Presentation on theme: "Digging Into Informational Texts"— Presentation transcript:
1Digging Into Informational Texts Lora Drum Curriculum Specialist Catawba County Schools
2Digging In… Icebreaker Activity 1. Dig into your purse, bookbag, lunch bag, wallet, pocket, notebook, etc. and find examples of informational texts2. Choose one to share with the group- try to select the most unusual or interesting example3. Share examples with whole group
3Make 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 informationalMake It Real: Strategies for Success with Informational Text Hoyt
4Also, 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 whatit is NOT, rather than what it is.4
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
9Reading 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 enough9
10Common Core State Standards Shift: focus on more informational textsBy grade 4:50/50 balanceGrades 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
12What do we know about the 21st Century World ? 95% of daily reading and writing will be devoted to non-fiction or informational materials and tasksOver 1.9 billion readers and writers are now on the Internet; 96% of the sites on are expository in formFuturists predict that by 2020 the amount of information will double every 73 daysOnly .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.
13Strategy: 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.
14Ten 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.
156. 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.
16Model use of text and layout features Title Captions near picturesTable of Contents Labels on picturesPhotographs Different kinds of print (bold, italic)Drawings Drawings that compare thingsLists DiagramsDescriptions Cross-section drawingsDirections GlossaryHeadings Questions/answersIndex BulletsCharts Info about the author’s researchMaps Insets16
17Physical Text Features Text organizersIndexPrefaceTable of contentsGlossaryAppendixBibliographyFootnotePhoto CreditFonts and effectsTitlesHeadingsSubheadingsBoldface printItalicsBulletsCaptionsColor, SizeLabelsFont StyleGraphicsDiagramsCutawaysCross sectionsOverlaysTablesGraphsChartsWord bubblesTimelinesDistributionMapsFlow ChartsStudents 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 PhotographsIllustrations IconsPhotographs Visual Layout
25Strategy: 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
27Nonfiction Text Structures DescriptionCompare/ContrastCause and EffectChronology/SequenceProceduralPersuasiveQuestion/AnswerProblem/Solution
28Signal Words Point the Way… Text Structure & Signal WordsDescription/Hierarchical ListCause &EffectCompare/ContrastProblem/SolutionQuestion &AnswerSequenceUntilBeforeAfterFinallyLastlyFirst…last…Now…thenOn (date)At (time)First, secondMeanwhileNot long afterInitiallyFor 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 mayconclude
29Purpose: The Reason for Writing Authors purpose is defined as the reason authors write. Authors write for different purposes.To PersuadeAuthor’s PurposePIE To InformTo EntertainTo ExplainIt's important for readers to recognize purpose.
30Get Them To Think About the Writer! WE MUSTGet Them To Think About the Writer!
31A few suggestions worth digging into… Text Features PowerpointGlogsterText Mapping
34So what do we do now?Ways to Increase Comprehension of Informational TextIncrease 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 forauthentic purposes as much as possible.-Nell Duke, 2005
35Recipe for Informational Literacy by Linda Hoyt Measure 2 cups of curiosityAdd I caring teacherStir gently with interesting informationAllow to steep in student-generated questionsBlend in time to read and time to writeSprinkle generously with think alouds, reading strategies, and craft lessons for informational writingAdd a dash of hands-on experienceMix thoroughly with small-group instruction and assessmentWhisk in a rich mix of tools for gaining meaningSimmer in an atmosphere where information is celebrated all daySpread over a lifetime of reading and writing
36Questions/Comments:Contact Information Powerpoint