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Surrounded by Information: Using Informational Text in the Classroom. Brenda M. Tanner, Ed.D VSUP . Today we will:. Examine the Reading SOL’s related to nonfiction texts and make connections to the History/ Social Studies and the Science SOL’s;
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Brenda M. Tanner, Ed.D
You will be given a couple of minutes to preview a selected text.
Scan to see what you can learn.
Write a “I wonder” statement or a question.
Be prepared to discuss.
Which of the text features are visuals?
In order for students to “read” visual features, they must understand what they are, how they are created, and why they are used (author’s purpose).
What is the purpose of this chart?
What is the message?
Charts, graphs, symbols, organizers
Where are they in your room and in your school?
It is time to describe yourself.
You will have 10 minutes to write no more than one page about yourself.
You must include something from your past and you must include at least 3 text features in your autobiographical writing.
Think of how you could adapt/use these type of activities in your classroom to help students develop an understanding of text features and ways to approach the reading of informational text.
Be prepared to share.
Where might you find these in your classroom or in the school?
Make a list.
Graphic organizers provide visual support to help students as they identify text structure and comprehend information text.
Look for words that help you understand how information is organized. (SOL 2.9)
Many people have pet birds. A canary and a parrot are popular pets. Both birds live in cages. However, the cages are different sizes. The smaller canary has a small cage. The larger parrot has a big cage.
Many kids think cookies are the best snack. They want them every day after school. Many parents do not agree. They believe that fruit is a better snack. They buy apples for snacks.
Source: Text-Marking Lessons for Active Nonfiction Reading
What signal words would you use?
Use a text that you brought or a book that is available to search for signal words.
Use the handout to mark the words that you find. Be sure to include any new words you discover.
What text structure(s) did you find?
Mix a pancake, stir a pancake
Pop it in a pan
Fry a pancake, toss a pancake
Catch it if you can!
Look for connections.
Think of other poems and stories
that could be connected torecipes or learning about food.
2 cups sifted flour
3 tsp. baking powder
¼ cup sugar
1 tsp salt
2 cups milk
1/3 cup vegetable oil
What else is needed?
Get some vanilla, 5 cups of flour, 2 tsp. salt, 1 ½ tsp. baking powder or soda, 2 eggs.
Sift all the dry stuff.
Put in the eggs and 1 cup of milk.
Put four cups of batter in the frying pan; one in each corner.
Keep it in the pan until it has 21 bubbles around it.
Flip it over.
Wait until that side has 21 bubbles.
Take it out of the pan with a spatula. Put butter and syrup or anything you put on it and eat them.
Chocolate Chip Cookies
Put 1 cup of milk in a bowl.
Put 5 chocolate chips in the bowl.
Put in 2 cups of water and 2 cups of flour.
Get the mixer and mix it up.
When it’s all gooey, make it into little balls and put them in the over for 1 hour.
Get them out and put them on a plate.
Save some for your grandmother.
What makes a list a list?
Examine the list you have been given. Think about the author’s purpose in making the list.
Add 2 items to the list, name the list, and decide who was making the list and why.
Think of how you could adapt/use these type of activities in your classroom to help students develop essential knowledge, skills and processes for reading informational text.
Be prepared to share.
“To encourage what often becomes a lively debate (yes, even with struggling readers!), ask students to choose what they consider to be the most important word from the text they've just read. This strategy…forces students back into the text to consider what was the most important aspect of that text." (173-174)
KyleneBeers, When Kids Can't Read: What Teachers Can Do
Read the selection, Wind Power.
Identify the 6 words you believe are the most important.
Write one word on each sticky note.
Select a text.
Preview the text, selecting 9 to 12 words and phrases that are key to comprehension.
Record the words on a chart. Be sure to make note of the title of your book.
1. Preview text.
2. Develop questions.
3. As you read text make note of questions you have.
4. When you finish, check to see if questions have been answered. If not, discuss where information might be found.
5. Write questions you have after reading.
Think of how you could adapt/use today’s activities in your classroom to help students develop essential knowledge, skills and processes for reading informational text.
Discuss your ideas with teachers in your grade level. Share other resources and ideas you might have.