Presentation on theme: "Strategies that Work Teaching for Understanding and Engagement"— Presentation transcript:
1 Strategies that Work Teaching for Understanding and Engagement Workshop 8: Non-fictionComprehension StrategiesDebbie Draper, Julie Fullgrabe & Sue Eden
2 Agenda for the day 9:00 – Introduction / Reflection 9:30 – Fiction and non-fiction differencesNon-fiction text featuresNon-fiction text types / genreNon-fiction text structuresSignal wordsGraphic Organisers12:30 Lunch1:15 – Comprehension StrategiesDetermining Importance in textsSummarisingSynthesisingFeedback process / Exit Slips3:45 Close10:30 – 11:00 Morning Tea
3 What evidence is there that comprehension is a focus at your site?
5 Learning Environment – School & Classroom What can you see in classrooms and the staffroom? What plans, resources etc?EnvironmentalPrintAnchor ChartsResourcesLibraries$PeopleStaff MeetingAgendas /PD timetableEnvironmentalPrintWord WallsImprovementPlanData Walls
9 Content - what you learn & teach Professionaldevelopmentfor staffWhatstrategies(students)?Lessons?What texts& resourcesfor staff?
10 What evidence is there of staff and student learning? ProductsWhat evidence is there of staff and student learning?AssessmentpracticesTeacherdevelopedresourcesTeacherprogrammesPerformanceDevelopmentprocesses
11 Module 1: Effective Professional Learning and Comprehension Module 2:Monitoring ComprehensionModule 3:Making ConnectionsModule 4: Maths & ComprehensionModule 5:Questioning StrategiesModule 6:InferencingModule 7: Visualising and Visual TextsModule 8:Non-fiction reading strategiesModule 9:Fluency and AutomaticityModule 10:Vocabulary
12 How are fiction and non-fiction texts different? The kapok tree, Ceiba pentandra, is a large, deciduous, tropical tree that is native to tropical America, Africa, and the East Indies. The flowers are pollinated and the seeds are spread by fruit bats.Anatomy: This fast-growing tree is generally from 45 to over 100 feet (14-30 m) tall; the kapok is the tallest tree in Africa. It has pink, white, or yellow night-blooming flowers borne in clusters. The green leaves are lanceolate (lance shaped) and palmately compound (with 5 to 9 leaflets).Uses: The light-weight silky down from the seed pods (sometimes called Java cotton) is used as pillow stuffing, sleeping bag stuffing, life jacket stuffing, furniture upholstery, insulation, and for other uses. The yellow-green oil from the seeds is used in foods and to manufacture soap. Young leaves are also cooked and eaten; the wood from this tree is also used.Classification: Division Magnoliophyta, Class Magnoliopsida, Subclass Dilleniidae, Order Malvales, Family Bombacaceae.Sometimes referred to as narrative vs expository text
14 Teaching about itRead two texts – one fiction and the other non-fiction on the same topic to students each day for a week or so.Ask students to brainstorm similarities and differences.Create an anchor chart with students.
19 Challenges of Non-Fiction Text Content challenges - read to learn new information outside of their own worldVocabulary challenges - unique to subject matter, requires a high level of word analysisText structure challenges - lack of experience with text typeText feature challenges - formatting—diagrams, captions, charts, maps, graphs...
21 Text Types / Genre / Text Form letteradvertisementdebateposterblog
22 Non-fiction Text Features Revisit the differences between fiction an non-fiction textsWhat special features of non-fiction texts have you noticed?NB: This process could be used for non-fiction digital texts as well
24 Teaching about itRevisit the non-fiction books (or look at others, use IWB etc)Locate with students some of the features they noticeCreate a list with students – introducing the correct vocabulary for each featureTalk about the purpose of each text feature
41 Convention Purpose How it Helps Caption Comparison Close-Up Information directly relating to a photo or illustrationTells the reader what to focus on in the picture that is importantComparisonShow size relationship between two or more objects of ideasHelps the readers take something familiar to show how it relates or compares with something newClose-UpA smaller more detailed section of the larger photo or illustrationIt allows the reader to see inside or a smaller part of a large area so we can understand it in a more detailed wayTable of ContentsLocated in the front of the book to share a list of key topics or chapter in which the book addresses in the order in which they appear in the textIt allows me to see the chapters and topics and know exactly what pages they are on so I can get to the information I need in the quickest way.GlossaryIndexCutawaysPrint Size
43 Brainstorm a list of text features. Create a space on the wall. Brainstorm a list of text features.Create a space on the wall.Ask your students how much space should be dedicated to each text feature (usually pictures and captions take up the most space and italicised words take up very little.)Draw dividing lines and label each box with the name of a feature.Provide stacks of resources for students to cut out.Have students cut out text features and glue them on the mural.
54 Non-fiction or Expository Texts Expository texts (nonfiction) have different structures than narrative texts (fiction).Non-fiction texts have:DescriptionsSequencesCompare/contrastProblem/solutionCause/effectQuestion/answer
63 Signal Words Point the Way… Text Structure & Signal WordsDescription/Hierarchical ListCause &EffectCompare/ContrastProblem/SolutionQuestion &AnswerSequenceFor instanceFor exampleFurthermoreSuch asAlsoTo begin withMost importantIn factIn additionAnd toillustrateSinceBecauseThis led toOn account ofDue toAs a result ofFor this reasonConsequentiallyThen…so…ThereforethusIn like mannerLikewiseSimilar toThe differencebetweenAs opposed toAfter allHoweverAnd yetButNeverthelessOn the otherhandOne reason forthe…A solutionA problemWhereThe question isOne answer isRecommendationsincludeHowWhenWhatNextWhyWhoHow manyThe bestestimateIt could be thatOne mayconcludeUntilBeforeAfterFinallyLastlyFirst…last…Now…thenOn (date)At (time)First, secondMeanwhileNot long afterinitially
64 Teaching students how to recognise and represent the organisational patterns commonlyused by authors can significantlyinfluence students’ learning andcomprehension.Palinstar, Ogle, Carr, 97
69 Have a look at the NAPLaN Texts Choose one text each to view, analyse and then to share with others at your tableWhat is the text type?What is the text structure?What text features can you see?How could you use this knowledge with students or staff?
70 Sometimes referred to as narrative vs expository text Revisiting....The kapok tree, Ceiba pentandra, is a large, deciduous, tropical tree that is native to tropical America, Africa, and the East Indies. The flowers are pollinated and the seeds are spread by fruit bats.Anatomy: This fast-growing tree is generally from 45 to over 100 feet (14-30 m) tall; the kapok is the tallest tree in Africa. It has pink, white, or yellow night-blooming flowers borne in clusters. The green leaves are lanceolate (lance shaped) and palmately compound (with 5 to 9 leaflets).Uses: The light-weight silky down from the seed pods (sometimes called Java cotton) is used as pillow stuffing, sleeping bag stuffing, life jacket stuffing, furniture upholstery, insulation, and for other uses. The yellow-green oil from the seeds is used in foods and to manufacture soap. Young leaves are also cooked and eaten; the wood from this tree is also used.Classification: Division Magnoliophyta, Class Magnoliopsida, Subclass Dilleniidae, Order Malvales, Family Bombacaceae.Sometimes referred to as narrative vs expository text
71 The 4 Main Parts of TreeCROWN- where the tree increases each year in height and spread of branches by adding on a new growth of twigs.LEAVES- make up the crown and produce food for the tree (photosynthesis).TRUNK- supports the crown and produces the majority of the tree’s useful wood.ROOTS- anchors the tree, absorbs and stores water and nutrients.
72 Types of forestsDifferent kinds of forests grow in different parts of the world. Forests can be naturally occurring (native) or planted by people (plantation).Native forests include coniferous forests, deciduous forests and rainforests.Conifers are evergreen. Pine trees are a kind of conifer. They grow in places where the winter is long and rainy. In autumn, the leaves of trees in deciduous forests change colour and fall off.
73 PapermakingSometimes trees from plantations are used to make paper. Stripped logs are chipped into small pieces by knives mounted in massive steel wheels (used in chemical pulping process). The chips pass through vibrating screens, whereby both undersized chips, dust etc and oversized chips are rejected. Accepted chips are then stored in huge bins ready for the next process.Mechanical and chemical pulping processes are used.Finally the pulp passes to a blendchest where chemicals areadded to obtain the requiredcharacteristics to the finishedpaper such as density and colour.
74 Human Impact in Forests Low latitude forests are mostly affected by human influence through farming and logging. As a result the amount of forest land has diminished decreasing biodiversity and increasing the number of endangered species.Monsoon forests like other forests are being continuously stressed by human activities. Much of this deforestation results in the washing away of soil during monsoon season due to the trees no longer binding the soils, and often ending in mud slides. The lack of vegetation resulting from deforestation also diminishes animal populations.
75 How to Save Tropical Rainforests Deforestation of tropical rainforests has a global impact through species extinction, the loss of important ecosystem services and renewable resources, and the reduction of carbon sinks. However, this destruction can be slowed, stopped, and in some cases even reversed Teach others about the importance of the environment and how they can help save rainforests. Restore damaged ecosystems by planting trees on land where forests have been cut down. Encourage people to live in a way that doesn't hurt the environment. Establish parks to protect rainforests and wildlife. Support companies that operate in ways that minimise damage to the environment.
76 What future can we create instead? Climate change and deforestation can still be stopped. We can create a different kind of world. What world do you want to create?Stop buying and using so much stuff.Use less energy when you do use stuff.Try not to throw any stuff away.
79 Learnt nothing Learned a lot Highly enjoyable Not enjoyed at allName:Site:EXIT SLIPName one thing of value that you learned today.How will you apply your learning in the next week or so?What could we observe (film, photograph) at your site?Do you have any suggestions for future workshops?
80 Module 1: Effective Professional Learning and Comprehension Module 2:Monitoring ComprehensionModule 3:Making ConnectionsModule 4: Maths & ComprehensionModule 5:Questioning StrategiesModule 6:InferencingModule 7: Visualising and Visual TextsModule 8:Non-fiction reading strategiesModule 9:Fluency and AutomaticityModule 10:Vocabulary
81 August 26th (Friday, T3, Wk 5) Module 11: Maths and Comprehension July 22nd (last Friday of holidays)Module 12: Structures and Processes for Comprehension instructionAugust 26th (Friday, T3, Wk 5)Module 13: Planning for InstructionSeptember 2nd (Friday T3, Wk 6)EXPO – 28th October(Friday Term 4, Wk 2)Module 14: Digital Comprehension4th November (Friday T4, Wk 3)