Use Non-Fiction to Do Research Projects with All Grades? YES WE CAN!

Is That a Fact? Nonfiction inspires enthusiasm in young children because they can choose topics that are of interest to them personally. Is That a Fact? explores a variety of authentic purposes for writing nonfiction, such as describing, explaining, instructing, persuading, retelling, and exploring relationships with others. You will learn how to introduce each purpose using a variety of forms, including letters, reports, poetry, captions, directions, and interviews. Part One provides a complete overview of teaching nonfiction writing in the primary grades and includes: practical ways for organizing nonfiction resources within the classroom; how to assist children in collecting information for research; ideas for helping children keep their sense of voice when writing nonfiction; a chapter on spelling, with examples of how to guide students at each stage of spelling development; strategies for assessment and evaluation that guide teaching and learning engagements.

Reality Checks Nonfiction can be overwhelming to young readers, presenting them with complex vocabulary and a new density of information that may combine text, diagrams, pictures, captions, and other devices. Reality Checks offers insights into why children struggle when faced with informational reading, and practical concepts, skills, and strategies that help them navigate nonfiction successfully.

Appendix A: The Dodlings The Dodlings The dodlings were tiljing ruft. When the ruft was poking, the dodlings grented hust then yotted pudge. The preeden dodlings only tiljed muft so that the ruft was krettile. At the end of cupa the dodlings nuted sos then ported crist. This was done to hopple set. The preeden dodlings were always hirty and lopy unlike the dodlings who were foly and jist. Questions 1. What did the dodlings do first? 2. What did the dodlings do when the ruft was poked? 3. What were the preeden dodlings doing? 4. Why did the preeden dodlings do this? 5. What did the dodlings do at the end of cupa? 6. Why did the dodlings do this? 7. How were the dodlings and the preeden dodlings different?

What do you THINK you know About pigs?

Copyright Stead. Taken from Reality Checks: Teaching Reading Comprehension With Nonfiction. Stenhouse Publishers. Available in Canada through Scholastic Canada 2 text to world You will note that strategies such as cause and effect, problem /solution, sequence of events, comparisons and main idea are both literal and interpretive. When they are explicitly stated in the text they are literal. When they are not stated in the body of the text and require the reader to infer and make connections, they are interpretive. EVALUATIVE UNDERSTANDINGS These are understandings where the reader makes judgments as to the content of the material read. As with interpretive meanings, it calls upon the reader to utilize information both explicitly and implicitly stated in the text as well as personal knowledge and experiences. In essence it calls upon the reader to use both literal and interpretive understandings to encourage more complex thinking. Many of these understandings are tied in with area of critical literacy (Luke and Freebody 1997). Some specific strategies include : Fact verses opinion Reality verses fantasy Validity of a piece Adequacy of a piece Relevance of a piece Author bias Author intent Point of view Tools/Craft used by the author to affect thinking Making overall judgments on a piece

TEACHING NONFICTION WRITING Children Best Learn How to Write Nonfiction When They: Implications for Practice See a purpose for the writing and have Children need to be given authentic purposes An audience in mind. For writing nonfiction and be aware of why Authors write different types of nonfiction. See many models of different types of Teachers need to provide children with an Nonfiction writing for a variety of purposes. Abundance of nonfiction texts as part of both Shared reading and read-alouds as well as Books in the classroom library for children’s Independent reading. See demonstrations of how to write different Teachers need to provide demonstrations on Text types for different purposes. Author’s craft, research skills, and language Mechanics to make explicit what writers do When they are working with specific genres. These demonstrations need to be in individual, Small-group, and whole-class settings According to identified needs. Are given time and opportunity to engage Schedules need to allow adequate time for In working with nonfiction texts. Children to engage in the process of writing Nonfiction pieces. Are allowed to take on responsibility for Children need to be part of the decision Their learning. Making process when selecting the content of What they wish to write about independently

THE EXPOSITORY PYRAMID (OR THE FACT TRIANGLE) 1. Name of the animal 2. Two words describing the animal 3. Three word describing its habitat 4. Four words describing one of its behaviours 5. Five words describing another of its behaviours 6. Six words describing another 7. Seven words describing another of its behaviours 8. Eight words describing your personal reflections about the animal.

Finding Your Voice with Non-Fiction Writing Writing Through a Mask “Primary kids love to pretend, dress up, play make-believe. This craft lesson challenges them to use their imagination and actually become the thing they are writing about.” Children create a physical mask of the object they are researching and wear that mask while they are presenting their research.

Writing an Alphabet Information Book Class books are often the best way to introduce research projects to primary students. Everyone in the class contributes to the final product. “An alphabet book is a great model for information writing – both for gathering and for presenting information.”

K-2 Science Animals in the Library

Essential Questions How will you find the needed information using non-fiction books? What are the characteristics of your animal? What is the habitat where your animal lives?

Activity Review the parts of non-fiction books (assuming prior lesson on this topic), focus on table of contents and glossary. Students will find three facts about their chosen animal and draw a picture of it on reverse side (postcard style). Students will analyze the characteristics of their animals to sort into appropriate categories.

Name of Animal: ______________ Circle the correct answer below. How many legs does your animal have? – What kind of skin covering does it have? –fur feathers scales Where does your animal live? –jungle desert forest water

Your Name __________________ Draw a picture of your animal

Assessment Use hula hoops to make large circles on the floor. First label hula hoops with the numbers of legs: 2, 4, 6, and 8. Have kids sort their animal postcards into the correct circle. Then label hula hoops with type of skin covering, sort again. Do the same with habitats. If time and ability permit, put a few animals in circles and let kids figure out the sort criteria and sort their postcards into the correct circle.

Resources Sort activity could also be done using Kidspiration or a Smartboard. Capstone and Pebble Books are excellent resources for this activity.

Pairing Fiction with Non- Fiction Snakes in a Kindergarten Class I used the book The Day Jimmy’s Boa Ate the Wash by Trinka Hakes Noble. On a whim, I brought with me some new primary non-fiction books I had just received. What happened in this classroom was magical. Kindergartners did their own research project as a class!