Chapter 8

Chapter 8

Like all assessment, assessment of nonfiction learning is not completely concrete. In the past assessment was looked at as something you do after a lesson to see what they may have learned. Today teachers are encouraged to use assessment to drive instruction. In this chapter the authors describe various ways in which to assess nonfiction learning.   

Observing and kid watching was the first form of assessment that the authors described. I think that is something that we all do instinctively but I don’t think that we inquire like we should. The chapter stated that it is important to ask questions that will help us gain an understanding to what they have learned. The chapter also talked a lot about the importance of listening to kids read aloud nonfiction books, have them retell what they have learned and talk about strategies they have used in their reading. Just watching them work and interacting with one another is another great way to assess student learning. The chapter provided a check list that I felt was interesting. It listed specific behaviors that the teacher was expecting to see and how often the behavior was observed.

Rubrics were another form of assessment that the authors mentioned. I have always liked to use rubrics because it allows students to know exactly what the expectations are. The chapter talked about using the rubric for students to assess their own learning.

The chapter also talked about retelling as a way to collect information about comprehension and understanding. Teachers can script the retelling and ask specific comprehension questions.

Interview, surveys and inventories are an opportunity for students to talk about their learning. This gives teachers some insight into student’s metacognitive skills. Student self-evaluations, think alouds, and portfolios are  all ways for students to reflect on their own learning along with the teacher.

I feel that I have learned a lot from this book and I am planning on rereading parts of it as I plan for a new school year. 

Chapter 7

Chapter 7

Chapter seven focused on showcasing students learning of nonfiction. As teachers I know that we all know the importance of responding to literature in a variety of ways is important. In my classroom I rely on literature response journals in my literacy instruction.

This chapter discussed ways of writing to share ideas. I liked the activities that were discussed because they are highly motivating for students. These are also ways to enrich lessons. Some of these activities include the following.

Letter writing: I know that it seems like we have used letter writing a lot in the classroom, but the chapter suggested students take virtual field trips and write letters home. They can also write letters to historical characters. This is an activity I think my students would enjoy.

Newspaper reporting: Again this is something that I have used in my classroom in the past, but that was students reporting about things that were going on round the school. This is a different twist. The chapter suggests that students create newspapers describing historical events.

Alphabetical book reports: This is an unique activity because it can be used in various was. The example in the book is a personality description of a historical figure. The students  wrote a trait or fact for each letter of the alphabet.

Famous quotes reports: Students research quotes by various historical figures, and then an explanation to why they are important.

The chapter also gives many great examples of how nonfiction can be presented through art, drama and book making. This was a very informative chapter that included many practical classroom applications. Many of which are difficult to explain in this context.  

Chapter 6

Chapter 6

In this chapter the authors have described graphic organizers, and explained how they can be used most appropriately. In my classroom I have often used graphic organizers, but it seems that I often fall back on the same old ones year after year. I liked that this chapter because it describes the reason for using the graphic organizers as well as using them efficiently.

The chapter has provided a list of the benefits of using graphic organizers with nonfiction, these are the ones that I found most important. “Serves as a means for teachers to plan instruction and for students to plan and organize their reading, writing, projects, reports, oral presentations and so on. Provide teachers with the opportunity and structures to teach effective learning strategies, Helps students and teachers focus on what is important.” (p.142) the last reasoning is the one I found most important. I think that sometimes we get overwhelmed with information. I think that it is important to point out what is really pertinent information, and filter out all the rest.     

This chapter did a great job describing the different types of graphic organizers. I had never given much thought to the different organizers and how they are used.

Conceptual graphic organizers are helpful when centering ideas on one main idea. These graphic organizers help writers organize their main idea and include supporting details. There are three types of these conceptual graphic organizers, topical or semantic webs, concept/definition maps and profile charts. Webs break topics down into subtopics. Concept/definition maps help students gain an understanding of an idea or word. “Profile charts are charts used to help students locate and organize information about political and historical figures, family members, and their own city, states, country, animals, and so on.” (p.146)

Comparison/Contrast graphic organizers are graphic organizers that allow students an opportunity to look at the differences and similarities of a subject.

Hierarchical graphic organizers  describe a topic and the levels that contribute to it.

Cyclical organizers deal with topic that have no beginning and no end.

Sequential graphic organizers are used with subjects that have a beginning and an end.

Graphic organizers are important in classrooms. I think that they are a great key to develop critical thinking skills.    

Chapter 5

Chapter 5

The chapter talks about writing nonfiction. One aspect of writing nonfiction is writing in the content area. Writing can enhance understanding of content materials. In this chapter the author talks about using the writing process along with quality instruction to teach students how to produce high quality nonfiction writing, and how to use writing as a strategy to increase understanding in the contend area.   Many times in the classroom we tend to focus on storytelling and narrative writing, and teachers tend to focus on the product.

It is in the writing process that writing instruction and learning can take place. This is where students become better writers. In order to produce a quality piece of written material you must master your form. In this chapter the authors stated that , purpose + audience= From. Often time’s students are writing for us, the teacher. I feel that it is important for students to have a clear understanding of who they are writing for.   I know that this is something that I often leave out in my writing instruction. I know that I also don’t spend enough time talking about writing purpose with my students. I really like this formula and plan on making a poster of it to hang in my classroom.

In the past I have tried to teach my students author’s purpose, but I always focused on, to entertain, inform or persuade. In this chapter the authors describe many nonfiction purposes and their forms. These purposes include, to describe, to instruct, command, direct, or request, to persuade, to explain, to retell information about people or events, to invite reflection, to predict or hypothesize, to inform or advise, and to explore, and maintain relationships with others.  The chapter also listed examples of forms in which these purposes could be written in, for example to describe could be, reports, letters, captions, brochures… etc.

The chapter also described some interesting organizational patterns that could be used with the students. In the past I have always done the writers workshop model, and focused on three paragraph assignments with one main idea and supporting details.  In the chapter the authors describe how to teach students about subject and thesis, reasons and arguments, and summery and conclusion. I found this interesting and plan to use it with my students.

This chapter provided many great examples of lessons and activities that I am planning on doing with my students.  

Chapter 4

Chapter 4

Strategies for Success

Like in all reading instruction, when teaching with nonfiction text, your primary focus is on creating good readers. The main goal of a good reader is to construct meaning. In this chapter the authors focus on the expectations of the reader based on the reading situation. Is the reader reading for information or pleasure?  It also discusses what a proficient reader looks like and how they gain meaning from text. The chapter also gives some great strategies to help create proficient readers. “The focus is on helping students become strategic learners-learners who demonstrate control over, and responsibility for, their own learning success.” ( p.82)

As readers we use a variety of strategies while we read to construct meaning. I feel that many of these strategies have to do with the metacognitive process of problem solving and thinking about problem solving. These skills are not always intuitive and oftentimes we need to provide the scaffolding that  need to develop these skills. The chapter described a good reader as someone who can:

Vary their reading rates for task and text

Visualize and use imagery when reading

Know the purpose  of their reading , and can set their own purposes for read

Predict, confirm and adjust predictions

Self-question

Access what they know about the topic, different text structures and the author

Make connections

Self-monitor/know what and when they are comprehending or nor comprehending

Be aware of their thinking processes during learning and problem solving

Use and apply what they have read (p. 83)    

In order for teachers to understand where our students are in this process we need to be able to access them. The chapter mentioned assessments such as running records or miscue analysis, reading conferences, student interviews, and analysis of the students’ reading logs. This was just a mention of possible assessments; the author has promised more in-depth information in chapter 8.

The chapter also provided a model for strategic instructions. Teachers must initially establish a student’s instructional level, needs and strengths before planning a lesson. Once teachers understand what their student’s needs are they can plan instruction to meet their student’s needs.

   The chapter talked about a model called the “gradual release model”. In this model students assume more and more responsibility as they become more fluent with what is expected from them. I like this model because I feel that students need to become problem solvers. Often times in my classroom I feel that I provide too much support and when it comes to situations such as NMSBA testing, students struggle with problem solving on their own.

The chapter spoke a lot about K-W-L charts and variations of the same concept. This allows students time to engage what they already know, question what they hope to find out, and express what they have learned. I feel that we all practice K-W-L strategies in everyday life

Chapter 3

Chapter 3

Chapter 3 is about reading nonfiction.  According to the chapter there are three ways to read nonfiction in the classroom. Nonfiction can be presented as read alouds, in guided reading groups, and in literature circles. I also feel that nonfiction can also be used as independent reading.

Reading nonfiction aloud  has many benefits. This is a great way to introduces them to a variety of nonfiction text and allows them an opportunity to think about text. It can expand background knowledge and vocabulary, and familiarizes them with the nonfiction text structure. I really like the idea of read alouds because students have access to the same materials regardless of reading ability. The chapter also talked about read alouds gaining the interest of students who may not  have known they had the interest in that specific subject. Read alouds give teachers an opportunity to teach students how to interact and think about the nonfiction text. What I feel that is most beneficial in the read aloud process, is think alouds.  This gives teachers the chance to share their thought process with their students, and allows students the  opportunity to verbalize their thinking and questioning.

Guided reading through nonfiction text can be a great opportunity to teach students to read and understand, and use nonfiction text effectively. In the chapter I learned that it is important to do previews or overviews of what students are expected to be reading. This I when you can activate prior knowledge, discuss text features from questions and point out unimportant information. According to the chapter this strategy is considered frontloading and can be done orally as well as have students write something like K-W-L chart.

Literature circles and book clubs are a great way to use nonfiction.  With these types of groups it is important that teachers provide scaffolding in the way in which the group is to be run and also give students responsibility to get task done and explore the text . In these groups students are each given responsibility in how they are going to contribute to the groups response to the reading. In this collaboration students are gaining a deeper meaning of the text.

Chapter 2

Chapter 2

In chapter 2, The Textbook and beyond: Nonfiction Materials. As teachers I think that at times when we think about nonfiction resources in our classrooms we thing of the text book. This chapter does a great job mapping out possible materials and how they can be used  and incorporated into the into the classroom lessons. Some of the materials that described in the chapter are textbooks, trade books, periodicals.

Textbooks should not be ignored. They can be useful in the classroom , but they can also be misused. Many textbooks contain information that is important and useful. They are often organized in a helpful format that is easy to understand by students. Many of these textbooks provide adequate coverage of the materials that are being covered. They are also teacher friendly and cover the information that applies to our standards. It is also a great way to build background knowledge.  It is also helpful that publishers package textbooks with ancillary materials that are helpful, such as maps, technology, and black line masters. I have always found these materials helpful and have over the years used them in across the curriculum.

There are also negative aspects to using text books. When teachers use text books as there only source of information, students learning can be hindered.  Text books are written in one reading level. This is often too difficult for many students. They can also be written in a dry form which may not be engaging to students. Because textbooks are expensive they may not contain the most up to date information. All of these are disadvantages that come along with the textbook, but the problem may also be in the way that the teacher uses the information. Often times they assign reading and end of chapter discussions without getting into the depth of the content, or not teaching students the skills they need for reading textbooks.  The chapter stated the importance of teachers becoming familiar with the materials .

Trade books are a good alternative or supplement to textbooks. Many titles are available on topics, and they can be appropriate in specific students reading levels. Trade books can be presented in various styles of writing. Concept books are books that deal with a single topic. Narrative Information Books Combine fiction and nonfiction.  How-to Books and Biographies are also useful.

The chapter talked about the wide variety of materials available in the form of periodicals. Students respond well to periodicals because they are interesting and usually shorter. Periodicals are usually current and a good instructional resource.

Primary source documentation and technology are quickly becoming the primary source od gathering information.  Many students are used to being able to go to the web when they need to locate information. Using technology in the classroom is becoming a must. The chapter  provided many great lessons that are easy to apply to the classroom.        

More on chapter 1

Chapter one did a great job introducing the importance and meaning of nonfiction text, but it also talked about some strategies that I feel are important for classroom application. I have decided to do an additional blog on chapter one so that I could include some of the strategies that were mentioned.

One of the strategies discussed was whole class reading instruction. It seems that teachers have moved away from whole class instruction and have moved towards small group instruction, especially for reading instruction. In chapter one the authors describe how whole group instruction can be beneficial as long as lessons are well planned. Students should be well prepared for learning. In whole group students can be taught how to read nonfiction and apply what they learn to their lives.  “Preparation and guided exploration should accompany the learning before, during, and after the reading.” (p. 13)  This quote is important because it expresses the importance of teacher lead and guide instruction during the whole group lessons. Below I have provided some of the important aspects of a lesson according to the authors.

Pre-Reading

Activating and building background knowledge.

Motivating the learners.

Setting a purpose for reading

Discussing the access features of the text

Providing an overview of the text

During Reading- assisting readers with the following

Locating information

Recording information

Skimming the text

Reading purposefully to answer questions or discover information

Summarizing

Visualizing

Rereading

Creating Vocabulary lists

Answering questions

After Reading-Assisting readers with the following              

Answering questions

Summarizing

Recording what was learned

Reporting what was learned

Discussing the context

Applying/Extending the context

I feel that these are important to include in our read alouds. Many times I think that we think of read alouds as being narratives, and picture books. Nonfiction materials also provide great resources for read alouds, and in some ways I feel that it is important to teach students how to interact with nonfiction texts. The book will expand on the concept of read aloud in future chapters.

The chapter also introduces the importance of teaching students how to write expository text. Proving exemplary nonfiction pieces for students to use as models can assist with lessons on expository writing. These writing examples can be many different materials such as news articles, reports, memoirs, reports etc.  This was an eye opener for me. I have always had my students to expository writing, but I usually wait towards the end of the school year, and limited it to a few assignments. I always struggle with making my students understand what I am expecting from them. I never thought about proving examples for them from sources outside the classroom.

I am really enjoying this book. I am excited to learn more and apply the strategies in the upcoming school year.  

Chapter 1

This chapter is titled, A Journey into the World of Nonfiction and Other Informational Texts. I found this chapter interesting for several reasons. In the beginning you are given an overall of the book and how to it is organized. I like when books do this because it is helpful to know what to expect, and how to best use the material presented. The chapter started out describing what nonfiction actually means.

It was interesting to read about the difference between expository text and informational text. I had seen the phrase informational text before because it part of our DRA assessments. I think that I just thought that it meant nonfiction.  Informational text is an all-encompassing genre that includes all books, periodicals, and reference materials (including the World Wide Web). Also included on this category are expository texts. Expository texts are nonfiction which uses one main idea to center information around. This is the type of writing I feel is easiest for fourth graders to read and what I usually ask them to write while using the writer’s process. The book talked about the importance of including materials that we don’t usually read in the classroom setting, but actually utilize in our daily lives in this category. These are items that include signs, directions, T.V. listings, as well table of contexts and indexes. I think in the classroom many of these items are often overlooked.

The chapter spoke of text features. As a reader I love when a text feature like a graph or a diagram is included in what I am reading. I did not realize that there are actually differences with text features such as Access and Visual features. Access features aid in comprehension and can also expand on a topic. The work as something that you go to gain additional information, or as a resource to answer a question. (ie Appendix, or Author Illustrator notes)  Visual features provide a visual representation often used to clarify information or aid in visualizing what is being discussed ( ie illustrations, labels, diagrams)

As chapter was giving an overview of the meaning of nonfiction materials, it also gave many great ideas for classroom applications. One feature of the book that I enjoyed was the “Try This” throughout the chapter the authors gave ideas and helpful hints about application in the classroom. In fact there is an entire section of the Chapter  that talked about setting the class up for nonfiction texts and how to apply them to our classroom lessons.

Nonfiction and Other Informational Texts Come Alive

I have chosen to read, Nonfiction and Other Informational Texts Come Alive. I decided on this selection for several reasons. I have always enjoyed reading nonfiction text, but using them in my classroom has been a continues struggle.  Students tend to gravitate towards narrative type books, and also use narratives in their writing. Many of the teacher resource materials that I have had access to also tend to focus on the narrative type of writing. In small group as well as whole class many reading lessons are focused on characters, setting, plot and theme. These are concrete concepts to teach and tend to be what teachers are comfortable teaching. However in real life it is far more important to know how to interact with nonfiction text.                

Most things that we do as adults is centered around nonfiction text. Going through daily life, shopping, banking, driving, gathering news is all nonfiction. Most jobs require you to be able to gather and use information from a nonfiction source. In most classrooms, beginning in upper elementary, it is required that are able to use nonfiction text. Most questions on standardized tests are from a nonfiction stand point. Most writing that we do as adults is nonfiction writing. It is confusing to me as to why we spend so much time on narrative text.

As a fourth grade teacher I think that it is my responsibility to provide instruction to my students that teaches them how to use nonfiction text in a practice way. I am hoping that this book will help me improve my instruction in this area.  

Until recently blogging was a new concept for me. My experience with blogging was limited to product review sites, and Facebook. (Which I am not even completely sure is actual blogging.)  I am beginning to see that this is an area of technology that I can longer ignore.

I have taken sometime to actually look at some blogs and there is a lot more to it than I ever knew.  I have enjoyed looking into subjects that I find interesting and finding that there is a wealth of information on all subjects. An area that I find incredibly interesting is the world of travel. I have always wanted to be able to have adventures all over the world, of course this has not really happened for me, but a girl can dream. I have spent a lot of time looking at various web sites that talk about places I would like to visit, but have never paid attention to the blogs. Now that I have forced myself to take time to actually read them, I have found that blogs are actually a wealth of information. I have found out about places that are not always obvious to the average tourist as well as travel suggestions and advice. I am happy to say that there is a lot of good information on the subject of travel, and as I read  I am finding that these detestations may not be as unattainable as I had once thought.

The blog that I found most interesting was http://intelligenttravel.nationalgeographic.com/.  I found this site absolutely fascinating. Travelers post pictures and blog about their traveling experiences. The pictures were breath taking and truly grabbed my attention. Not to sound cliché, but it did make me feel like the world was at my fingertips.

As a teacher I am excited to introduce some of the blogging type resources to my students. I had never thought of using the internet as a way of making home to school connects, most because I am leery of the dangers of the internet. This semester I am excited about learning about Wiki. I think this would be a great resource to use with my students, giving them the opportunity to respond to assignments, i.e. a class story from home.  Another resource that I have recently learned about is http://wowlit.org.  This is a site that we are using in a class that allows us to respond to our reading in a blog. It is fascinating to be able to read what others have felt about a selection, I also feel that I am getting more out of what I read by discussing in the on line group.

At this point I am not even sure if these are resources that are available to educators to use with their students, but I am excited to find out more.