Features Text Structure Resources E Reading Worksheets: Text Structure 15

ReferencesReferences “Exploring Ways Authors Use Text Structures to Convey Meaning." Pennsylvania Department of Education Standards Aligned System. N.p., n.d. Web. 20 July "In My Classroom: The Forest and the Trees: Teaching Text Structure." In My Classroom: The Forest and the Trees. N.p., n.d. Web. 21 July "In My Classroom: The Forest and the Trees: Teaching Text Structure." In My Classroom: The Forest and the Trees. N.p., n.d. Web. 21 July Conklin, Tom. Nonfiction comprehension cliffhangers. New York: Teaching Resources, Print. Daniels, Harvey, and Nancy Steineke. Texts and lessons for content-area reading. Portsmouth, NH: Heinemann, Print. Kissner, Emily. Summarizing, paraphrasing, and retelling: skills for better reading, writing, and test taking. Portsmouth, NH: Heinemann, Print. "Text Structure | Reading Worksheets." ereadingworksheets | Free Reading Worksheets. N.p., n.d. Web. 20 July "The Textmapping Project - Home." The Textmapping Project - Home. N.p., n.d. Web. 20 July “Exploring Ways Authors Use Text Structures to Convey Meaning." Pennsylvania Department of Education Standards Aligned System. N.p., n.d. Web. 20 July "In My Classroom: The Forest and the Trees: Teaching Text Structure." In My Classroom: The Forest and the Trees. N.p., n.d. Web. 21 July "In My Classroom: The Forest and the Trees: Teaching Text Structure." In My Classroom: The Forest and the Trees. N.p., n.d. Web. 21 July Conklin, Tom. Nonfiction comprehension cliffhangers. New York: Teaching Resources, Print. Daniels, Harvey, and Nancy Steineke. Texts and lessons for content-area reading. Portsmouth, NH: Heinemann, Print. Kissner, Emily. Summarizing, paraphrasing, and retelling: skills for better reading, writing, and test taking. Portsmouth, NH: Heinemann, Print. "Text Structure | Reading Worksheets." ereadingworksheets | Free Reading Worksheets. N.p., n.d. Web. 20 July "The Textmapping Project - Home." The Textmapping Project - Home. N.p., n.d. Web. 20 July

Contact Information Allison Carey Allison Carey 17

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