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Nonfiction Reading Power
Transcript of Nonfiction Reading Power
Teaching students to find meaning in informational text.
We spend a lot of time looking at fiction, but less at nonfiction.
Comprehension is often not a natural result of decoding.
Area of Literacy This Book Addresses
of content, not just the reading process.
Examples of graphic organizers
Questions and Discoveries
"Teaching student how to think while they read all kinds of information"
Very straight-forward, easy to read book
Includes a lot of graphic organizers.
Lots of recommended nonfiction books by grade level.
Gives examples of easy ways to add nonfiction to the classroom; nonfiction read-alouds, nonfiction author study and teaching nonfiction forms and text structures.
sample lessons for each of the five nonfiction reading powers.
Assessment tools for the teacher on the students comprehension and also for the teacher's planning and reflections.
I don't see any weaknesses with this book. It can be used in parts or a whole.
It isn't prescribing a major shift in attitude, thinking or beliefs. It is simply extolling the virtues of nonfiction to be used to work on students reading comprehension by using the text features to help the students on their way.
What is laid out in the book could easily in integrated into any classroom.
Defense of the Book
What is Fiction?
What is fiction? What is Fiction?
It's not true. It's not true!
Elephants are flying,
Polar bears are driving-
It's not true! It's not true!
Funny, scary; monster, fairy
Adventure too. Adventure too!
Characters and setting,
Beginning and an ending-
But it's not true, Its not true!
Whats' nonfiction? What's nonfiction?
Is it true? Yes, it's true!
Facts and information
But not imagination
Because it's true. Yes, its' true!
Charts and labels, webs and tables.
Captions, too. Captions too!
Frogs and bugs and habitats,
Planets, weather, whales and bats
It's all true! yes, it's TRUE!
" A ship in the harbor is safe, but that is not what ships were built for."
As a teacher it is easy to teach what is familiar and worked for you, but it may be important to venture outside your comfort zone to teach something different, especially when its such an important skill.
"Nonfiction is one of the most accessible genres for reluctant and less experienced readers because the features scaffold the reader's understanding."
S. Harvey and A. Goudvis (49)
The features of nonfiction are easier for a less confident reader to follow, the text is supported with photographs, lists, charts, subtitles and glossaries . Often important information is highlighted in a text box or caption, making it quite clear what is the explicit information being conveyed.
Song: to the tune of "Frere Jacques"
Letter- Sound Recognition
Spelling and Vocabulary
on the special text features in that book. Text features help you locate information and organizes that information for you.
asking questions helps readers think more deeply about the information. To infer is to add your own ideas to the text.
how to sort out the important parts from the details.
connecting to background knowledge, or past experiences, or previous readings.
experience a change in your thinking, a new thought or a new way of looking at something.
Teachers to use in their classrooms. There are lessons included, also graphic organizers.
Many children, often boys enjoy reading a "get the facts" book like these; you don't have to start at the beginning. You can flip through and find whatever interests you. These book's format is one page about each topic. Guinness Book of World Records is another example.
Observe, Wonder, Infer
I really found this book to be helpful and full of great graphic organizers.
The sample lessons are not too involved, they are quick to read and easy to modify.
This book covers a very basic premise, but it has very real implications on readers, especially struggling ones.
The layout is easy to navigate and has lots of examples of student's work.
The nonfiction book lists provided are extensive and are organized by subject and grade level.
The lessons included follow a well thought out, scaffolded plan.
The book does go over the graduated release of responsibility within the "Nonfiction Reading Power Instruction."
organized facts about something ( animals, insect, country, ect.)
sequential steps for making or doing something.
how or why something occurs, is made or works
a supported opinion about a specific topic
a linear recount and /or highlights the events of a person's life.
Nonfiction Text Features
Table of contents
Italics/ Bold print
I was surprised to learn that about 80% of what we read in a day is nonfiction. It makes sense, I just hadn't really thought about it.
This book was recommended to me by the librarian at my last practicum placement. I was doubtful when she told me to borrow it and see if it would be good for the booktalk. It seemed very simple, and it is, but this book really convinced me about the importance of learning about nonfiction, whereas previously I
wouldn't have seen it.
Shifts in Thinking
It was very beneficial to me to read this book, as nonfiction is a genre that I generally don't choose for personal reading. It was helpful to see the advantages of nonfiction and the appeal it may have in the classroom.
I started reading this book in my last practicum in grade four and the boys in the class would argue over who got to read the Anna Claybourne books next. I witnessed the power of the nonfiction books upon lower readers, where I may not have made the connection before.
Reading this book helped me develop as a teacher by ensuring that I will have a good selection of nonfiction within the classroom. I will definitely use some of the suggested lessons about nonfiction like making a class dictionary of the nonfiction text features or studying a nonfiction author. A lot of the ideas throughout the book could be expanded upon for older students or scaled down for younger students. This book really got me interested in and seeing the value of nonfiction where before I was much more comfortable with fiction, its text forms and authors.
Other books by Adrienne Gear
Adrienne Gear is a teacher in Vancouver. She saw within her own classroom the need to teach children explicitly how to comprehend what is written. Students are taught to read; decode the text to words, sentences and paragraphs, but aren't taught how to understand and think while they are reading.
Nonfiction makes up most of the text we read in our world.
This book has five strategies to help students: locate, question, determine importance, connect and transform their thinking using nonfiction.
Gear has written two other professional books.