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English SOL Institute Secondary Nonfiction Reading Strand English SOL Institute Secondary Nonfiction Reading Strand Nonfiction! Fearlessness in the Face.

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Presentation on theme: "English SOL Institute Secondary Nonfiction Reading Strand English SOL Institute Secondary Nonfiction Reading Strand Nonfiction! Fearlessness in the Face."— Presentation transcript:

1 English SOL Institute Secondary Nonfiction Reading Strand English SOL Institute Secondary Nonfiction Reading Strand Nonfiction! Fearlessness in the Face of Changing SOLs Presenter: Laura Cyphers Bristol Virginia Public Schools

2 2 Secondary Nonfiction Reading Key Points in Nonfiction Reading Nonfiction includes both informational and functional passages Emphasis on text structures and organizational patterns. Examples in the Curriculum Framework Comprehension of nonfiction reading is a reporting category on new SOL tests. Key Points in Nonfiction Reading Nonfiction includes both informational and functional passages Emphasis on text structures and organizational patterns. Examples in the Curriculum Framework Comprehension of nonfiction reading is a reporting category on new SOL tests.

3 3 Secondary Nonfiction Reading Key Points in Nonfiction Reading Pair passages of same topic: fiction and nonfiction 9-12 nonfiction standards include identification of faulty reasoning More nonfiction items on SOL test beginning at 5 th grade Key Points in Nonfiction Reading Pair passages of same topic: fiction and nonfiction 9-12 nonfiction standards include identification of faulty reasoning More nonfiction items on SOL test beginning at 5 th grade

4 Secondary Nonfiction Reading 4-12 Reading Blueprints 4

5 ActivityActivity 1.Generate a list of nonfiction subgenres with which you are familiar. 2.Circle the ones that you have used in your classroom. 3.Throughout the presentation, put an asterisk beside subgenres that spark ideas. 4.Share or discuss these ideas with other workshop participants. 1.Generate a list of nonfiction subgenres with which you are familiar. 2.Circle the ones that you have used in your classroom. 3.Throughout the presentation, put an asterisk beside subgenres that spark ideas. 4.Share or discuss these ideas with other workshop participants. 5

6 Fearless Workshop Objectives Participants will be able to recognize the new nonfiction reading standards and interpret their significance to learning. Participants will be able to recognize the new nonfiction reading standards and interpret their significance to learning. Participants will generate their own list of possible nonfiction subgenres. Participants will generate their own list of possible nonfiction subgenres. Participants will take note of what to consider when choosing nonfiction texts. Participants will take note of what to consider when choosing nonfiction texts. Participants will apply that knowledge by brainstorming how nonfiction can be integrated into their current curriculum. Participants will apply that knowledge by brainstorming how nonfiction can be integrated into their current curriculum. Participants will be able to recognize the new nonfiction reading standards and interpret their significance to learning. Participants will be able to recognize the new nonfiction reading standards and interpret their significance to learning. Participants will generate their own list of possible nonfiction subgenres. Participants will generate their own list of possible nonfiction subgenres. Participants will take note of what to consider when choosing nonfiction texts. Participants will take note of what to consider when choosing nonfiction texts. Participants will apply that knowledge by brainstorming how nonfiction can be integrated into their current curriculum. Participants will apply that knowledge by brainstorming how nonfiction can be integrated into their current curriculum. 6

7 Organizing Questions #1What are the SOL standards for nonfiction? # 2 What do I need to consider when choosing nonfiction texts? #3How do I integrate nonfiction into my current curriculum? #1What are the SOL standards for nonfiction? # 2 What do I need to consider when choosing nonfiction texts? #3How do I integrate nonfiction into my current curriculum? 7

8 #1 What are the SOL standards for nonfiction? Visit standards_docs/english/review.shtml for specifics and Curriculum Framework standards_docs/english/review.shtml standards_docs/english/review.shtml #1 What are the SOL standards for nonfiction? Visit standards_docs/english/review.shtml for specifics and Curriculum Framework standards_docs/english/review.shtml standards_docs/english/review.shtml 8

9 Synopsis of Nonfiction Standards I. Recognize, recall, and understand vocabulary, organizational patterns, structures, and persuasive techniques. II.Use reading strategies to organize, summarize, apply, and analyze text in relation to other texts. III.Evaluate, conclude, and synthesize new information in the creation of original responses and reflections. I. Recognize, recall, and understand vocabulary, organizational patterns, structures, and persuasive techniques. II.Use reading strategies to organize, summarize, apply, and analyze text in relation to other texts. III.Evaluate, conclude, and synthesize new information in the creation of original responses and reflections. 9

10 Synopsis of Nonfiction Standards I.Recognize, recall and understand vocabulary, organizational patterns, structures, and persuasive techniques. 10

11 Synopsis of Nonfiction Standards II.Use reading strategies to organize, summarize, apply, and analyze text in relation to other texts. Examples: SQR3, PAR, KWL, Herringbone Pattern, Story Maps, Annotation, and various other note-taking strategies. (My students do Cornell notes and annotation.) II.Use reading strategies to organize, summarize, apply, and analyze text in relation to other texts. Examples: SQR3, PAR, KWL, Herringbone Pattern, Story Maps, Annotation, and various other note-taking strategies. (My students do Cornell notes and annotation.) 11

12 Synopsis of Nonfiction Standards III.Evaluate, conclude, and synthesize new information in the creation of original responses and reflections. Examples: Have students create–- summaries, reflections, essays, paragraphs, questions, etc.-- in response to what theyve read. III.Evaluate, conclude, and synthesize new information in the creation of original responses and reflections. Examples: Have students create–- summaries, reflections, essays, paragraphs, questions, etc.-- in response to what theyve read. 12

13 # 2 What do I need to consider when choosing nonfiction texts? 13

14 When considering texts to use, consider your goals and who your students are. I.Consider the make-up of each individual class A.Gender and Background B.Reading and Writing Ability C.Interests and Talents I.Consider the make-up of each individual class A.Gender and Background B.Reading and Writing Ability C.Interests and Talents 14

15 When considering texts to use, consider your goals and who your students are. C.Interests and Talents 1. Student Interests 1. Student Interests a. Do an interest inventory. a. Do an interest inventory. b.Create writing prompts that divulge their interests. b.Create writing prompts that divulge their interests. c. Assign free writing which helps you get to know them. c. Assign free writing which helps you get to know them. C.Interests and Talents 1. Student Interests 1. Student Interests a. Do an interest inventory. a. Do an interest inventory. b.Create writing prompts that divulge their interests. b.Create writing prompts that divulge their interests. c. Assign free writing which helps you get to know them. c. Assign free writing which helps you get to know them. 15

16 A Non-Fiction List Self-help books Self-help books Creative nonfiction Creative nonfiction Cook Books/Recipes Cook Books/Recipes True Storytelling True Storytelling Craft Books Craft Books Music/art/ architecture Music/art/ architecture Essays Essays Photographs Photographs Self-help books Self-help books Creative nonfiction Creative nonfiction Cook Books/Recipes Cook Books/Recipes True Storytelling True Storytelling Craft Books Craft Books Music/art/ architecture Music/art/ architecture Essays Essays Photographs Photographs History/geography/travel sources History/geography/travel sources Psychology/sociology Psychology/sociology Science/technology Science/technology How-to Books How-to Books Reference Books Reference Books Journals/newspapers/ magazines Journals/newspapers/ magazines 16

17 Consider integration of nonfiction into current curriculum A.Recipes specific to traditions and cultures B.Child development or psychology/ sociology articles C. History books, timelines, charts, and maps D. Technical manuals, applications, and resumes A.Recipes specific to traditions and cultures B.Child development or psychology/ sociology articles C. History books, timelines, charts, and maps D. Technical manuals, applications, and resumes 17

18 Consider integration of nonfiction into current curriculum E. How-to books or instruction for filling out applications, creating resumes, creating written communication (letters, , memos) F. Articles, commentaries, essays, interviews, journals, letters, public records G. Speeches, sermons, editorials, blogs, Web sites E. How-to books or instruction for filling out applications, creating resumes, creating written communication (letters, , memos) F. Articles, commentaries, essays, interviews, journals, letters, public records G. Speeches, sermons, editorials, blogs, Web sites 18

19 Sparks Fly: New Ideas for Integrating Nonfiction into the Curriculum Cookbooks/Recipes: Integration of Fiction/Poetry and Nonfiction 1.Take online recipes or several cook books in for the students to browse through. Discuss the function of this type of nonfiction. 2.Bridge a connection to ingredients for relationships or conflictsa recipe for disaster, a recipe for development, a recipe for creating a resonating image. 3.Use characters, conflicts, or images in fiction or poetry to create a recipe related to some element within the literary works. Cookbooks/Recipes: Integration of Fiction/Poetry and Nonfiction 1.Take online recipes or several cook books in for the students to browse through. Discuss the function of this type of nonfiction. 2.Bridge a connection to ingredients for relationships or conflictsa recipe for disaster, a recipe for development, a recipe for creating a resonating image. 3.Use characters, conflicts, or images in fiction or poetry to create a recipe related to some element within the literary works. 19

20 Sparks Fly: New Ideas for Integrating Nonfiction into the Curriculum Psychology/Sociology: Integration of Fiction and Nonfiction 1.In a discussion of child development in a coming of age story or novel, use Maslows Hierarchy of Needs to evaluate character motivation, potential, and obstacles. 2.Go through each level of the pyramid--Physiological, Safety, Love/Belonging, Esteem, Self Actualization--to evaluate the success or failure of characters to flourish (Cherry). 3.Have students create a pyramid which explains either the success or failure of a character based on met or unmet needs. Psychology/Sociology: Integration of Fiction and Nonfiction 1.In a discussion of child development in a coming of age story or novel, use Maslows Hierarchy of Needs to evaluate character motivation, potential, and obstacles. 2.Go through each level of the pyramid--Physiological, Safety, Love/Belonging, Esteem, Self Actualization--to evaluate the success or failure of characters to flourish (Cherry). 3.Have students create a pyramid which explains either the success or failure of a character based on met or unmet needs. 20

21 BibliographyBibliography Cherry, K.. "Hierarchy of Needs." About.com. New York Times Company, Web. 22 Jun Microsoft. "Surprised Face" and "Sad Face" Clip Art. Microsoft Corporation, Redmond. Web. 22 Jun us/images/??Origin=EC &CTT=6&ver=12&app=powerpnt.exe. us/images/??Origin=EC &CTT=6&ver=12&app=powerpnt.exe.http://office.microsoft.com/en- us/images/??Origin=EC &CTT=6&ver=12&app=powerpnt.exe. Virginia. Virginia Department of Education. Richmond: Virginia Department of Education Commonwealth of Virginia, Web. Cherry, K.. "Hierarchy of Needs." About.com. New York Times Company, Web. 22 Jun Microsoft. "Surprised Face" and "Sad Face" Clip Art. Microsoft Corporation, Redmond. Web. 22 Jun us/images/??Origin=EC &CTT=6&ver=12&app=powerpnt.exe. us/images/??Origin=EC &CTT=6&ver=12&app=powerpnt.exe.http://office.microsoft.com/en- us/images/??Origin=EC &CTT=6&ver=12&app=powerpnt.exe. Virginia. Virginia Department of Education. Richmond: Virginia Department of Education Commonwealth of Virginia, Web. 21

22 Resources/LinksResources/Links Hubert, J.. Reading rants! Out of the Ordinary Teen Booklists. N.p., n.d. Web. 21 Jun *This blog is written by a middle school librarian and I noticed the books she had listed for nonfiction were really interesting. Scholastic. Com – *Check out their magazines for teens and also their other resources for grades nine through twelve. Shulten, K.. "The Times and the Common Core Standards: Reading Strategies for Informational Text." New York Times. N.p., Web. 21 Jun standards-reading-strategies-for-informational-text/. standards-reading-strategies-for-informational-text/. standards-reading-strategies-for-informational-text/. *This article is helpful for understanding the change in standards and also offers approaches to reading nonfiction (specifically The New York Times). The list of reading strategies and links to tools like graphic organizers is especially enticing. Virginia Department of Education. *Curriculum Framework *High School English Resources *Reading Strategies Hubert, J.. Reading rants! Out of the Ordinary Teen Booklists. N.p., n.d. Web. 21 Jun *This blog is written by a middle school librarian and I noticed the books she had listed for nonfiction were really interesting. Scholastic. Com – *Check out their magazines for teens and also their other resources for grades nine through twelve. Shulten, K.. "The Times and the Common Core Standards: Reading Strategies for Informational Text." New York Times. N.p., Web. 21 Jun standards-reading-strategies-for-informational-text/. standards-reading-strategies-for-informational-text/. standards-reading-strategies-for-informational-text/. *This article is helpful for understanding the change in standards and also offers approaches to reading nonfiction (specifically The New York Times). The list of reading strategies and links to tools like graphic organizers is especially enticing. Virginia Department of Education. *Curriculum Framework *High School English Resources *Reading Strategies 22

23 Contact Information Laura Cyphers Laura Cyphers 23

24 24 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. DisclaimerDisclaimer


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