Title With Picture Layout - UCF College of Education and Human
Transcription
Title With Picture Layout - UCF College of Education and Human
USING CHILDREN’S QUALITY NONFICTION TO MEET LITERACY STANDARDS 17th Annual Literacy Symposium University of Central Florida April 3, 2015 Presented by Elizabeth S. Hoffman, Ph.D. Importance of Nonfiction Text “Nonfiction [text] exposes students to new information, indulges their curiosity and helps them to understand our world, expands their vocabulary, and introduces them to new concepts” (Benjamin & Moynihan, 2005, p. 3). As adults, a significant portion of the reading we do is of nonfiction text. It is critical that we prepare students to read and comprehend nonfiction text. Examples… Common Core Reading Standards for Informational Text Anchor Standard: Integration of Knowledge and Ideas K.9 With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). 1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). 2.9 Compare and contrast the most important points presented by two texts on the same topic. Sample Texts: Marsh, Laura F. Spiders, National Geographic. 2011 Gibbons, Gail. Spiders. Holiday House. 1993. After read aloud or independent reading, students identify similarities and differences between the texts. Examples continued… Common Core Reading Standards for Informational Text Anchor Standard: Key Ideas and details 3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea. Sample text: Freedman, Russell. Lincoln: A Photobiography. Scholastic, 1987. After reading text, students explain how the main idea that Lincoln had “many faces” (p. 1-2) is supported by key details in text. Students should cite evidence from text to support their explanations. Examples continued… Common Core Reading Standards for Informational Text Anchor Standard: Integration of Knowledge and Ideas 4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. Florida Standards for Social Studies Standard 2: Pre-Columbian Florida SS 4.A.2.1 Compare Native American tribes in Florida Sample text: Weitzel, Kelley G. The Timucua Indians: A Native American Detective Story. University Press of Florida. 2000. After reading text, students will use text and graphics/maps to compare where Timucuan Indians lived as early inhabitants of Florida to present day Florida. Extension: CCSS SL 4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. CCSS W4.7 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. Examples continued… Common Core Reading Standards for Informational Text Anchor Standard: Craft and Structure 5.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. Florida Standards for Science Earth and Space Science SC.5.E.5.2 Recognize the major common characteristics of all planets and compare/contrast the properties of inner and outer planets. SC.5.E.5.3 Distinguish among the following objects of the Solar System -- Sun, planets, moons, asteroids, comets -- and identify Earth's position in it. Sample Text: Simon, Seymour. Our Solar System. Harper. 2014. Students determine the meaning of domain-specific words or phrases, such as axis, telescope, and carbon dioxide and important general academic words and phrases that appear in the text. Other strategies: Use scaffolding techniques as students read nonfiction text Anticipation guides- prepare students to read by making them aware of their prior knowledge and opinions about a topic/issue Selective reading guides- show students how to think as they read, effective use of questions and signaling techiniques show readers how to interact with text. Explicitly teach students how to unlock information in nonficition text/access features Captions Diagrams Indexes Glossary Maps Timelines Etc… Use a variety of quality nonfiction/informational texts Magazines Twin/paired texts- nonfiction text paired with fiction text on same topic Books on same topic presented through different formats QUESTIONS? THANK YOU! Elizabeth S. Hoffman, Ph.D. [email protected] ADDITIONAL RESOURCES Odean, K. (2013). 20 Outstanding nonfiction books: Core essentials retrieved at: http://www.slj.com/2013/05/standards/common-core/20-outstanding-nonfiction-books-core-essentials/ Sample Performance Tasks for Informational Text in Common Core State Standards: Appendix B Frost., S. & Sibberson, F. (Eds.). (2005, April). School talk: Read alouds, National Council of Teachers of English (NCTE). Egawa, K. & Salch, J.H. (Eds.). (2000, January). School talk: Using nonfiction literature retrieved at: http://www.ncte.org/library/NCTEFiles/Resources/Journals/ST/ST0052January00.pdf Harvey, S. (1998). Nonfiction matters: Reading, writing, and research in grades 3-8. Portland, ME: Stenhouse Publishers. REFERENCES Benjamin, L. & Moynihan, l. E. (2005, April). The nonficiton read-aloud. School Talk: Read Alouds. 3-4. National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors.