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.