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Strategies that Work Teaching for Understanding and Engagement. Workshop 8: Non-fiction Comprehension Strategies. Debbie Draper, Julie Fullgrabe & Sue Eden . Agenda for the day. 9:00 – Introduction / Reflection 9:30 – Fiction and non-fiction differences Non-fiction text features

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strategies that work teaching for understanding and engagement

Strategies that WorkTeaching for Understanding and Engagement

Workshop 8: Non-fiction

Comprehension Strategies

Debbie Draper, Julie Fullgrabe & Sue Eden

agenda for the day
Agenda for the day

9:00 – Introduction / Reflection

9:30 – Fiction and non-fiction differences

Non-fiction text features

Non-fiction text types / genre

Non-fiction text structures

Signal words

Graphic Organisers

12:30 Lunch

1:15 – Comprehension Strategies

Determining Importance in texts

Summarising

Synthesising

Feedback process / Exit Slips

3:45 Close

10:30 – 11:00 Morning Tea

slide5

Learning Environment – School & Classroom

What can you see in classrooms and the staffroom? What plans, resources etc?

Environmental

Print

Anchor Charts

Resources

Libraries

$

People

Staff Meeting

Agendas /

PD timetable

Environmental

Print

Word Walls

Improvement

Plan

Data Walls

slide7

Process - how you learn & teach

Using data to

inform

Gradual Release

of

Responsibility

Professional

Learning

Communities

Differentiation

practices

Observation /

Walk Throughs

slide9

Content - what you learn & teach

Professional

development

for staff

What

strategies

(students)?

Lessons?

What texts

& resources

for staff?

slide10

Products

What evidence is there of staff and student learning?

Assessment

practices

Teacher

developed

resources

Teacher

programmes

Performance

Development

processes

slide11

Module 1: Effective Professional Learning and Comprehension

  • Module 2:Monitoring Comprehension
  • Module 3:Making Connections
  • Module 4: Maths & Comprehension
  • Module 5:Questioning Strategies
  • Module 6:Inferencing
  • Module 7: Visualising and Visual Texts
  • Module 8:Non-fiction reading strategies
  • Module 9:Fluency and Automaticity
  • Module 10:Vocabulary
how are fiction and non fiction texts different
How are fiction and non-fiction texts different?

The kapok tree, Ceibapentandra, is a large, deciduous, tropical tree that is native to tropical America, Africa, and the East Indies. The flowers are pollinated and the seeds are spread by fruit bats.

Anatomy: This fast-growing tree is generally from 45 to over 100 feet (14-30 m) tall; the kapok is the tallest tree in Africa. It has pink, white, or yellow night-blooming flowers borne in clusters. The green leaves are lanceolate (lance shaped) and palmately compound (with 5 to 9 leaflets).

Uses: The light-weight silky down from the seed pods (sometimes called Java cotton) is used as pillow stuffing, sleeping bag stuffing, life jacket stuffing, furniture upholstery, insulation, and for other uses. The yellow-green oil from the seeds is used in foods and to manufacture soap. Young leaves are also cooked and eaten; the wood from this tree is also used.

Classification: Division Magnoliophyta, Class Magnoliopsida, Subclass Dilleniidae, Order Malvales, Family Bombacaceae.

Sometimes referred to as narrativevsexpository text

teaching about it
Teaching about it
  • Read two texts – one fiction and the other non-fiction on the same topic to students each day for a week or so.
  • Ask students to brainstorm similarities and differences.
  • Create an anchor chart with students.
challenges of non fiction text
Challenges of Non-Fiction Text

Content challenges - read to learn new information outside of their own world

Vocabulary challenges - unique to subject matter, requires a high level of word analysis

Text structure challenges - lack of experience with text type

Text feature challenges - formatting—diagrams, captions, charts, maps, graphs...

terminology
Terminology
  • Text Types
  • Genre
  • Text Form
  • Text Features
  • Text Structures
slide21

Text Types / Genre / Text Form

letter

poster

blog

debate

advertisement

non fiction text features
Non-fiction Text Features
  • Revisit the differences between fiction an non-fiction texts
  • What special features of non-fiction texts have you noticed?
  • NB: This process could be used for non-fiction digital texts as well
teaching about it24
Teaching about it
  • Revisit the non-fiction books (or look at others, use IWB etc)
  • Locate with students some of the features they notice
  • Create a list with students – introducing the correct vocabulary for each feature
  • Talk about the purpose of each text feature
block diagram with cut aways
Block Diagram with cut-aways

http://k-8visual.info/

cut away diagram with detail
Cut away diagram with detail

http://k-8visual.info/

diagram with colour coding
Diagram with colour coding

head

body

abdomen

leg

mandible

antenna

http://k-8visual.info/

eye

exploded diagram
Exploded diagram

http://k-8visual.info/

numbered diagram
Numbered Diagram

http://k-8visual.info/

scale diagram
Scale Diagram

http://k-8visual.info/

flow chart
Flow Chart

http://k-8visual.info/

slide33
Maps

http://k-8visual.info/

tree diagram
Tree Diagram

http://k-8visual.info/

storyboard
Storyboard

http://k-8visual.info/

table
Table

http://k-8visual.info/

picture glossary
Picture Glossary

http://k-8visual.info/

teaching about it39
Teaching about it

Text Feature

Purpose

Example

slide43

http://www.teachingcomprehension.org/

Brainstorm a list of text features.

Create a space on the wall.

Ask your students how much space should be dedicated to each text feature (usually pictures and captions take up the most space and italicised words take up very little.)

Draw dividing lines and label each box with the name of a feature.

Provide stacks of resources for students to cut out.

Have students cut out text features and glue them on the mural.

revisit terminology
Revisit Terminology
  • Text Types
  • Genre
  • Text Form
  • Text Features
  • Text Structures
slide52

Text Types / Genre / Text Form

Text Features / Text Conventions

letter

poster

blog

debate

advertisement

slide53

Text Structures

The Building Blocks

non fiction or expository texts
Non-fiction or Expository Texts

Expository texts (nonfiction) have different structures than narrative texts (fiction).

Non-fiction texts have:

Descriptions

Sequences

Compare/contrast

Problem/solution

Cause/effect

Question/answer

signal words point the way
Signal Words Point the Way…

Text Structure & Signal Words

Description/

Hierarchical List

Cause &

Effect

Compare/

Contrast

Problem/

Solution

Question &

Answer

Sequence

For instance

For example

Furthermore

Such as

Also

To begin with

Most important

Also

In fact

In addition

And to

illustrate

Since

Because

This led to

On account of

Due to

As a result of

For this reason

Consequentially

Then…so…

Therefore

thus

In like manner

Likewise

Similar to

The difference

between

As opposed to

After all

However

And yet

But

Nevertheless

On the other

hand

One reason for

the…

A solution

A problem

Where

The question is

One answer is

Recommendations

include

How

When

What

Next

Why

Who

How many

The best

estimate

It could be that

One may

conclude

Until

Before

After

Finally

Lastly

First…last…

Now…then

On (date)

At (time)

First, second

Meanwhile

Not long after

initially

slide64
Teaching students how to

recognise and represent the

organisational patterns commonly

used by authors can significantly

influence students’ learning and

comprehension.

Palinstar, Ogle, Carr, 97

text structure
Text Structure

If you know the text structure of a text, then you can summarise it more easily.

have a look at the naplan texts
Have a look at the NAPLaN Texts
  • Choose one text each to view, analyse and then to share with others at your table
  • What is the text type?
  • What is the text structure?
  • What text features can you see?
  • How could you use this knowledge with students or staff?
revisiting
Revisiting....

The kapok tree, Ceibapentandra, is a large, deciduous, tropical tree that is native to tropical America, Africa, and the East Indies. The flowers are pollinated and the seeds are spread by fruit bats.

Anatomy: This fast-growing tree is generally from 45 to over 100 feet (14-30 m) tall; the kapok is the tallest tree in Africa. It has pink, white, or yellow night-blooming flowers borne in clusters. The green leaves are lanceolate (lance shaped) and palmately compound (with 5 to 9 leaflets).

Uses: The light-weight silky down from the seed pods (sometimes called Java cotton) is used as pillow stuffing, sleeping bag stuffing, life jacket stuffing, furniture upholstery, insulation, and for other uses. The yellow-green oil from the seeds is used in foods and to manufacture soap. Young leaves are also cooked and eaten; the wood from this tree is also used.

Classification: Division Magnoliophyta, Class Magnoliopsida, Subclass Dilleniidae, Order Malvales, Family Bombacaceae.

Sometimes referred to as narrativevsexpository text

the 4 main parts of tree
The 4 Main Parts of Tree
  • CROWN- where the tree increases each year in height and spread of branches by adding on a new growth of twigs.
  • LEAVES- make up the crown and produce food for the tree (photosynthesis).
  • TRUNK- supports the crown and produces the majority of the tree’s useful wood.
  • ROOTS- anchors the tree, absorbs and stores water and nutrients.
types of forests
Types of forests

Different kinds of forests grow in different parts of the world. Forests can be naturally occurring (native) or planted by people (plantation).

Native forests include coniferous forests, deciduous forests and rainforests.

Conifers are evergreen. Pine trees are a kind of conifer. They grow in places where the winter is long and rainy. In autumn, the leaves of trees in deciduous forests change colour and fall off.

papermaking
Papermaking

Sometimes trees from plantations are used to make paper. Stripped logs are chipped into small pieces by knives mounted in massive steel wheels (used in chemical pulping process). The chips pass through vibrating screens, whereby both undersized chips, dust etc and oversized chips are rejected. Accepted chips are then stored in huge bins ready for the next process.

Mechanical and chemical pulping processes are used.

Finally the pulp passes to a blend

chest where chemicals are

added to obtain the required

characteristics to the finished

paper such as density and colour.

human impact in forests
Human Impact in Forests

Low latitude forests are mostly affected by human influence through farming and logging. As a result the amount of forest land has diminished decreasing biodiversity and increasing the number of endangered species.

Monsoon forests like other forests are being continuously stressed by human activities. Much of this deforestation results in the washing away of soil during monsoon season due to the trees no longer binding the soils, and often ending in mud slides. The lack of vegetation resulting from deforestation also diminishes animal populations.

how to save tropical rainforests
How to Save Tropical Rainforests

Deforestation of tropical rainforests has a global impact through species extinction, the loss of important ecosystem services and renewable resources, and the reduction of carbon sinks. However, this destruction can be slowed, stopped, and in some cases even reversed

Teach others about the importance of the environment and how they can help save rainforests.

Restore damaged ecosystems by planting trees on land where forests have been cut down.

Encourage people to live in a way that doesn't hurt the environment.

Establish parks to protect rainforests and wildlife.

Support companies that operate in ways that minimise damage to the environment.

what future can we create instead
What future can we create instead?

Climate change and deforestation can still be stopped. We can create a different kind of world. What world do you want to create?

  • Stop buying and using so much stuff.
  • Use less energy when you do use stuff.
  • Try not to throw any stuff away.
slide79

Learnt nothing Learned a lot

Name:

Site:

EXIT SLIP

Name one thing of value that you learned today.

How will you apply your learning in the next week or so?

What could we observe (film, photograph) at your site?

Do you have any suggestions for future workshops?

Highly enjoyable

Not enjoyed at all

slide80

Module 1: Effective Professional Learning and Comprehension

  • Module 2:Monitoring Comprehension
  • Module 3:Making Connections
  • Module 4: Maths & Comprehension
  • Module 5:Questioning Strategies
  • Module 6:Inferencing
  • Module 7: Visualising and Visual Texts
  • Module 8:Non-fiction reading strategies
  • Module 9:Fluency and Automaticity
  • Module 10:Vocabulary
slide81

Module 11: Maths and Comprehension

July 22nd (last Friday of holidays)

  • Module 12: Structures and Processes for Comprehension instruction

August 26th (Friday, T3, Wk 5)

  • Module 13: Planning for Instruction

September 2nd (Friday T3, Wk 6)

EXPO – 28th October

(Friday Term 4, Wk 2)

  • Module 14: Digital Comprehension

4th November (Friday T4, Wk 3)