English SOL Institute Elementary Nonfiction Reading Strand

1. English SOL Institute • Elementary Nonfiction Reading Strand Stephanie Joyner and Carrie Sutton Hanover County Public Schools

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. What is nonfiction reading? • We generally think of nonfiction reading as: • Trade books • Text books • Informational read-alouds • However, nonfiction reading is also: • Flyers • Recipes • Menus • Directions • Magazines • Newspapers This is called functional text.

5. Trade books and textbooksWhat are the challenges? • Background knowledge • Information is everywhere! • How do we address these challenges?

6. Previewing Nonfiction How do we do it? • Mind maps • Schema posters • “I wonder” questions • Why do we need to? • Nonfiction reading is harder • Our schema is different. We have varying amounts of background knowledge to bring to the table.

7. Previewing Nonfiction Mind map Schema poster “I wonder” questions

8. Reading Nonfiction • Students tend to focus on the main text and view everything else as extra or optional • Goal: Get students to realize that everything on the page is equally important in gaining a richer understanding of the topic.

9. Reading Nonfiction“A picture is worth a thousand words.” Nonfiction text features • Maps (2) • Charts (1) • Tables (2) • Diagrams (2) • Captions (1) • Bullets • Photographs (1) • Glossary (1) • Titles (K) • Index (2) • Fact Boxes / Sidebars • Table of Contents (1) • Print types (2) • Timeline (4) • Graphs (2) • Comparisons • Headings (K) • Illustrations (1) *Features listed in red are specifically mentioned in the Virginia SOL. The number denotes the grade level in which the feature is first mentioned.

10. Reading Nonfiction • How do we draw students’ attention to all features of the text? • Nonfiction feature booklets • Scavenger hunts • Flip the reading

11. Reading NonfictionHow do you flip the reading? • Traditionally we read the text first and then look at the other elements. • Try thinking outside the box and have students read the extra elements first. Challenge them to get as much information as they can from the extras, not the text.

12. Flip the Reading

13. Functional Text • What is it? • Functional text is real-world text we encounter every day. • Why do we draw attention to it? • We have to comprehend it in order to function in daily life. • Functional text is everywhere!

14. Examples of Functional Text • Party Invitation • Brochure • Field trip form • Math problems (2) • Sale circulars • Advertisements (3) • Coupon books • Flyers (3) • Menus • Lists (K) • Directions (2) • Science experiments (2) • Recipes (1) • Cereal boxes *Examples listed in red are specifically mentioned in the Virginia SOL. The number denotes the grade level in which the text is first mentioned.

15. Reading Functional Text • Although we encounter it every day it can be challenging to fully comprehend all the information. • Why? • It can be busy • It is not always in a linear format • It contains a lot of information.

16. Reading Functional Text • Questions to guide discussion: • Who would read it? • Why would someone read it? • How would someone read it? • What information could someone get from it?

17. Reading Functional Text • Other reading skills to address: • Questioning – Students generate questions that could be answered • Sequencing – Cut and paste recipes or other directions • Author’s Purpose – Classify examples of functional text by purpose or audience

18. Reference Sources Due to changing times this tends to be our go to resource for everything, but it is necessary for students to learn print resources as well. • Sources listed specifically in the SOLs: • Picture dictionary (1) • Dictionary (2) • Glossary (2) • Index (2) • Online reference materials (2) • Encyclopedia (3) • Atlas (3)

19. Using Reference Sources • Times have changed. Most students are no longer familiar with the structure and purpose of print resources. • So how do we teach them? • We make them real and meaningful. • Don’t simply look at the resources. Instead, create them.

20. Creating a Dictionary • Brainstorm words related to a topic. • Assign entry words to students or student pairs. • Students create an entry that includes part of speech, definition, and sentence. (Upper grades can also include pronunciation with syllables, and multiple meanings.) • Arrange all entries in alphabetical order. • Leaving the words in alphabetical order, group entries by the number you want on each page. • Glue the entries on the pages and use the entries to determine guide words.

21. Creating Other Reference Sources • Picture dictionary – replace definitions with pictures • Thesaurus – replace definitions with synonyms • Encyclopedia – compile student research projects • Atlas – compile student drawn maps (bedrooms, settings, etc.)

22. Using Reference Sources • Another challenge is learning how to differentiate between each source and its purpose. • Activities to address this skill: • Which source is best? • Reference source scavenger hunt

23. Helpful Information Other helpful resources: • Real-World Reading Comprehension Grades 1-2 (ISBN 0-88724-945-0) • Real-World Reading Comprehension Grades 3-4 (ISBN 0-88724-946-9) • Please feel free to contact us if you have any questions. • csutton@hcps.us • sljoyner@hcps.us • Print resources we have created will be uploaded to the VDOE website.

24. 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.