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Four Strategies for Non-Fiction August, 2012. Literacy Across the Curriculum. Objective. TLWBAT distinguish between the six types of informational text structures. utilize KWL in assigned reading. analyze text using RAN. engage in a comprehensive approach using SQ3R. Finding. - PowerPoint PPT Presentation
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Literacy Across the Curriculum
Four Strategies for Non-FictionAugust, 2012
Objective
TLWBAT distinguish between the six types of
informational text structures. utilize KWL in assigned reading. analyze text using RAN. engage in a comprehensive approach
using SQ3R.
Finding
“From our assessments [we found] that children who were able to comprehend non-fiction were able to comprehend fiction at an equal or greater level.”
Tony Stead (Reality Checks)
Finding
“This is not surprising when we think of the advanced thinking skills readers of non-fiction employ. They are not simply following along with a plot but are coming into contact with an extensive range of information that usually includes far more complex vocabulary, different text structures, and visual information presented in myriad forms.”
Tony Snead
Finding
“However, the reverse is not true. Students who read fiction competently do not necessarily do as well on non-fiction.”
Tony Stead
KWL and RAN
KWL What I know
What I Want to Know
What I found out
Students state information they know about the topic.
Students come up with questions they want answered.
Students research to specifically answer questions raised.
RAN
Reading and Analyzing Nonfiction Strategy (RAN)What I think I know.
Confirm Misconception
New Learning
Wonder-ings
State information thought to be correct about the topic
Research (READ) to confirm prior know-ledge
Research (READ) to discard prior knowledge
Locate additional informa-tion not originally stated
Raise questions on new info gathered
•Working with your partner, please make one set of sticky notes with the following abbreviations:S (sequence)C/E (cause and effect)D (description)QA (question and answer)C/C (compare and contrast)P/S (problem and solution)
Understanding Information Text Structures Informational texts, like narrative
ones, have their own structures. These structures provide students
with a map that guides them through the text.
The greater the student’s awareness of informational text structures and organizational patterns, the better they can follow the author’s message.
Answer Key (in the unlikely event that you need it) Description – Attention Deficit Hyperactivity
Disorder Sequence – Homework Comparison and Contrast – Butterflies vs Moths Cause and Effect – Physical and Mental Health Problem and Solution – Tips for Beating Holiday
Stress Question and Answer – Cold versus Flu
Think-Ink-Pair-Share
How did you determine the text structures?
How might knowing the structure help you read and hold your knowledge of the piece?
SQ3R – Survey, Question, Read, Recite, ReviewA reading and study strategy
developed in in 1947 and still valued today as an effective literacy tool.
http://adlit .org/strategies/19803
Survey
Students review the text to gain initial meaning from the headings, bolded texts and charts.
Question
Students begin to generate questions about their reading from previewing it.
READ
As students read, they need to look for answers to the questions they formulated during the preview of the text.
These questions, based on the structure of the text, help focus student reading.
Recite
As students move through the text, they should recite or rehearse the answers to their questions and make notes about their answer for later studying.
Review
After reading, students should review the text to answer lingering questions and recite questions previously answered.
SQ3R in Action
Explain to students that effective readers do many things while reading including surveying, questioning, reading, reciting and reviewing.
Choose a content area passage to read and model the five SQ3R steps.
During each step, make sure to explain what you are doing and why you are doing it.
After modeling, invite students to independently read and apply SQ3R steps.
SQ3R in Action (continued)Following, have students review their
notes and reflect on the process. Were they surprised by how much they remember using the SQ3R method?
Not all students will be sold on this method the first time they try it ( and not all readings are worth the time to complete the steps) so help students to understand not just how to apply it, but when to apply it.
This is the slide you were looking for…REVIEWKWLRANTEXT STRUCTURESQ3Rhttp://www.readingrecovery.org/pdf/conferences/NC07/Handouts/Stead_Preconf.pdfhttp://www.mindtools.com/pages/article/newISS_02.htm