Nonfiction Books Erika Silva

Definition Nonfiction includes books “written and illustrated to present, organize, and interpret documentable factual material.” Association of Library Services to Children

Value Motivate children to read and enjoy experiences with books Teach children about the world and how it works Used throughout the curriculum Positive trends

Trends of Nonfiction Books

Increase in Quantity and Quality New interest Same care as picturebooks Examines his life and his unfinished works, yet it has beautiful oil paintings.

A Focus on the Very Young New market for young children- preschool and primary

A Focus on the Visual Increased reliance on visuals Some have come to expect pictures in magazines, newspapers, and other materials

Unconventional Formats and Approaches Such as experimental formats and combinations of fact and fiction

Specialized Topics Specific Interests – Personalized perspectives – Detailed information on a topic

Recognition and Awards National Council of Teachers of English establish the Orbis Pictus Award for Outstanding Nonfiction for Children Association of Library Services to Children establish the Robert F. Sibert Informational Book Award The Boston Globe Horn Book Awards have included nonfiction category for many years

Criteria for Evaluating Nonfiction Books

Accuracy and Authenticity Author’s Qualifications – Authority in their field – Studies the subject – Interviews specialists – Compiles data Factual Accuracy – Make sure lies are not becoming facts for readers Up-to- Dateness – Inaccurate as new information is discovered or occurs

Accuracy and Authenticity Inclusion of All Significant Facts – Sexuality – Historical and cultural accounts Avoidance of Stereotypes – Omission Use of Facts to Support Generalizations – Enough facts to generalize

Accuracy and Authenticity Distinction Between Fact and Theory – Key words – Topics: evolution and human origins Avoidance of Anthropomorphism – Provide human feelings and behavior to animals, plants, or inanimate objects

Content and Perspective Purpose – Identify scope of the book Intended Audience – Vocabulary, sentence length, size of type, and the book’s organization Adequacy of Coverage – Need more than 1 viewpoint or theory Demonstration of the Scientific Method – Should describe process of inquiry and “the excitement of discovery”

Content and Perspective Interrelationships and Implications – Facts should be presented in perspective, not as a list

Style Clarity and Directness – Precise language and specific detail – Nonfiction disguised as fiction Level of Difficulty – Words can be explained and pronunciation included

Style Reader Involvement – Direct address “you” – Asks questions – Hook – Creative Nonfiction Vividness of Language – Can use techniques fiction authors use, but be accurate – Imagery to appeal to the senses

Organization Structure – Alphabetically – Question-and-answer – Chronology – Should include headings

Organization Reference Aids – Table of Contents – Index – Glossaries – Bibliographies – Suggestions for Further Reading – Nonfiction Appendixes – Photo Credits

Illustrations and Format Clarification and Extension of Text – Labels, Cutaways, Cross- Sections, Graphs – More abstract, the more important – Clarify size relationships Suitability of Media – Diagrams and Drawings – The medium of choice: Photography Credibility Natural World

Illustrations and Format Captions – Wisely used so that children can look at illustration and know what they are seeing Format – The total look of a book – Type size, margins, placement of text and pictures, arrangement of front and back matter- title, copyright pages, index, bibliography, and other reference aids

Types of Nonfiction Books

Concept Books Examine characteristics of a class of objects or an abstract idea Majority of children’s nonfiction books Familiar to Unfamiliar

Nonfiction Picturebooks Well- written expository text and beautiful illustrations that add to the understanding of the topic

Photographic Essays Essay relies on the camera to: – Describe general information – Document emotion – Credibility

Identification Books Naming book Might be the first sort of book a young child sees

Life-Cycle Books Children are fascinated by animals Always audience for factual books about the way animals live Cover all or a part of the animal’s life cycle of life Growth of fruits Inherent story element

Experiment and Activity Books Use an activity as the content of the book Books for older children focus on one subject or material Suggest experiments, collections of facts, anecdotes, or other material Encourage children to explore a topic through different activities

Documents and Journals Books based on sketchbooks, journals, and original documents Authors may use primary sources, period photographs, and reproductions of lists and documents

Survey Books Give an overall view of a topic and a representative sampling of facts, principles, or issues. Often provides an introduction to a topic, but not all the necessary information a child might need

Specialized Books Give specific information about a limited topic and interest Used as a one-time basis than a frequent reference Extend content areas that are part of the elementary social studies curriculum Adult might need to make a effort to present these books to students

Craft and How-To Books Craft and activity books provide directions for making and doing Directions are clearer if they are illustrated There are craft books that discuss approaches and techniques for an activity- centered classroom Cookbooks

Reading Time Informative text, interesting facts, illustrations are colorful

Activity Draw the planet you like. Write its name and a sentence describing why you like that planet.