English SOL Institute Elementary Nonfiction Reading Strand Nonfiction

English SOL Institute Elementary Nonfiction Reading Strand Nonfiction – Before, During and After Tonya W. Parker twparker@shenandoah. k 12. va. us 1

Elementary Nonfiction Reading Key Points in Reading • Nonfiction comprises at least half of what students read • Content area lessons should reflect integrated English SOL within planning and instruction OR English lessons should integrate other content area information 2

Elementary Nonfiction Reading Key Points in Reading • Comprehension skills and strategies are woven throughout • As students become independent readers, they need to be instructed in reading texts that are considerably longer and more complex in plot, syntax, and structure. 3

Nonfiction Texts 4

Students and Nonfiction Strengths and Weaknesses At your table discuss: • Overall, students are able to _______when reading/learning in a nonfiction text. • However, students are not able to _______ when reading/learning in a nonfiction text. 5

Good Readers • Before they read • Size up the text before reading – look at how it is organized and its structure • Preview the text – look at text features • Have a purpose • Activate prior knowledge • While they read • Predict and modify • Talk to themselves • Monitor by scanning, skimming, or skipping parts • Question the author • After they read • Reread to clarify or confirm • Summarize • Decide how to use their information 6

Teaching and Nonfiction Strengths and Weaknesses At your table discuss: • I consider _______ a strength for me when instructing students on nonfiction standards. • However, I consider ______ a struggle when instructing students on nonfiction standards. 7

Effective Teachers • Model - I do it • teacher demonstrates the skill and describes what is being done • Guided Practice – We do it • teacher provides support through prompts (physical, verbal, and visual) • Independent Practice – You do it • Teacher provides problems/tasks similar to the modeling and guided practice 8

K-5 Nonfiction Standards Stage in Reading Process Nonfiction Reading Standard Essential Knowledge, Skills, and Processes 9

Before Reading A C T I V A T I N G C O M P R E H E N S I O N • Make predictions • Investigate Text Features/Structure • • • KG begins with pictures, titles, and headings nonfiction text 5 th grade – type, headings, and graphics with print and digital texts Skimming text begins in 2 nd grade • Activate and Build Background Knowledge • Set a Purpose for Reading • Review and/or Clarify Vocabulary 10

Before Reading Strategies 11

During Reading C O N S T R U C T I N G C O M P R E H E N S I O N • Question • Think About • Confirm and/or revise predictions • Reflect on Ideas and Information • Infer and draw conclusions 12

During Reading Strategies 13

After Reading E X T E N D C O M P R E H E N S I O N • Summarize • Identify the main idea • Reflect/Respond • writing • Discuss • groups 14

After Reading Strategies 15

Share • I still need help with … • Questions? ? ? • Recommendations/Ideas… 16

Great Resources • www. pinterest. com Great links – use education category • www. readwritethink. org Providing educators and students access to the highest quality practices and resources in reading and language arts instruction. • www. readingrockets. org Offers strategies, lessons, activities and ideas designed to help young children learn to read. • Others? 17

Contact Information Tonya W. Parker twparker@shenandoah. k 12. va. us 18

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. 19