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Nonfiction Read Aloud October 16, 2012 & October 30, 2012 Jennifer Gondek Instructional Specialist for Inclusive Education [email protected] http://inclusiveed.wikispaces.com

Nonfiction Read Aloud October 16, 2012 & October 30, 2012

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Please reflect on the 2 questions on page 2 of your packet Please reflect on the 2 questions on page 2 of your packet. Make a few notes to share out later today.

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Page 1: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Nonfiction Read AloudOctober 16, 2012 & October 30, 2012Jennifer GondekInstructional Specialist for Inclusive [email protected]://inclusiveed.wikispaces.com

Page 2: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Please reflect on the 2 questions on page 2 of your packet. Make a few notes to share out later today.

Page 3: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Whip-Around•Name•Grade level•Share out a nonfiction text you brought today and why it’s a favorite

Page 4: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Session Objectives:Participants will:

Understand the difference between a Traditional Read Aloud and Interactive Read Aloud

Explain the benefits of using informational text for IRA Connect elements of the Interactive Read Aloud to the Common

Core Learning Standards Determine appropriate informational texts for read aloud at a

given grade level Create a CCLS aligned lesson plan for IRA using an

informational text. Share resources and strategies for implementation of an IRA in

the K-5 classroom Plan for generalization of strategies through integration of

additional informational texts throughout the classroom schedule

Page 5: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

A Clarification What is the difference between informational genres and nonfiction?

According to Fountas and Pinnell,“Informational genres are “a category of texts in which the purpose is to inform or give facts about a topic. Nonfiction feature articles and essays are examples of informational text” (page 247).

Nonfiction is “a text based on fact” (page 248).

Page 6: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Specific types of non-fictionAlmanac AutobiographyBiography BlueprintBook report Creative nonfictionDesign document DiagramDiary DictionaryNonfiction films EncyclopediaEssay Guides and manualsHandbook HistoryJournal (disambiguation) JournalismLetter Literary criticismMemoir Natural historyPhilosophy PhotographResearch paper Science bookScientific paper StatuteTextbook Travelogue

Page 7: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

WHY NONFICTION?

Page 8: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

WHY INTERACTIVEREAD ALOUD?

Page 9: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

9

A Definition•According to Fountas and Pinnell,

Interactive Read-Aloud is “A teaching context in which students are actively listening and responding to an oral reading of a text.”

--The Continuum of Literacy Learning,

Grades K-2. A Guide to Teaching, page 163.

Page 10: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Read-Aloud vs. Interactive Read-Aloud

Read Aloud Interactive Read Aloud

• Teacher reads aloud for pleasure

• Students listen, but are not expected to participate

• Listening comprehension occurs, but is not assessed

• Teacher reads aloud with a purpose

• Students listen and reflect orally or through writing

• Listening comprehension occurs and is assessed

Motivating Reluctant Readers through Nonfiction Read-Alouds presented by Dawn Little, M.Ed., Links to Literacy

Page 11: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Benefits of Interactive Read Aloud:•Vocabulary development•Acquisition of syntax•Sensitivity to formats of informational text•Gains in expressive language•Models strategic thinking•Introduces new concepts•Indulges curiosity•Helps students understand their world

Page 12: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Interactive Read Aloud Supports:•Literature Study-Book Clubs•Reading Mini-lessons•Independent Reading•Guided Reading•Writing Mini-lessons•Independent Writing

Page 13: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

CONNECTION TO THE

COMMON CORE

Page 15: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Distribution of Literary and Informational Passages by Grade in the 2009 NAEP Reading Framework

Grade Literary Informational

4 50% 50%8 45% 55%12 30% 70%

Page 16: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Record of Reading:

Page 17: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Record of Reading:

Page 18: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Appendix B:•Informational Text vs. Informational Text for Read Aloud•Samples of text exemplars•Sample performance tasks linked to CCLS

Page 19: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Shift 2Knowledge

in the Disciplines

Page 20: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Shift 3Staircase of Complexity

• Growth “steps” for each grade level•Grade appropriate text at the center of instruction•Close and careful reading with scaffolded supports for students reading below level.

Page 21: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

From Reading Between the Lines http://act.org/research/policymakers/pdf/reading_summary.pdf

Page 22: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

The Domino Theory

Teach children to decode first, and put off vocabulary and

comprehension instruction until later.

Page 23: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Smolkin & Donovan, 2002.

“If we want children to reason their ways through texts during a time when they cannot yet read, then the social context for comprehension acquisition must be a read-aloud of text.” (p. 144)

Page 24: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Shift 4Text-Based Evidence•Rich and rigorous conversations•Dependent on the text•Classroom experiences connected to text•Evidentiary arguments

Page 25: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Shift 5Writing from SourcesUsing Evidence To:

InformMake argumentsRespond to ideas, events, facts, and arguments presented in text

Page 26: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Shift 6Academic Vocabulary

• Pivotal and commonly found words

•Build vocabulary to access grade level complex text Tier 2

Page 27: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Selecting Quality Texts:Factors for Consideration: Length of the text and time required to read it.Your student’s background knowledgeYour student’s experience in listening to texts.Topics of interest to the age level.Accessibility of concepts to the age level.Maturity of themes and ideasDensity of the textAccessibility of illustrationsComplexity and Accessibility of languageAppeal to the age groupOpportunities to connect with other texts/content(Fountas & Pinnell, 2006)

http://inclusiveed.wikispaces.org

Page 28: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Understanding the Demands of NF

Factors for Consideration: GenreText StructureContentThemes and IdeasLanguage and Literary FeaturesSentence ComplexityVocabularyWordsIllustrationsBook and Print Features(Fountas & Pinnell, 2006)

Page 29: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

1. Choose a new text.

2. Discuss it in terms of appeal to students.

3. Use the 10 factors to analyze the text on page 7 of your packet.

Page 30: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

1. Choose a new text to explore.

2. Discuss it in terms of appeal to students.

3. Use the “Questions to Ask About Factual Texts” form to guide your discussion on page 8 of your packet.

Page 31: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Preparing for Interactive Read Aloud:•Plan ahead!•Read the text yourself•Examine the text•Note a few targeted opportunities to

model (think aloud!) comprehension strategies/skills.

•Note a few targeted opportunities (post-its!) to stop for text talk.

•Determine vocabulary words to be taught.(Fountas & Pinnell, 2006)

Page 32: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Setting for an Interactive Read Aloud:• Students must be comfortably seated

• Everyone should be able to hear/see

• Procedure in place for turn and talks/group discussion

(Fountas & Pinnell, 2006)

Page 33: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Conceptual Model:Gradual Release of Responsibility*

Teacher + Students

ImmediateFeedbackSi

mpl

eCo

ntex

t

ImmediateFeedback

Com

plex

Co

ntex

t

All Teacher

Making ThinkingPublic

Mod

elin

g

Sharing Cognitiv

e

Secrets

All Students

Planning

Auth

entic

Co

ntex

t

Authentic Task Asse

ssm

emt

*Pearson, P.D., & Gallagher, M.C. (1983). The instruction of reading comprehension. Contemporary Educational Psychology, 8, 317-344.

Thin

k Al

oud

Guid

ed P

ract

ice

Turn

and

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s

Page 34: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Gradual Release of Responsibility

Think Aloud

Practice

Turn & TalkIndependen

t

Page 35: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Structure of an Interactive Read-Aloud

Selection and PreparationOpeningReading AloudEmbedded TeachingText TalkDiscussion and Self-EvaluationRecord of ReadingWritten Response (optional, but strongly recommended)

(Fountas & Pinnell, 2006)

Page 36: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Comprehension Strategy Focus for Lesson Components:

Before Reading During Reading After ReadingIdentify Purpose Use a consistent

frameworkRetelling or Written Response

Previewing Question-Asking Review, Extend Vocabulary

Predict Make connections

Define critical vocabulary

Make inferences

Self MonitorVocabulary

(Santoro, Chard, Howard & Baker, 2008)

Page 37: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Nonfiction Read AloudPart 2 Jennifer GondekInstructional Specialist for Inclusive [email protected]://inclusiveed.wikispaces.com

Page 38: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Browse the room. Choose one text (book or article) to work with for the rest of the session. This can be a book you brought, or a new title.

Exploration TimeWelcom

e Back!

Page 39: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Structure of an Interactive Read-Aloud

Selection and PreparationOpeningReading AloudEmbedded TeachingText TalkDiscussion and Self-EvaluationRecord of ReadingWritten Response (optional, but strongly recommended)

(Fountas & Pinnell, 2006)

Page 40: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Opening Moves:“Engage the students’ interest and activate thinking in various ways” -Fountas & Pinnell, 2006

Page 41: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Opening Moves:Opening #1

“We’ve been talking about what firefighters do to help us. Today we’re going to read another book about what firefighters do. [Show opened book cover] What do you notice? [Children Respond] This book is funny because it shows dogs as firefighters, but it also tells us what real firefighters do. So listen to find out what firefighters do for work. What kinds of things do you think you will hear about?

Page 42: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Opening Moves:Opening #2

[Open book to end papers] “Something exciting is happening here. What do you think? [Children Respond] Firefighting is dangerous work, isn’t it, but firefighters really help us. You know that they fight fires, and this book tells us about that. You’ll learn how they fight fires but also what they do after the fire is out. What kinds of questions do you think firefighters would ask after they put out a fire? [Children Respond]

Page 43: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Opening Moves:Opening #3

[Open book to show both covers] These dogs are firefighters. When the fire alarm rings, firefighters have to be ready to go in just a few minutes. Listen to this: ‘Open the firehouse doors. Start the engines. They’re off!’ We have seen firefighters speeding to put out a fire. They do that over and over, but they have other work to do as well. That’s what we will learn in this book.”

Page 44: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Opening Moves:Using the Opening Moves chart as a reference, create 2-3 opening moves for the text you have chosen.

Page 45: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Vocabulary

Page 46: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

The Vocabulary Catch-22

Children need to learn more words to read well, but they need to read well to

learn more words.

McKenna, M.C. (2004). Teaching vocabulary to struggling older readers. Perspectives, 30(1), 13-16.

Page 47: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

The Matthew Effect

50K

40K

30K

20K

10K

0

K 12

5,0001,500

45,000

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Grade Level

# o

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Page 48: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Why Wide Reading Why Wide Reading Is Enough Is Not Enough

Vocabulary size andthe amount a child reads are correlated.

Direct instruction cannot possibly account for the number of word meanings children acquire.

Context is generally unreliable as a means of inferring word meanings.

Most words occur too infrequently to provide the number of exposures needed to learn them.

Marzano, R.J. (2004). The developing vision of vocabulary instruction. In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 100-117). New York: Guilford.

Page 49: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Oral vocabulary at the end of first grade is a significant predictor of comprehension ten years later.

Cunningham, A.E., & Stanovich, K.E. (1997). Early reading acquisition and its relation to experience and ability 10 years later. Developmental Psychology, 33, 934-945.

Page 50: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

“Adding three root words a day is the average daily number of words learned by primary age children with the largest vocabularies.” (p. 37)

AndyBiemiller

Biemiller, A. (2004). Teaching vocabulary in the primary grades. In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp.28-40). New York: Guilford.

Page 51: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

“Adding three root words a day is the average daily number of words learned by primary age children with the largest vocabularies.” (p. 37)

3 words x 140 days 400 words per year

Biemiller, A. (2004). Teaching vocabulary in the primary grades. In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 28-40). New York: Guilford.

Page 52: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

A Continuum of Word Knowledge

No knowledge

A vague sense of the meaning

Narrow knowledge with aid of context

Good knowledge but shaky recall

Rich, decontextualized knowledge,connected to other word meaningsSharon Walpole, University of Delaware

Page 53: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

How do we classify Tier 1, 2, and 3 words?

Tier 1 Tier 2 Tier 3

Page 54: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Read page 33 of Appendix A.

Any additional elements to add?

Page 55: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Beck and McKeown’s Three TiersTier 3 • Rare words

• 73,500 word families K-12• Often content-area related• Examples: isotope, estuary

Tier 2 • Important to academic success• 7,000 word families• Not limited to one content area• Examples: fortunate, ridiculous

Tier 1 • The most familiar words• 8,000 word families• Known by average 3rd grader• Examples: happy, go

Page 56: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Determine (3-5) Tier 2 or 3 vocabulary words you will focus your instruction on in this text.

Page 57: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

•Explicitly pre-teach these words

•Stop during reading to attend to each word at least once.

•Provide opportunities to review after reading

Page 58: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Nonfiction Text Features:

Chapters 5 & 7

Page 59: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Nonfiction Text FeaturesCaptions Bold

typeArrows Bullets

Keys Headings Labels Glossary

Index Table of Contents

Photos Illustrations

Diagrams

Italics Maps Inserts

Page 60: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Nonfiction Text Structures:

Chapter 8

Page 61: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Books to Use with Primary Students

Books to Use with Intermediate Students

Descriptive

Problem/Solution

Time/OrderChronologicalComparison/Contrast

Cause/Effect

Directions

Mooney, Hoyt, and Parkes, 2003

Page 62: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Reading Aloud: Embedded Teaching and Text Talk

Be intentional!If you stop too often:

-The discussion may lose ground, too much talk and not enough text.-Everyone will lose track of the meaning due to interruption-Children will become disengaged and disinterested-It will take too long to get through a text!

From Teaching for Comprehension and Fluency by Fountas & Pinnell, 2006

Page 63: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

How Do I Decide?• What do my students need to understand about this particular text?•What important aspects of the text can students talk about with one another?•What are the opportunities for teaching or “lifting” student’s thinking with this book?•How much should I try to teach using this book (without overdoing it?)•What is most important to help the students think about today, and what should I save for another day?•Is it more important to reread or revisit this text than to have students experience another book?•Should a plan to revisit the text at a later time?

From Teaching for Comprehension and Fluency by Fountas & Pinnell, 2006

Page 64: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Reading Aloud: Embedded Teaching

Think Aloud

Predicting

MAKING CONNECTIONS

INFERRINGSynthesizing

Analyzing

Asking Questions

* Notice vocabulary in context*

Page 65: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Reading Aloud: Text Talk

Intentional Conversation:“Conversational moves directed toward a goal of instruction.”

-Lift the thinking of your students.-Guide and shape the conversation

From Teaching for Comprehension and Fluency by Fountas & Pinnell, 2006

* Notice vocabulary in context*

Page 66: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Reading Aloud: Text Talk

TURN AND TALK

Page 67: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Discussion and Self-Evaluation:•Review key vocabulary and extend learning. •Focus the discussion what you’ve learned so far.•Predict what might happen in the next section.•Compare what they know now to earlier thoughts.•Discuss deeper meaning and author’s message.•Go back into the text to support students’ thinking.•Record students’ thinking on a chart.•Create a chart or list for future use.•Give a 1 minute self-evaluation about the IRA.

Page 68: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Let’s take a peek intosome classrooms!

What do you notice?

Page 69: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

5th Grade Introducing Vocabulary

Page 70: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

2nd Grade Opening Move and Think Aloud

Page 71: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

4th Grade Opening Move with Explicit Learning Target

Page 72: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

2nd Grade Modeling and Lifting Student Thinking

Page 73: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

2nd Grade Turn and Talk

Page 74: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Written Response:The Reader Response Journal

• Great to use with articles that require students to go back into the text to support their thinking.

• Break out of the old cycle and require students to do some critical thinking and reflection on their own before getting help from a peer or adult.

Read- Discuss- Write

Read- Write- Discuss-Revise

Page 75: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

5th Grade Quick Response to Reading

Page 76: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Designing Units

Page 77: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Pair Fiction and Informational Read-Aloud Texts

•Consider pairing fiction with informational books.

•Pairs help teachers feel more comfortable with informational read-aloud.

Page 78: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Additional Options for Planning:•Topic•Theme•Genre•Author Study•Illustrator•Text Structure•Mentor Texts for Writing•Content Areas

Page 79: Nonfiction Read Aloud October 16, 2012 & October 30, 2012

Resources:• Interactive Reading and Shared Reading, presentations by Janice Such at www.u-46.org• The Common Core Learning Standards• Motivating Reluctant Readers through Nonfiction Read-Alouds presented by Dawn Little, M.Ed., Links to

Literacy• http://www.readworks.org• http://www.readworks.org/books/readaloud• Benajmin, L. & Moynihan, E. “The Nonfiction Read-Aloud: An Essential Ingredient in Student Learning.”

School Talk 10 (2005): 3-4• McGee, L. & Schickendanz, J. “Repeated interactive read-alouds in preschool and kindergarten.” The

Reading Teacher 60.8 (2007): 742-751• Santoro, L., Chard, D., Howard, L., & Baker, S. “Making the Very Most of Classroom Read-Alouds to

Promote Comprehension and Vocabulary” The Reading Teacher 61.5 (2008), 396-408• Cummins, S. & Stallmeyer-Gerard, C. “Teaching for Synthesis of Informational Texts with Read-Alouds” The

Reading Teacher 64.6 (2011): 394-405• Moss, B. “Making a case and a place for effective content area literacy instruction in the elementary

grades” The Reading Teacher 59.1 (2005): 46-55• Barrentine, S. “Engaging with reading through interactive read-alouds” The Reading Teacher 50.1 (1996):

36-43• Fisher, D., Flood, J., Lapp, D., & Frey, N. “Interactive read-alouds: Is there a common set of implementation

practices?” The Reading Teacher 58.1 (2004): 8-17• Founta, Irene C. & Pinnel, Gay Su. Teaching for Comprehending and Fluency. Portsmouth: Heinemann:

2006.