Engaging Students Meaningfully with Non-Fiction Text
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Crafting and Presenting Engaging Non-Fiction Texts
Engaging Students Meaningfully with Non-Fiction TextUsing an inquiry approach to teaching non-fiction reading and writingBackground and Resources
The Inquiry ApproachStarts with students questions- Study leads to answers and more questions.
Content is the outcome of study not the starting point.
Depth not coverage (exceeding standards)
Grounded in authentic processes and products
Teachers role is to facilitate learning not to transmit knowledge
Harvey and Daniels (2009)Sunflower Seeds:Shared Mini-Inquiry
I Wonder Books
Bat Inquiry Project:In-depth Shared Inquiry Project
Reading Strategies TaughtActivate background knowledgeAsk questions and wonderListen to your inner voiceThink and wonder about imagesRead with a question in mindUse text features to gain informationAnnotate textStop, think and reactHarvey and Goudvis (2007)
Research Strategies TaughtChoosing a researchable question(s)
Exploring and using multiple sourcesBooksMagazinesWebsitesVideosAsk an expertObserve
Letting go of misconceptions
Organizing findingsHarvey and Daniels (2009)Publishing with Purpose
Stop, Think & ReactModeledSharedGuided
Alligators: Shared Inquiry Project
Collaboration Strategies Taught
Turn and talkStop, discuss and recordBuild on others ideasDisagree agreeablyDetermining Importance
Open Inquiry: Individual In-depth Inquiry Project
Individual selection of inquiry topic/questionsclose study of non-fiction textsSelection of mentor textsTeacher gathers resourcesResearch and write Publish
Framework for Genre Study*Gather texts: the teacher gathers high-quality examples of the kind of writing students will do. Students add to the stack as the study progresses.
Set the expectation: Students are told that they will be expected to finish a piece of writing that shows the influence of the study.
Immersion: students and teachers spend time reading and getting to know the texts they will study.
Close study: The class revisits the texts with an emphasis on writing process. What did you notice about how these texts were written? The teacher takes a strong lead and does a lot of modeling about how the new understandings will influence the writing.
Writing: students and teacher complete pieces of writing that show the influence of the study. Mini-lessons, individual conferences and group share continue to be opportunities to teach.
Publishing: students share their work in some way.
Reflecting on the process: students reflect on the process of writing their piece and what they have learned as a writer.
*Adapted from Study Driven Katie Wood Ray pg. 19Thank firstname.lastname@example.org
Questions and CommentsReferencesHarvey, Stephanie. Nonfiction Matters: Reading, Writing, and Research in Grades 3-8. York, Me.: Stenhouse Publishers, 1998. Harvey, Stephanie, Anne Goudvis, Strategies That Work Teaching Comprehension for Understanding and Engagement. Portland, Me.; Markham, Ont.: Stenhouse Publishers; Pembroke Publishers, 2007.
Harvey, Stephanie, Daniels, Harvey, Inquiry Circles in Action: Comprehension and Collaboration. Portsmouth, NH, 2009.
Miller, Debbie. Reading With Meaning: Teaching Comprehension in the Primary Grades. Stenhouse Publishers, 2002. Ray, Katie Wood. About the Authors: Writing Workshop with Our Youngest Writers. Portsmouth, NH: Heinemann, 2004.