1. Close Reading in Non- Fiction Utilizing the three-part learning framework, we will examine practical ways to weave comprehension strategies into your content area teaching. We will focus our attention on informational texts by sharing different strategies to help students read and engage with nonfiction selections.

2. Seed Question What does content area reading and learning mean to you? Have you ever heard someone say… “Teaching reading is not my primary focus; teaching ________ is.”

3. Leads to “Traditional” Assumptions The textbook is the main information resource for students. Lecture and copying notes are great ways to teach new information especially for students who can’t read the textbook. The review questions at the end of each chapter help students study and determine what they understand. Students learned how to read in the lower grades, and they don’t need reading instruction in middle/high school content subjects.

4. The textbook is one of many resources. Informational picture and chapter books, historical fiction, biography and autobiography, photo essays, magazines, primary sources, newspapers can all bring greater depth and perspective to students. The Internet, videos, parents, other teachers and community members add value to our sources of content (Robb, 2003). Active participation in learning is extremely important. Learning by doing enables students to link their prior experiences and knowledge to new information and construct new understandings (DuFour, 2010; Parker 2001; Wells, 1986).

5. Teaching students to ask their own questions and modelling notetaking strategies can improve comprehension (Palinscar and Brown, 1984; Vaughan and Estes, 1986). As readers mature, teachers can help them refine their knowledge and use of the in-the-head strategies (predicting, questioning, retelling) to make sense of texts. When strategies are taught, teachers can improve students’ ability to read and comprehend challenging texts and help them learn more information (Vygotsky, 1978).

6. Strategies for Reading Nonfiction to Learn Information Reading to Learn Add Other Language Processes Make Meaning with Informational Text Questions and Questioning Awareness of Text Structure

7. Make meaning with informational text Find implied meanings Find main idea Set purposes for reading Separate essential details from nonessential details

8. Add Other Language Processes Note taking Write something Discussion Think- alouds Listening Retell or summarize Reread and review

9. Awareness of Text Structure Browse and preview Six common structures Teach about text structures Think aloud 1.Compare and Contrast 2.Cause and Effect 3.Question and Answer 4.Problem and Solution 5.Sequence or Chronological 6.Descriptive

10. Questions and Questioning Foster student made questions Ask before, during and after reading Teach students what kinds of questions to pose Utilize seed questions

11. Three-Part Learning Framework To Support Students… BEFORE Learning DURING Learning AFTER Learning

12. BEFORE Learning Strategy Lessons Building Background List-Group-Label Provide a variety of preview resources Books, Browse, Talk, Write Strengthens associations and vocabulary Textbook Scavenger Hunt Academic Vocabulary Marzano’s Six Steps 1.Teacher explains 2.Students restate 3.Students show 4.Teacher discusses 5.Students refine and reflect 6.Students apply in learning games

13. DURING Learning Strategy Lessons Establishing Purpose Transition Students through the “I do” / “we do” / “you do” sequence Teacher sets purpose and models through think aloud Teacher and students collaborate on purpose Student sets purpose Context Clues Expert Use all available context clues to figure out a word’s meaning Teach how authors embed meaning in texts Model context clues as they appear in your reading Utilize FSGPT to build confidence as a clue detective

14. Jigsaw Strategy Lessons Seven Steps to Reading Graphics Interactive Think Aloud Preview & Predict Taking Notes by Posing Questions Questions that Foster Critical Analysis of Texts Questioning the Author Concept Explanation through Journaling

15. AFTER Learning Strategy Lessons Scaffolding to Motivate Learning Design high interest activities Share your passion and enthusiasm Chunk learning into segments Provide a structure for notes and writing Read and comment on each segment to guide students Help students review the day and plan next steps Discussion as a Way of Learning Honor wait time Begin with a strong statement Restate what students say Nudge students to elaborate Use seed questions Affirm students’ thinking Limit teacher talk Keep records

17. Make meaning with information al text Find implied meanings Find main idea Set purposes for reading Separate essential details from nonessentia l details Questions and Questioning Foster student made questions Ask before, during and after reading Teach students what kinds of questions to pose Utilize seed questions Add Other Language Processes Note taking Write something Discussion Think- alouds Listening Retell or summarize Reread and review Awareness of Text Structure Browse and preview Six common structures Teach about text structures Think aloud Close Reading in Non-Fiction