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. Big Question 1 What surprised me? I was shocked about…
I never thought…
I could not believe…
I was surprised…

4. 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

5. 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.

6. Big Question 2 What did the author think I knew? I did not know…
I was confused by…
The author assumed…
The author thought I knew…

7. 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.

8. Big Question 3 What challenged, changed, or confirmed what I knew?
At first I thought…
I had to rethink…
My understanding changed when…
I was right/wrong about…

9. 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

10. 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.

11. 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.

12. 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.

13. 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?

14. 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.”

15. 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 (personal experience of one person)
Voices of Authority (Experts)
Other’s Words (strength in numbers, like surveys)

16. 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?

17. 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.
- Personal Perspective

18. 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.