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Welcome to the Wonderful World of Informational Text
Transcript of Welcome to the Wonderful World of Informational Text
Students need to be able to listen or read and ask...
Assigned reading will be across content areas - why?
Outliers by Malcolm Gladwell (2008) speaks about conditions that lead to extraordinary success. Look at NBA players, computer programmers, musicians and the one unifying factor that led to their greatness is
hours upon hours of practice.
Informational text is non-fiction BUT...
it differs from other types of non-fiction
according to purpose, features and format.
Informational text is NOT:
Welcome to the Wonderful World of Informational Text
Why read informational texts?
THE most significant aspect is to teach students to analyze and compare text.
It's about reading to THINK!!!
Who is making this claim?
What is this person's evidence?
What other positions are being promoted?
Are there any biases?
How can these different views be weighed?
After careful analysis and synthesis, students should be able to present an evidence-based,
· primary purpose is telling about an individual's life, an event or
series of events, or how to do something
· always has particular features; instead, features vary by text
· only books
Features of Informational Texts:
text features (illustrations, captions and glossaries) provide greater comprehension
nonfiction is not THE truth but someone's PERSPECTIVE OR SIDE OF the truth
· primary purpose is to convey information
about the natural and social world
· typically has characteristic features such as addressing whole classes of things in a timeless way
· many different formats, including books, magazines,
handouts, brochures, Virtual Reference Collection
(VRC) and the Internet.
What can students learn from informational text?
* High-quality informational texts are crucial to content literacy
*Content literacy is the use of strategies which are required to:
4. write in a variety of subjects
*Learning how to read informational text requires higher level strategies of gathering information, summarizing, synthesizing, and connecting information to prior knowledge.
*Readers of informational text must also analyze the info regarding
the overall organizational structure plus ask critical
questions of how the information is being documented
and fits together.
Text Complexity Tools
Lexile Levels & Text Complexity:
Quantitative Measures: aspects of text (sentence length, word difficulty, word frequency) generated by computer software, used to determine the readability of text. Resource: Lexile measures
Qualitative Measures: NOT determined by computer; features include purpose, conventionality, clarity, text structure and knowledge demands of the reader. Rubrics available.
Reader & Task: requires the professional judgement of the teacher!! Know your students cognitive abilities, reading skills, and motivation and engagement with the text.
Common Core requires teachers to evaluate classroom
materials for quality as well as quantity.
Where can I find print materials for
Common Core content at the
Lexile recommendation for my grade?
Where can I locate more challenging or dramatic non-fiction aligned with CCSS expectations which will hold
How can I teach my students to be information literate recognizing credible, accurate, reliable information
rather than Google-ing?
How do I create a unit to foster higher level thought,
a/k/a inquiry-based instruction?
The Library@ East
Is this lesson a good one?
Hint: it's not CC if the answers can be found in Google!
Goal of CC: embed rich text with deep meaning, but teachers will want to also consider:
*Does the piece have additional
opportunities to enrich learning?
*Does the piece use the vocabulary of
*Is the piece engaging for the learner?
*Does the piece lend itself to additional
research and learning activities such
as debate, research, discussion, etc.?
New research was released on August 15, 2012 concerning text complexity.
Informational Text lexile levels:
"Within any classroom or grade, there will be a range of readers and a range of reading materials. Notice that there is considerable overlap between the grades. This is typical of student reading levels and texts published for each grade. In addition, the level of support provided during reading and reader motivation have an impact on the reading experience. Students who are interested in reading about a specific topic (and are therefore motivated) often are able to read text at a higher level than would be forecasted by the reader's Lexile measure."
Intro to Text Complexity
<iframe src="//player.vimeo.com/video/27251914" width="400" height="300" frameborder="0" webkitallowfullscreen mozallowfullscreen allowfullscreen></iframe>
Add works cited and other lexile options