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Nonfiction Extravaganza!

Nonfiction Extravaganza!. Discovering the Core of our Interests with Informational Texts. Denise Ousley-Exum, ELA Education Somer Lewis, WSE Teacher in Residence. Do you recognize this kid?. Physically active Prefers hand-on Sports. Fact finder Delights in taking things apart

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Nonfiction Extravaganza!

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  1. Nonfiction Extravaganza! Discovering the Core of our Interests with Informational Texts Denise Ousley-Exum, ELA Education Somer Lewis, WSE Teacher in Residence

  2. Do you recognize this kid? • Physically active • Prefers hand-on • Sports • Fact finder • Delights in taking things apart • Picks things out, eye for detail Enjoys arts & crafts, Construction, modeling, collecting • Information seeker • Loves random facts • FULLY focuses on one • topic, then another

  3. Or maybe this kid? • Literacy procrastinator • Does not like to read or write stories • Can be a great talker • Fiction avoider • Prefers to live in the “real world” • Has own agenda • Unique personal rhythm • Unique time schedule Displays idiosyncraticinterests Prefers the world outside of the traditional classroom

  4. Info-Kids: How to Use Nonfiction to Turn Reluctant Readers Into Enthusiastic Learners Ron Jobe & Mary Dayton-Sakari

  5. Two Types of Reluctant Readers Type 1: Students who can read quite proficiently, “thank you very much,” just not inclined to bother. No interest in reading “The Necklace” Prefers the Guinness Book of World Records or 101 Things Every Kid Should Know about the Human Body. But those titles are not in the teacher’s classroom library….

  6. Two Types of Reluctant Readers Type2: Students who truly struggle with reading, but must focus on non-literacy outlets to preserve personal self-concept Format of informational texts is particularly helpful because content is processed with both textual and graphic cues

  7. Might we offer a Suggestion? What if educators reframed the image of the so-called “reluctant reader”? What if that reader became not reluctant, but discerning? What shifts might that inspire in self-concept? in evaluation? in the classroom libraries we build for our students?

  8. Engaging Students in Middle and High School Classrooms Adolescents: What do the love? What do they fear? What do they hate? What do they do after school? What do they dream about?

  9. Engaging Students in Middle and High School Classrooms The answers? That is our curriculum.

  10. Nonfiction Extravaganza! Explore… Post it… Move on!

  11. Nonfiction Extravaganza:Step One • For each collection of books at your table, please do the following: • 1. Explore • Look at as many books you can. Try to get to every book at each table. If a book’s subject is not your cup-of-tea, feel free to move on to the next title. Your group will have 8 minutes with each collection of books.

  12. Nonfiction Extravaganza:Step Two 2. Post-it Each time you come across anything that catches your attention because it is interesting, surprising, unbelievable, inspiring, gross, or amazing

  13. Nonfiction Extravaganza:Post-it Grab a post-it and copy the following Fact # 1,2,3 (and so on) Quote the bit that you want to remember Book title and author(s) Page number (so you can find it again) Box #

  14. Nonfiction Extravaganza:Post-it Fact # 1 “50,000 tons, that’s 3 million miles of steel wire have been used since the slinky was first released in 1945. This is enough wire to go around the earth 126 times.” Wow! FAO Schwarz: Toys for a Lifetime by Stevanne Auerbach Pg 96 Box 4

  15. Language of Common Core Regarding Informational Text • Cite textual evidence • Draw inferences • Determine central ideas • Analyze in detail • Determine meaning • Analyze structure • Determine POV and purpose • Integrate information • Trace, delineate, evaluate reasoning • Compare/contrast and analyze texts • Comprehend

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