1. Literacy Strategies for Non-Fiction Texts

2. An Overview of Non-Fiction Texts
Rationale for Non-Fiction Texts
Strategies for Non-Fiction Texts
Vocabulary Development

3. Rationale: Why Should We Teach Non-Fiction/Informational Texts?
Six reasons to teach Non-Fiction/Informational Text:
Increases student success in later schooling.
Real world is full of informational text.
Some students prefer informational text.
Addresses students’ interests and questions.
Builds knowledge of the natural and social world.
Includes many important text features.
Resource: Hoyt, Linda, Margaret Mooney, and Brenda Parkes, eds Exploring Informational Texts.
Portsmouth, NH: Heinemann.

4. Teaching Non-Fiction/Informational Texts Addresses the 21st Century Learner

5. Teaching Non-Fiction/Informational Texts Aligns with HCPS III Reading Standards and Benchmarks:
Standard 1: Reading: Conventions and Skills: Use knowledge of the conventions of language and texts to construct meaning for a range of literary and informational texts for a variety of purposes.
Benchmark Topics: Vocabulary and Concept Development
Locating Sources/Gathering Information
Standard 2: Reading: Reading Comprehension: Use reading strategies to construct meaning from a variety of texts.
Benchmark Topics: Understanding Text Structures
Constructing Meaning

7. Compare & Contrast the Differences between Fiction and Non-Fiction Texts
Using a Venn Diagram, discuss with a partner or Table Group the similarities and differences between Fiction and Non-Fiction texts.
Share in Large Group

8. Establishing a Shared Understanding of Non-Fiction Texts

9. Non-Fiction Text Features
Text Organizers Fonts & Effects
Index Titles
Preface Headings
Table of Contents Subheadings
Glossary Boldface print
Appendix Italics
Bibliography Bullets
Footnote Captions
Photo Credit Color, Size
Labels
Font Style
Illustrations and Photographs
Illustrations Icons
Photographs Visual Layout
Graphics
Diagrams
Cutaways
Cross Sections
Overlays
Tables
Graphs
Charts
Word Bubbles
Timelines
Distribution
Maps
Flow Charts
© Angela Maiers, 2006

10. Non-Fiction Text Structures
Text structure can change any number of times in a given reading, yet most structures fall into six basic formats:
Comparison Structures – examine the similarities and differences between two or more events, ideas, concepts, people, and so on.
Timeline or Sequence Structures – present the chronological order of events or place a list of procedures or steps in a comprehensible order.
Topic Description Structures – relate facts, ideas, events, and so on in simple lists, one after the other, often in order of importance.
Cycle Structures – represent patterns or trends in ideas, events, or concepts that often end where they began.
Problem-Solution Structures – set up problems, explain their solutions, and discuss the effects of the solution.
Cause-and-Effect Structures – present the causal relationship between a given event, idea, or concept and the events, ideas, or concepts that follow.
Resource: Strong, Richard W., Matthew J. Perini, Harvey F. Silver, and Gregory M. Tuculescu
Reading for Academic Success. Thousand Oaks, CA: Corwin Press, Inc.

11. What Works? Research into Practice
Read the May “Content Literacy” article,
Research Monograph #13 from What Works? Research into Practice
Save the Last Word for Me
After reading the article, participants select a passage they like and copy that passage on an index card. On reverse side of card, participants write why they chose passage. In groups of three or four, each person takes turn reading his/her passage one person at a time. After the passage is read, others in the group individually share their comments on the passage. The person who read the passage then shares why he/she chose that passage.
Optional: Share important ideas in large group.

12. Literacy Strategies: Before Reading
Activate prior knowledge, identify new vocabulary, and engage students.
Brainstorm/Categorize
Skim/Preview Text
Anticipation Guide
K-W-L
Ask Questions
Pre-teach Vocabulary
Visualize/Recall sensory experiences
Quick Write

13. Literacy Strategies: During Reading
Enable students to interact with text, construct meaning, and monitor comprehension.
Make Personal Connections (T-S, T-T, T-W)
Use Prior Knowledge
Say Something
Double-Entry Journals
Make Inferences
Visualize
Summarize
Synthesize
Self-Monitor for Understanding

14. Literacy Strategies: After Reading
Deepen understanding and extend meaning with and beyond text.
Question
Visualize
Evaluate and Adjust Predictions
Organize Thinking
Reflect through Discussion, Writing, Illustrations
Make Inferences
Summarize
Synthesize

15. Best Practices in Vocabulary Instruction
Build a word-rich environment that develops
“word awareness.”
Help students develop as independent word
learners.
Use instructional strategies that model good
word learning behaviors.
Provide explicit instruction for important
content and concept vocabulary.
Use assessment that matches the goal of
instruction.
Resource: Gambrell, Linda B., Lesley M. Morrow, and Michael Pressley
Best Practices in Literacy Instruction. New York, NY: The Guilford Press.