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English SOL Institute Secondary Nonfiction Reading Strand

English SOL Institute Secondary Nonfiction Reading Strand. Reading Non-Fiction Texts Kathryn C. Ingram, M.ed ., BBA, Lead Teacher, Inclusion, National Board Candidate. Secondary Nonfiction Reading. Key Points in Nonfiction Reading

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English SOL Institute Secondary Nonfiction Reading Strand

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  1. English SOL Institute • Secondary Nonfiction Reading Strand Reading Non-Fiction Texts Kathryn C. Ingram, M.ed., BBA, Lead Teacher, Inclusion, National Board Candidate

  2. Secondary Nonfiction Reading • Key Points in Nonfiction Reading • Nonfiction includes both informational and functional passages • Emphasis on text structures and organizational patterns. Examples in the Curriculum Framework • Comprehension of nonfiction reading is a reporting category on new SOL tests.

  3. Secondary Nonfiction Reading • Key Points in Nonfiction Reading • Pair passages of same topic: fiction and nonfiction • 9-12 nonfiction standards include identification of faulty reasoning • More nonfiction items on SOL test beginning at 5th grade

  4. Secondary Nonfiction Reading4-12 Reading Blueprints

  5. Nonfiction Reading is Important • Grade 5 = 34% • Grades 6-8 = 36% • Grade 12 = 42%

  6. Answer true or false. • You must always obey the law. • Hiding people that the government says are criminals is wrong. • If you have limited food and limited space for your family, you should not be expected to help other people. • People who do cruel things can still be good people. • Honesty is always the best policy.

  7. Grades 6-7 • The student will read and demonstratecomprehension of a variety of nonfiction texts. • Grades 8-9 • The student will read, comprehend, and analyze a variety of nonfiction texts.

  8. Grade 10 • The student will read, interpret, analyze, and evaluate nonfiction texts. • Grades 11-12 • The student will read and analyze a variety of nonfiction texts. • Faulty reasoning shows up here!

  9. Nonfiction Texts • Informational Texts: charts, graphs, essays, textbooks, lab manuals, news magazines, encyclopedias, government documents, speeches • Functional Texts: directions, maps, schedules, menus, catalogs, instructions

  10. Vocabulary • Comprehend (2)-to understand • Analyze (4)-a detailed examination; breaking into parts in order to understand as a whole • Interpret-to translate; give one’s own conceptions of • Evaluate (5)-to find value; judge

  11. Thematic Units: • Change is/can be the direct result of conflict.

  12. Beating the Odds, From Homelessness to the Blindside and Beyond • Good English teachers must cross curriculum in order for students to understand that the terms are transferrable to all types of texts.

  13. Statue of Liberty • You could use this project for any monument. Along with the project, incorporate charts and graphs regarding immigration. • Faulty reasoning!

  14. Oath of Citizenship • "I hereby declare, on oath, that I absolutely and entirely renounce and abjure all allegiance and fidelity to any foreign prince, potentate, state or sovereignty, of whom or which I have heretofore been a subject or citizen; that I will support and defend the Constitution and laws of the United States of America against all enemies, foreign and domestic; that I will bear true faith and allegiance to the same; that I will bear arms on behalf of the United States when required by the law; that I will perform noncombatant service in the armed forces of the United States when required by the law; that I will perform work of national importance under civilian direction when required by the law; and that I take this obligation freely without any mental reservation or purpose of evasion; so help me God.“ • United States Citizenship and Immigration Services, Department of Homeland Security 2012

  15. Barack Obama’s Inaugural Speech • Demonstrating understanding goes beyond comprehension. Students must analyze, evaluate, and create covering upper rungs of Bloom’s Taxonomy.

  16. False Premises • You must always obey the law. • Hiding people that the government says are criminals is wrong. • If you have limited food and limited space for your family, you should not be expected to help other people. • People who do cruel things can still be good people. • Honesty is always the best policy.

  17. Just because we teach the curriculum does not necessarily mean the students “get it.” Pre-assess, align instruction, continually monitor progress, and then re-teach when necessary. Good teaching is good teaching!

  18. Contact Information • Kathryn C. Ingram • kingram@henry.k12.va.us

  19. Disclaimer Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.

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