1. 1 English SOL Institute Elementary Nonfiction Reading Strand English SOL Institute Elementary Nonfiction Reading Strand Nonfiction – Before, During and After Tonya W. Parker twparker@shenandoah.k12.va.us

2. 2 Elementary Nonfiction Reading Nonfiction comprises at least half of what students read Nonfiction comprises at least half of what students read Content area lessons should reflect integrated English SOL within planning and instruction OR English lessons should integrate other content area information Content area lessons should reflect integrated English SOL within planning and instruction OR English lessons should integrate other content area information Key Points in Reading

3. 3 Elementary Nonfiction Reading Key Points in Reading Comprehension skills and strategies are woven throughout Comprehension skills and strategies are woven throughout As students become independent readers, they need to be instructed in reading texts that are considerably longer and more complex in plot, syntax, and structure. As students become independent readers, they need to be instructed in reading texts that are considerably longer and more complex in plot, syntax, and structure.

4. Nonfiction Texts 4

5. Students and Nonfiction Strengths and Weaknesses At your table discuss: Overall, students are able to _______when reading/learning in a nonfiction text.Overall, students are able to _______when reading/learning in a nonfiction text. However, students are not able to _______ when reading/learning in a nonfiction text.However, students are not able to _______ when reading/learning in a nonfiction text. At your table discuss: Overall, students are able to _______when reading/learning in a nonfiction text.Overall, students are able to _______when reading/learning in a nonfiction text. However, students are not able to _______ when reading/learning in a nonfiction text.However, students are not able to _______ when reading/learning in a nonfiction text. 5

6. Good Readers Before they readBefore they read Size up the text before reading – look at how it is organized and its structureSize up the text before reading – look at how it is organized and its structure Preview the text – look at text featuresPreview the text – look at text features Have a purposeHave a purpose Activate prior knowledgeActivate prior knowledge While they readWhile they read Predict and modifyPredict and modify Talk to themselvesTalk to themselves Monitor by scanning, skimming, or skipping partsMonitor by scanning, skimming, or skipping parts Question the authorQuestion the author After they readAfter they read Reread to clarify or confirmReread to clarify or confirm SummarizeSummarize Decide how to use their informationDecide how to use their information Before they readBefore they read Size up the text before reading – look at how it is organized and its structureSize up the text before reading – look at how it is organized and its structure Preview the text – look at text featuresPreview the text – look at text features Have a purposeHave a purpose Activate prior knowledgeActivate prior knowledge While they readWhile they read Predict and modifyPredict and modify Talk to themselvesTalk to themselves Monitor by scanning, skimming, or skipping partsMonitor by scanning, skimming, or skipping parts Question the authorQuestion the author After they readAfter they read Reread to clarify or confirmReread to clarify or confirm SummarizeSummarize Decide how to use their informationDecide how to use their information 6

7. Teaching and Nonfiction Strengths and Weaknesses At your table discuss: I consider ______________ a strength for me when instructing students on nonfiction standards.I consider ______________ a strength for me when instructing students on nonfiction standards. However, I consider ____________ a struggle when instructing students on nonfiction standards.However, I consider ____________ a struggle when instructing students on nonfiction standards. At your table discuss: I consider ______________ a strength for me when instructing students on nonfiction standards.I consider ______________ a strength for me when instructing students on nonfiction standards. However, I consider ____________ a struggle when instructing students on nonfiction standards.However, I consider ____________ a struggle when instructing students on nonfiction standards. 7

8. Effective Teachers 8 Model - I do it teacher demonstrates the skill and describes what is being done Guided Practice – We do it teacher provides support through prompts (physical, verbal, and visual) Independent Practice – You do it Teacher provides problems/tasks similar to the modeling and guided practice

9. K-5 Nonfiction Standards 9 Stage in Reading Process Nonfiction Reading Standard Essential Knowledge, Skills, and Processes

10. Before Reading Make predictionsMake predictions Investigate Text Features/StructureInvestigate Text Features/Structure KG begins with pictures, titles, and headings nonfiction textKG begins with pictures, titles, and headings nonfiction text 5 th grade – type, headings, and graphics with print and digital texts5 th grade – type, headings, and graphics with print and digital texts Skimming text begins in 2 nd gradeSkimming text begins in 2 nd grade Activate and Build Background KnowledgeActivate and Build Background Knowledge Set a Purpose for ReadingSet a Purpose for Reading Review and/or Clarify VocabularyReview and/or Clarify Vocabulary Make predictionsMake predictions Investigate Text Features/StructureInvestigate Text Features/Structure KG begins with pictures, titles, and headings nonfiction textKG begins with pictures, titles, and headings nonfiction text 5 th grade – type, headings, and graphics with print and digital texts5 th grade – type, headings, and graphics with print and digital texts Skimming text begins in 2 nd gradeSkimming text begins in 2 nd grade Activate and Build Background KnowledgeActivate and Build Background Knowledge Set a Purpose for ReadingSet a Purpose for Reading Review and/or Clarify VocabularyReview and/or Clarify Vocabulary 10

11. Before Reading Strategies 11

12. During Reading QuestionQuestion Think AboutThink About Confirm and/or revise predictionsConfirm and/or revise predictions Reflect on Ideas and InformationReflect on Ideas and Information Infer and draw conclusionsInfer and draw conclusions QuestionQuestion Think AboutThink About Confirm and/or revise predictionsConfirm and/or revise predictions Reflect on Ideas and InformationReflect on Ideas and Information Infer and draw conclusionsInfer and draw conclusions 12

13. During Reading Strategies 13

14. After Reading 14 Summarize Identify the main idea Reflect/Respond writing Discuss groups

15. After Reading Strategies 15

16. ShareShare I still need help with …I still need help with … Questions??????Questions?????? Recommendations/Ideas…Recommendations/Ideas… I still need help with …I still need help with … Questions??????Questions?????? Recommendations/Ideas…Recommendations/Ideas… 16

17. Great Resources www.pinterest.comwww.pinterest.comwww.pinterest.com Great links – use education category www.readwritethink.orgwww.readwritethink.orgwww.readwritethink.org Providing educators and students access to the highest quality practices and resources in reading and language arts instruction. www.readingrockets.orgwww.readingrockets.orgwww.readingrockets.org Offers strategies, lessons, activities and ideas designed to help young children learn to read. Others?Others? www.pinterest.comwww.pinterest.comwww.pinterest.com Great links – use education category www.readwritethink.orgwww.readwritethink.orgwww.readwritethink.org Providing educators and students access to the highest quality practices and resources in reading and language arts instruction. www.readingrockets.orgwww.readingrockets.orgwww.readingrockets.org Offers strategies, lessons, activities and ideas designed to help young children learn to read. Others?Others? 17

18. Contact Information Tonya W. Parker twparker@shenandoah.k12.va.us Tonya W. Parker twparker@shenandoah.k12.va.us 18

19. 19 Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education. DisclaimerDisclaimer