Presentation is loading. Please wait.

Presentation is loading. Please wait.

Surrounded by Information: Using Informational Text in the Classroom

Similar presentations

Presentation on theme: "Surrounded by Information: Using Informational Text in the Classroom"— Presentation transcript:

1 Surrounded by Information: Using Informational Text in the Classroom
Brenda M. Tanner, Ed.D VSUP

2 Today we will: Examine the Reading SOL’s related to nonfiction texts and make connections to the History/ Social Studies and the Science SOL’s; Identify nonfiction text features and text structures; Participate in a variety of activities that can be used in the classroom to help students develop skills in reading and understanding informational text; Explore resources; Network with participants; Enjoy the day!

3 Surrounded by information
You will be given 30 seconds to record the types of nonfiction text you have read today. Think of all the times you have put your nonfiction reading skills to work. READY --- SET---- GO! Have participants discuss their responses at each table – going around table, quickly giving an example until all have been given. Ask where students where students might be expected to read nonfiction texts at school. (menus, classroom and school rules, schedules, lists of classmates, calendar, word problems in math, history, science, music, art, etc.)

4 Preview and Think You will be given a couple of minutes to preview a selected text. Scan to see what you can learn. Write a “I wonder” statement or a question. Be prepared to discuss. In the classroom use a think-aloud to preview a nonfiction text Scan pictures Read headings Ask questions and wonder Read the table of contents and pick a section that sounds interesting Identify a question then check the index. Model that you aren’t starting on page one and reading every page – yet.

5 Standards of Learning – the framework for instruction
Examine the Reading Standards of Learning for your level. Focus on the Essential Knowledge, Skills, and Processes. Underline or highlight the areas that you believe are the most challenging. Be prepared to discuss. After review and discussion, ask participants to scan the Standards to find all nonfiction texts mentioned. Make a master list for the group on chart paper. Point out that even though we must prepare students for reading complex factual information that is subject specific, we must also help them develop the skills they will need to read and comprehend other types of nonfiction text.

6 Call attention to the handout: Nonfiction Text Features
Call attention to the handout: Nonfiction Text Features. Review and discuss. Explain that text features are the part of the text that draws your attention to important information. Share examples of text features in books. Ideas: sticky notes that can be used to identify a text feature when it is found, scavenger hunts, etc. In order to comprehend nonfiction text, students need to be able to read and understand vocabulary and use text features. ppt

7 Photographs Illustrations
How might these photos help the reader understand the text? Photographs Illustrations Photos and illustrations help the reader picture the information. They give additional information. They work with the words and headings to help teach material. Used to explain difficult sections. Ask what are other text features -- call attention to the handout: Nonfiction Text Features. Review and discuss. Share examples of text features in books. Ideas: sticky notes that can be used to identify a text feature when it is found, scavenger hunts, etc.

8 Reading Visuals Which of the text features are visuals? In order for students to “read” visual features, they must understand what they are, how they are created, and why they are used (author’s purpose).

9 Diagrams

10 Weather Watch What is the purpose of this chart? What is the message?
Charts, graphs, symbols, organizers Where are they in your room and in your school?

11 Who Are You? It is time to describe yourself. You will have 10 minutes to write no more than one page about yourself. You must include something from your past and you must include at least 3 text features in your autobiographical writing. Provide paper, colored pencils, crayons, etc.

12 Introductions Find a person you do not know. Exchange writings. Read.
Take turns asking each other questions. Be prepared to introduce your partner to someone else.

13 Reflections Your turn. Think of how you could adapt/use these type of activities in your classroom to help students develop an understanding of text features and ways to approach the reading of informational text. Be prepared to share. Examples: Ask administrators, media specialists, others to participate by creating their own introduction and sharing it with the class. Create introductions for historical figures studied.

14 Identifying text structure
Nonfiction text are organized in a way to provide structure to the passage. In order to comprehend text, students need to know that authors have different purposes for writing. What might they be?

15 Where might you find these in your classroom or in the school?
Text structures Time/Chronological order Cause and effect Compare and contrast Problem and solution Sequence Description Directions THINK – PAIR -- SHARE Where might you find these in your classroom or in the school? Make a list. Review and make provide time for each participant to develop a list. Talk about classroom schedules/agendas, steps students need to take for classroom procedures, directions to areas of the school, “how to” directions, etc. Discuss skills needed to read schedules, timetables, directions, etc.

16 Graphic Organizers Graphic organizers provide visual support to help students as they identify text structure and comprehend information text. Problem Solution Compare Contrast Description Cycle First Second Third

17 Signal words First, next For example Either/or Because If/then
Before, after To illustrate Previously Similar Alike Different The answer During the time Think Believe Look for words that help you understand how information is organized. (SOL 2.9) Ask participants to identify which text structure the words might be signaling. Talk about author’s purpose. Provide time for each person to match signal words to text structures (Slide 10). Partner and share responses. First, next - sequence For example - description Either/or - comparison Because – cause and effect If/then – cause and effect Before/after – sequence, chronology To illustrate - description Previously - sequence Similar - comparison Alike – comparison The answer - problem and solution During the time – chronological order

18 Find the signal words and identify the text structure.
Many people have pet birds. A canary and a parrot are popular pets. Both birds live in cages. However, the cages are different sizes. The smaller canary has a small cage. The larger parrot has a big cage. Many kids think cookies are the best snack. They want them every day after school. Many parents do not agree. They believe that fruit is a better snack. They buy apples for snacks. Source: Text-Marking Lessons for Active Nonfiction Reading

19 Which text structure would be used for a story about these pictures?
What signal words would you use?

20 Searching for Signals Use a text that you brought or a book that is available to search for signal words. Use the handout to mark the words that you find. Be sure to include any new words you discover. What text structure(s) did you find? Provide handout: Text Structure, Signal Questions, and Signal Words

21 Mix it Up! Mix a pancake, stir a pancake Pop it in a pan
Fry a pancake, toss a pancake Catch it if you can! Look for connections. Think of other poems and stories that could be connected to recipes or learning about food. Point out that a poem, such as “Mix it Up!” can be used to make a connection to non-fiction text such as a recipe. Gingerbread Man Three Bears More Spaghetti I Say

22 Reading and Writing Recipes
Pancakes 2 cups sifted flour 3 tsp. baking powder ¼ cup sugar 1 tsp salt 2 eggs 2 cups milk 1/3 cup vegetable oil Sift flour, baking powder, sugar and salt. Beat eggs and stir in milk and oil. Add dry ingredients; beat to a smooth batter. Drop by tablespoons onto hot ungreased griddle. Bake until underside is golden brown and bubbles appear over surface; turn. Bake other side. Serve with butter and syrup. What else is needed? I wonder….

23 Try These Recipes! Jessica Dante' Pancakes
Get some vanilla, 5 cups of flour, 2 tsp. salt, 1 ½ tsp. baking powder or soda, 2 eggs. Sift all the dry stuff. Put in the eggs and 1 cup of milk. Put four cups of batter in the frying pan; one in each corner. Keep it in the pan until it has 21 bubbles around it. Flip it over. Wait until that side has 21 bubbles. Take it out of the pan with a spatula. Put butter and syrup or anything you put on it and eat them. Chocolate Chip Cookies Put 1 cup of milk in a bowl. Put 5 chocolate chips in the bowl. Put in 2 cups of water and 2 cups of flour. Get the mixer and mix it up. When it’s all gooey, make it into little balls and put them in the over for 1 hour. Get them out and put them on a plate. Save some for your grandmother. Jessica Dante'

24 Make a List and Check it Twice
What makes a list a list? Examine the list you have been given. Think about the author’s purpose in making the list. Add 2 items to the list, name the list, and decide who was making the list and why. Transition from the creation of the recipe to the shopping that you would need to do to prepare for the making of the pancakes. Provide each table with a list in an envelope. Have one participant open the envelope and read the list. Participants then describe the author and his or her purpose in writing the list. Point out that reading lists helps students to understand the author’s purpose AND categorization.

25 Reflections Your turn. Think of how you could adapt/use these type of activities in your classroom to help students develop essential knowledge, skills and processes for reading informational text. Be prepared to share.

26 Most Important Words “To encourage what often becomes a lively debate (yes, even with struggling readers!), ask students to choose what they consider to be the most important word from the text they've just read. This strategy…forces students back into the text to consider what was the most important aspect of that text." ( ) Kylene Beers, When Kids Can't Read: What Teachers Can Do Read and discuss quote from Kylene Beers Next, read poem “Sick” without reading title and ask participants to tell a partner, in their own words what the poem is about. Re-read poem then ask them to come up with one word that could be used to describe the poem. Write the word on an index card. Post cards on chart paper to create a graph. Discuss how this strategy could be used with nonfiction texts. Point out that teachers may expand the number of important words (no more than 10). Practice with nonfiction text -- Tell participants that now that you have discussed being sick, you thought it best to include handwashing posters in their packets. Ask them to examine the poster and identify the text features. Ask if they have posters in their rooms and if so, do they include text features?

27 Wind Power Read the selection, Wind Power. Identify the 6 words you believe are the most important. Write one word on each sticky note. Ask participants to find the handout: Wind Power. Explain that they are to read the selection and select 6 words they believe are the most important words in the text. Write one word on each sticky note. Have each table post their notes on a chart paper to create bar graphs. Do a walk-around to examine results. Discuss.

28 Word Sort and Wonders Examine the words in your envelope with a partner. Sort the words. Find pairs of words that seem to go together. Write a statement to link each pair of words together. Review your words and write an I Wonder statement.

29 Your Turn Select a text. Preview the text, selecting 9 to 12 words and phrases that are key to comprehension. Record the words on a chart. Be sure to make note of the title of your book. Title Author

30 Predicting and Gathering Information
1. Preview text. 2. Develop questions. 3. As you read text make note of questions you have. 4. When you finish, check to see if questions have been answered. If not, discuss where information might be found. 5. Write questions you have after reading. Before I Read ? During Reading After I Read

31 Compare and Contrast – Fiction and Informational Text
What’s the same? Informational Text Story Fantasy Characters Illustrations Titles Main idea and details Information about a topic Photographs and captions Suggest that comparisons may need to be made between fiction and non-fiction/informational text features

32 Reflections Your turn. Think of how you could adapt/use today’s activities in your classroom to help students develop essential knowledge, skills and processes for reading informational text. Discuss your ideas with teachers in your grade level. Share other resources and ideas you might have.

33 Questions? Cell:

Download ppt "Surrounded by Information: Using Informational Text in the Classroom"

Similar presentations

Ads by Google