Presentation is loading. Please wait.

Presentation is loading. Please wait.

Digging Into Informational Texts Lora Drum Curriculum Specialist Catawba County Schools

Similar presentations

Presentation on theme: "Digging Into Informational Texts Lora Drum Curriculum Specialist Catawba County Schools"— Presentation transcript:

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 What kinds of informational texts have you read in the past 24 hours? Digging a little deeper… As adults, 86% of what we read is informational

4 4 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.



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 9 Reading Development is Specific 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.

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 21 st 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 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 16 Model use of text and layout features TitleCaptions near pictures Table of ContentsLabels on pictures PhotographsDifferent kinds of print (bold, italic) DrawingsDrawings that compare things ListsDiagrams DescriptionsCross-section drawings DirectionsGlossary HeadingsQuestions/answers IndexBullets ChartsInfo about the authors research MapsInsets

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 Illustrations and Photographs Illustrations Icons Photographs Visual Layout Graphics Diagrams Cutaways Cross sections Overlays Tables Graphs Charts Word bubbles Timelines Distribution Maps Flow Charts

18 ©Angela Maiers, 2008

19 tail mouth

20 ©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 For instance For example Furthermore Such as Also To begin with Most important Also 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 Until Before After Finally Lastly First…last… Now…then On (date) At (time) First, second Meanwhile Not long after Initially

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

30 WE MUST Get Them To Think About the Writer!

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

Download ppt "Digging Into Informational Texts Lora Drum Curriculum Specialist Catawba County Schools"

Similar presentations

Ads by Google