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Digging Into Informational Texts

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1 Digging Into Informational Texts
Lora Drum Curriculum Specialist Catawba County Schools

2 Digging In… Icebreaker Activity
1. Dig into your purse, bookbag, lunch bag, wallet, pocket, notebook, etc. and find examples of informational texts 2. Choose one to share with the group- try to select the most unusual or interesting example 3. Share examples with whole group

3 Make It Real: Strategies for Success with Informational Text -Hoyt
Digging a little deeper… What kinds of informational texts have you read in the past 24 hours? As adults, 86% of what we read is informational Make It Real: Strategies for Success with Informational Text Hoyt

4 Also, saying “non-fiction” tells what
Use the term “informational text,” rather than “non-fiction,” with students … “Informational text” communicates more clearly the purpose of the text: to gain information, rather than to be entertained. Also, saying “non-fiction” tells what it is NOT, rather than what it is. 4



7 Why Include Informational Text?

8 “ If we include more informational text in early schooling, we put children in a better position to handle the reading and writing demands of their later schooling. We would like to see a day when children “read to learn” and “learn to read” from the earliest days of schools and throughout their school careers.” - Nell Duke

9 Reading Development is Genre Specific
“The research of Nell Duke, Michigan State University, suggests that we understand that reading development is genre specific. Reading fiction will not necessarily help you be better at reading a cookbook, directions, or a computer manual.” This explains why just teaching fiction is not enough 9

10 Common Core State Standards
Shift: focus on more informational texts By grade 4: 50/50 balance Grades 6-12: 70 informational/30 literary

11 “In the Information Age the importance of being able to read and write informational texts critically and well cannot be overstated. Informational literacy is central to success, and even survival, in schooling, the workplace and the community.” -Nell Duke, Michigan State University

12 What do we know about the 21st Century World ?
95% of daily reading and writing will be devoted to non-fiction or informational materials and tasks Over 1.9 billion readers and writers are now on the Internet; 96% of the sites on are expository in form Futurists predict that by 2020 the amount of information will double every 73 days Only .01 percent of that information will be printed information "How Much Information." School of Management & Systems. 2000. Regents of the University of California. 13 March, 2004.

13 Strategy: I Remember! Encourage students to listen carefully as you read. Tell them they need to remember something that they think is interesting or important. Tell them that each time you stop reading they will share “I Remember” information with their partner. Students learn that recalling facts and information is different than keeping track of a story line in fiction.

14 Ten Strategies for Building Comprehension of Informational Text
1. Have a clear vision of effective comprehension of informational text. 2. Increase exposure to and instructional time with informational text. 3. Start early to lay a foundation for learning from text. 4. Provide many opportunities to read and be read to. 5. Explicitly teach strategies for reading and comprehending informational texts.

15 6. Model strategies for reading IT.
7. Foster rich talk with and about informational text. 8. Make reading-writing connections with informational text. 9. Increase attention to the unique and challenging characteristics of informational text. 10. Promote use of informational text for authentic purposes as much as possible.

16 Model use of text and layout features
Title Captions near pictures Table of Contents Labels on pictures Photographs Different kinds of print (bold, italic) Drawings Drawings that compare things Lists Diagrams Descriptions Cross-section drawings Directions Glossary Headings Questions/answers Index Bullets Charts Info about the author’s research Maps Insets 16

17 Physical Text Features
Text organizers Index Preface Table of contents Glossary Appendix Bibliography Footnote Photo Credit Fonts and effects Titles Headings Subheadings Boldface print Italics Bullets Captions Color, Size Labels Font Style Graphics Diagrams Cutaways Cross sections Overlays Tables Graphs Charts Word bubbles Timelines Distribution Maps Flow Charts Students must be taught what to look for in nonfiction. Often, some of the most important information may be a caption, italicized, in bold print, or in headings. Knowing where to look can help readers find the information they need more quickly, often without having to read the entire text. These are tools that authors use to make meaning without directly stating something. Illustrations and Photographs Illustrations Icons Photographs Visual Layout

18 ©Angela Maiers, 2008

19 tail mouth ©Angela Maiers, 2008

20 ©Angela Maiers, 2008

21 ©Angela Maiers, 2008

22 ©Angela Maiers, 2008

23 ©Angela Maiers, 2008


25 Strategy: Say Something!
This works the same as “I Remember!” except that students begin making connections to the text and discussing those connections. The discussion gets much broader than a simple retell or restatement of facts.

26 “Text-Wiseness” Teaching students how to recognize and represent the organizational patterns commonly used by authors can significantly influence students’ learning and comprehension. Palinstar, Ogle, Carr, 97

27 Nonfiction Text Structures
Description Compare/Contrast Cause and Effect Chronology/Sequence Procedural Persuasive Question/Answer Problem/Solution

28 Signal Words Point the Way…
Text Structure & Signal Words Description/ Hierarchical List Cause & Effect Compare/ Contrast Problem/ Solution Question & Answer Sequence Until Before After Finally Lastly First…last… Now…then On (date) At (time) First, second Meanwhile Not long after Initially For instance For example Furthermore Such as Also To begin with Most important In fact In addition And to illustrate Since Because This led to On account of Due to As a result of For this reason Consequentially Then…so… Therefore thus In like manner Likewise Similar to The difference between As opposed to After all However And yet But Nevertheless On the other hand One reason for the… A solution A problem Where The question is One answer is Recommendations include How When What Next Why Who How many The best estimate It could be that One may conclude

29 Purpose: The Reason for Writing
Authors purpose is defined as the reason authors write. Authors write for different purposes. To Persuade Author’s Purpose PIE To Inform To Entertain To Explain It's important for readers to recognize purpose.

30 Get Them To Think About the Writer!
WE MUST Get Them To Think About the Writer!

31 A few suggestions worth digging into…
Text Features Powerpoint Glogster Text Mapping

32 32


34 So what do we do now? Ways to Increase Comprehension of Informational Text Increase availability of informational text. Increase exposure to informational text. Increase instructional time with informational text. Increase explicit teaching of comprehension strategies, along with lots of opportunities for guided and independent practice. Increase attention to the unique features of informational text. Ensure that informational text is used for authentic purposes as much as possible. -Nell Duke, 2005

35 Recipe for Informational Literacy by Linda Hoyt
Measure 2 cups of curiosity Add I caring teacher Stir gently with interesting information Allow to steep in student-generated questions Blend in time to read and time to write Sprinkle generously with think alouds, reading strategies, and craft lessons for informational writing Add a dash of hands-on experience Mix thoroughly with small-group instruction and assessment Whisk in a rich mix of tools for gaining meaning Simmer in an atmosphere where information is celebrated all day Spread over a lifetime of reading and writing

36 Questions/Comments: Contact Information Powerpoint

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