Literacy Across the Curriculum

Four Strategies for Non-Fiction August, 2012 Literacy Across the Curriculum

Objective • TLWBAT • distinguish between the six types of informational text structures. • utilize KWL in assigned reading. • analyze text using RAN. • engage in a comprehensive approach using SQ3R.

Finding • “From our assessments [we found] that children who were able to comprehend non-fiction were able to comprehend fiction at an equal or greater level.” Tony Stead (Reality Checks)

Finding • “This is not surprising when we think of the advanced thinking skills readers of non-fiction employ. They are not simply following along with a plot but are coming into contact with an extensive range of information that usually includes far more complex vocabulary, different text structures, and visual information presented in myriad forms.” Tony Snead

Finding • “However, the reverse is not true. Students who read fiction competently do not necessarily do as well on non-fiction.” Tony Stead

KWL and RAN • KWL

RAN • Reading and Analyzing Nonfiction Strategy (RAN)

Working with your partner, please make one set of sticky notes with the following abbreviations:S (sequence)C/E (cause and effect)D (description)QA (question and answer)C/C (compare and contrast)P/S (problem and solution)

Understanding Information Text Structures • Informational texts, like narrative ones, have their own structures. • These structures provide students with a map that guides them through the text. • The greater the student’s awareness of informational text structures and organizational patterns, the better they can follow the author’s message.

Answer Key (in the unlikely event that you need it) • Description – Attention Deficit Hyperactivity Disorder • Sequence – Homework • Comparison and Contrast – Butterflies vs Moths • Cause and Effect – Physical and Mental Health • Problem and Solution – Tips for Beating Holiday Stress • Question and Answer – Cold versus Flu

Think-Ink-Pair-Share • How did you determine the text structures? • How might knowing the structure help you read and hold your knowledge of the piece?

SQ3R – Survey, Question, Read, Recite, Review • A reading and study strategy developed in in 1947 and still valued today as an effective literacy tool. • http://adlit .org/strategies/19803

Survey • Students review the text to gain initial meaning from the headings, bolded texts and charts.

Question • Students begin to generate questions about their reading from previewing it.

READ • As students read, they need to look for answers to the questions they formulated during the preview of the text. • These questions, based on the structure of the text, help focus student reading.

Recite • As students move through the text, they should recite or rehearse the answers to their questions and make notes about their answer for later studying.

Review • After reading, students should review the text to answer lingering questions and recite questions previously answered.

SQ3R in Action • Explain to students that effective readers do many things while reading including surveying, questioning, reading, reciting and reviewing. • Choose a content area passage to read and model the five SQ3R steps. • During each step, make sure to explain what you are doing and why you are doing it. • After modeling, invite students to independently read and apply SQ3R steps.

SQ3R in Action (continued) • Following, have students review their notes and reflect on the process. Were they surprised by how much they remember using the SQ3R method? • Not all students will be sold on this method the first time they try it ( and not all readings are worth the time to complete the steps) so help students to understand not just how to apply it, but when to apply it.

This is the slide you were looking for…REVIEW • KWL • RAN • TEXT STRUCTURE • SQ3R http://www.readingrecovery.org/pdf/conferences/NC07/Handouts/Stead_Preconf.pdf http://www.mindtools.com/pages/article/newISS_02.htm

Literacy Across the Curriculum