1. Taking a Questioning Stance
The 3 big questions!
Taken from “Reading Nonfiction” by Beers and Probst

2. Really?
Have you ever talked with a friend and heard that friend say something that you just can’t believe is true? It was so surprising you found yourself saying, “Really?” and wanted to know more.
Or have you’ve been riding in a car and something catches your attention and makes you say to others, “Wow! Look at that!” It surprises you so much you want to show others.
It can be the same with nonfiction. You should read with that expectation for surprise. A stance that says, “I will be surprised” will help you see information as more than just facts; you will see it as information that is new to you.
If you want to be surprised you must expect it and look for it! So ask yourself this questions when you read “What surprised me?”

3. Let’s see what I mean…… An excerpt from The Life and Times of the Honeybee, by Charles Micucci
Pilgrims brought the first honeybees to America. By the 1850’s, honeybees had flown to California.
What surprised me?

4. Your turn
Read the article provided. “Listening to Wisdom from a 10 year old Son”
As you read, mark those passages you find surprising. Perhaps you want to put an exclamation point beside those statements, or you might want to underline them.
Then think about what surprised you and jot that down in the margin. You may find you are writing questions, or you might write an explanation of what’s surprising to you.
When you finished reading, take another look and make sure you’ve marked at least three or four parts that surprised you.
Then we will partner share what we found surprising.

5. Let’s reflect and summarize….
How did reading this article with the question "What surprised me?" affect your understanding of the article or your reading of it?
Now take some time to copy the anchor chart into your reading notebook.

6. And let’s begin…..
What did we ask ourselves yesterday as we read?

7. Say what????
Do you know what a McTwist or a Flying Tomato is? Let’s listen to some commentators talk about them.
snowboard-men-s-half-pipe-finals
Sometimes commentators expect us to know something we don’t- after all, we turned on a channel that is talking about it!
The same thing can happen as we read. We can find ourselves confused because the author expects us to:
Understand his vocabulary
Visualize what he’s describing
Or apply prior knowledge that we may not have

8. This is the author’s fault
This is the author’s fault! We don’t get something because the author thinks we know something we don’t.
When this happens we can ask ourselves, “What does the author think I already know?”
I don’t understand…..
I am confused by….
If we can figure out what the author thinks we know, then we can figure out what to do next.

9. Let’s look at this example?
Americans who lived through the rise of fascism in Europe and militarism in Japan in the 1920s and 1930s wanted to know about the strengths of American democracy.
If I ask myself “What does the author think I know?” I see that the author assumes I know about fascism and militarism. Then I know it’s these two concepts that I need to understand in order to have this sentence make sense. I need to find out information on these topics.

10. Or this one…..
The air flows through a channel in the pedestal up to the tube, which is hollow. The interior of the tube acts like a ramp. Air flows along the ramp, which curves around and ends in slits in the back of the fan. Then, the air flows along the surface of the inside of the tube and out toward the front of the fan.
This time my confusion isn’t about words; I know all the words here. So if I ask myself “What does the author think I already know?” I realize he thinks I can visualize what he’s described. I can’t!
But I can try by making a sketch, and adjust it as I learn more.

11. Your turn…. I did not know…. I was confused by…. The author assumed…..
As you read this article, when you notice yourself getting confused, circle the confusing part. Then ask yourself “What does the author think I already know?” Jot your thoughts in the margin. They might start like one of these:
I did not know….
I was confused by….
The author assumed…..
The author thought I knew…..
When you finish reading and jotting, you can go back and reread looking for ‘what surprised me?’ parts also.
When everyone is done we will share with a partner.

12. Let’s reflect and summarize….
Today’s lesson was about clearing up confusion as we read. The confusion might be because of vocabulary or visualization. There are other reasons we may come across as well. But until we ask, “What did the author think I already knew?” it will be hard for us to decide how to fix our confusion.
So how did asking this one question change your reading of this article?

13. Let’s begin….
What two questions have we been asking ourselves as we read?
Why are we asking ourselves questions?

14. Today we are adding one last question, and it’s probably the most important.
But first– Have you ever thought you weren’t going to like a food and then you tried it and discovered that you did?
So what would have happened if you had not been willing to try that new food?
So, being open to changing your mind was important. That willingness to have an open mind about things is true of much in life, including the things we learn about as we read.
In fact, when we read nonfiction wondering What has challenged, changed, or confirmed what I already know? we’ll discover that we’re reading that nonfiction more carefully and attentively.

15. Let’s look at an example…
Let’s look at an example….. From “A Little Disconnect Goes a Long Way to Learn Motor Tasks, Brain Study Says”
This article discusses how if we stop to think while doing some activities like playing a piano, or swinging a bat, we will actually not do the activity as well.
Any athlete will tell you this: If you’re competent at something and you start thinking about it, especially at a detailed level, you’re just dead in the water.
This confirmed something I already know, so I marked it and jotted in the margin how when I think when I type I mess up!

16. Another example….
In an article about global warming it said “that climate change is already severe, pervasive, and irreversible.”
I marked this and jotted about it because this challenged what I knew about global warming. I knew it was bad, but I didn’t think it was irreversible already. That is scary to think about!

17. Your turn….. Read the article.
Look for information that changed your thinking or perhaps confirmed some thoughts you already have.
Mark those places and jot about them in the margins. You could start with one of this stems below if you like.
At first I thought… but…
I had to rethink…..
My understanding changed when….
I was right about….
I was wrong about….

18. Let’s reflect and summarize…..
Keeping these questions in mind slows down our reading, but it is worth it!
How did reading with this question in mind change your understanding of the article?
Now take a few minutes to copy the anchor chart into your notebook.

19. Signpost 2: Extreme or Absolute Language
Extreme or absolute language makes an exaggerated, overblown, and probably untrue claim.
It admits no exceptions, and it seems to forbid doubt or questions.
To find extreme or absolute language, look for clue words like these:
every, all, always, indisputably, unarguably, never, none, totally, unquestionably, hardest, meanest, hungriest, worst, perfectly, completely, absolutely, unconditionally, entirely, and exclusively

20. Signpost 2: Extreme or Absolute Language
People use extreme language all the time ( See!)
Think about statements you hear at school:
That was the funniest movie ever.
I can’t wait for lunch. I’m starving!
She’s always calling my name.
I can’t do anything without getting in trouble.
Sometimes extreme language is just part of an ordinary expression, but sometimes it’s used to make us feel a certain way or erase any doubt. Sometimes extreme or absolute language can be dangerous.

21. Signpost 2: Extreme or Absolute Language
Here’s an example from an article about climate change:
“No one on this planet will be untouched by climate change,” the Intergovernmental Panel on Climate Change announced. The report warned that climate impacts are already ‘severe, pervasive, and irreversible.’”
Why would the author choose to use those words?
Maybe we’re seeing some clues to the main idea, the author’s purpose, or bias.
When you see such language, it’s important to pay attention and be critical.

22. Signpost 2: Extreme or Absolute Language
Your Turn:
Reread the article, “Sis! Boom! Bah! Humbug!” This time, look for the author’s use of extreme language. Jot in the margin anytime you see extreme or absolute language, and ask yourself:
Why did the author use this language?
When everyone is done, compare the spots you marked and discuss the question with a partner at your table.

23. Signpost 2: Extreme or Absolute Language
Reflection:
How did reading the text with the signpost in mind affect your reading?

24. Signpost 3: Numbers and Stats
Authors use numbers and statistics to provide precision, or to avoid it.
Ex: It’s not a “bunch” of dentists, it’s 9 out of 10.
Ex: The refugee camp isn’t just “large,” it holds 50,000 makeshift houses.
Some words help authors AVOID precision: many, often, occasionally, impressive amount, and few.
This signpost can help you make comparisons, draw conclusions, make inferences or generalizations, differentiate fact and opinion, identify details, recognize evidence, and understand the author’s purpose or bias.

25. Signpost 3: Numbers and Stats
Numbers help readers visualize the point the author is trying to make.
When an author uses a specific number, it’s important to pay attention and ask yourself why did the author choose to be so specific.
With this signpost, ask yourself:
Why did the author use these numbers or amounts?

26. Signpost 3: Numbers and Stats
If your teacher says, “Turn your quiz in soon,” then you aren’t sure exactly how much time you have.
If the P.E. teacher says, “Run a few more laps,” that could mean three, four, or five, and the difference matters, especially if you’re tired.
As an adult, if your boss tells you you’re getting a raise, you want to know exactly how much that raise will be.
Specific numbers give you a clearer understanding of what’s going on. They help you better understand a topic.

27. Signpost 3: Numbers and Stats
Look at this example:
Garana and her family have lived in their one-room house for two years. It’s one of thousands of mud-brick homes in the Shamshatoo Afghan Refugee Camp. The camp holds about 50,000 Afghan refugees.
Or this example:
In fact, nearly half of all bottled water is reprocessed tap water, sold at prices up to 3,000 times higher than consumers pay for tap water.
Or this one:
In 1979, Iranian militants took over the U.S. embassy that was in Tehran. These militants held 52 Americans as hostages for 444 days.
One more:
The year 2014 marks the ninth year in a row that at least 20% of the bee colonies in the U.S. have died. Because bees are so important to pollination of fruits and vegetables, this is a problem. Any losses more than 10% are considered significant. (Johnson and Corn, 2014)
With each example, think about what these numbers mean and why they are used.

28. Signpost 3: Numbers and Stats
Your Turn:
Read the article, “The Cost to Play School Sports is Rising and Fewer Students Can Afford It” Look for the author’s use of numbers and stats. Jot in the margin anytime you see numbers or stats, and ask yourself:
Why did the author use these numbers or amounts?
When everyone is done, compare the spots you marked and discuss the question with a partner at your table.

29. Signpost 3: Numbers and Stats
Reflection:
How did reading the text with the signpost in mind affect your reading?

30. Let’s Begin-- Signpost 4: Quoted Words
Read these comments from students. What do they have in common?
“Did you hear what she said? She was like, ‘It’s not my fault’, but everyone knew it was”
“So, then, he went, ‘So, let’s all go to the game tonight,’ but then she said, ‘No, I’m can’t,’ and it was like no one wanted to go then.
“the teacher said that this wouldn’t be on the test. He said, ‘You do not have to study this section,’ and so I didn’t.”

31. Signpost 4: Quoted Words
Why do conversations often include quoting someone else?
Authors have some of those same reasons but……
A few reasons for quoting others in Nonfiction really stand out.
Personal Perspectives
Voices of Authority (Experts)
Other’s Words (strength in numbers)

32. Examples of Quoted Words
Remember this quote from “87 out of 91 Ex-NFL Players” article? Why do you think the author included it? Personal Perspective, Voice of Authority, Other’s Words?
“The study results don't necessarily mean that 96% of all NFL players are at risk for CTE,” said Dr. Robert Cantu. The brains came from players who, while they were alive, had concerns about CTE. His group began its work in The data was published on the website for the Concussion Legacy Foundation, which Cantu co-founded, and first reported Friday by the documentary TV program "Frontline.“
Does it matter who was quoted? What makes someone a voice of authority or an expert?

33. Another example….
How about this quote from “Wisdom from a 10 year old son about concussions” that we read? Why was it included?
“Dad, I’m scared. I only have one brain, and I don’t want to hurt it playing football.” My son Will was trying to decide whether to play quarterback in his pee-wee game against Roosevelt Elementary.

34. Your turn Copy this signpost into your notebook.
When you are reading and you notice the author quoted a Voice of Authority, a Personal Perspective, or cited Other’s Words, stop and ask yourself….
“Why did the author quote or cite this person?”
The answer will help you think about the author’s point-of-view, purpose, bias, or conclusions. Or these words will give a perspective, facts and opinions, or a generalization.
Now take out the article “The cost to play school sports is rising and fewer students can afford it” Reread, find the quotes, answer the question, and jot about it.

35. Reflect and Summarize
How does reading with this signpost in mind change your reading?