English SOL Institute Elementary Nonfiction Reading Strand

1. English SOL Institute • Elementary Nonfiction Reading Strand Nonfiction – Before, During and After Tonya W. Parker twparker@shenandoah.k12.va.us

2. Elementary Nonfiction Reading Key Points in Reading • Nonfiction comprises at least half of what students read • Content area lessons should reflect integrated English SOL within planning and instruction OR English lessons should integrate other content area information

3. Elementary Nonfiction Reading Key Points in Reading • Comprehension skills and strategies are woven throughout • As students become independent readers, they need to be instructed in reading texts that are considerably longer and more complex in plot, syntax, and structure.

4. Nonfiction Texts

5. Students and NonfictionStrengths and Weaknesses • At your table discuss: • Overall, students are able to _______when reading/learning in a nonfiction text. • However, students are not able to _______ when reading/learning in a nonfiction text.

6. Good Readers • Before they read • Size up the text before reading – look at how it is organized and its structure • Preview the text – look at text features • Have a purpose • Activate prior knowledge • While they read • Predict and modify • Talk to themselves • Monitor by scanning, skimming, or skipping parts • Question the author • After they read • Reread to clarify or confirm • Summarize • Decide how to use their information

7. Teaching and NonfictionStrengths and Weaknesses • At your table discuss: • I consider ______________ a strength for me when instructing students on nonfiction standards. • However, I consider ____________ a struggle when instructing students on nonfiction standards.

8. Effective Teachers • Model - I do it • teacher demonstrates the skill and describes what is being done • Guided Practice – We do it • teacher provides support through prompts (physical, verbal, and visual) • Independent Practice – You do it • Teacher provides problems/tasks similar to the modeling and guided practice

9. K-5 Nonfiction Standards Stage in Reading Process Nonfiction Reading Standard Essential Knowledge, Skills, and Processes

10. Before Reading ACTIVATING COMPREHENSION • Make predictions • Investigate Text Features/Structure • KG begins with pictures, titles, and headings nonfiction text • 5th grade – type, headings, and graphics with print and digital texts • Skimming text begins in 2nd grade • Activate and Build Background Knowledge • Set a Purpose for Reading • Review and/or Clarify Vocabulary

11. Before Reading Strategies

12. During Reading CONSTRUCTING COMPREHENSION • Question • Think About • Confirm and/or revise predictions • Reflect on Ideas and Information • Infer and draw conclusions

13. DuringReading Strategies

14. After Reading EXTEND COMPREHENSION • Summarize • Identify the main idea • Reflect/Respond • writing • Discuss • groups

15. AfterReading Strategies

16. Share • I still need help with … • Questions?????? • Recommendations/Ideas…

17. Great Resources • www.pinterest.com • Great links – use education category • www.readwritethink.org • Providing educators and students access to the highest quality practices and resources in reading and language arts instruction. • www.readingrockets.org • Offers strategies, lessons, activities and ideas designed to help young children learn to read. • Others?

18. Contact Information • Tonya W. Parker • twparker@shenandoah.k12.va.us

19. Disclaimer Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.