Ö meet the nwea nonfiction challenge...nonfiction strategies enable readers to use skills numbers...

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PolkBros.FoundationCenterforUrbanEducationatDePaulUniversityTeacher.depaul.edu©20171

MeettheNWEANonfiction

Challenge

Strategically

PolkBros.FoundationCenterforUrbanEducationhttp://teacher.depaul.edu



Compare and Contrast CCSSR9—analyze two presentations of the same concept or CCSSW2 construct a comparison/contrast of two situations or sub-topics.

Whatyouneedtobeabletofigureoutwhenyoureadfictionornonfiction.Identifywhatisdifferent.Identifywhatisthesame.

FICTIONNONFICTIONHowisreadingnonfictiondifferentfromreadingfiction?



NONFICTIONREADERSUSELOGICTOLEARNInformationalTextSkillsNWEAincludesitemsthatrequirestudentstoidentifyandanalyzetextwiththeseskills.GETIT!

ü LocateInformationü Topicandsubtopicsü Describeü KeyDetailsü Sequenceü Structureofthetext

GETITCLEAR!

ü Inferü DrawConclusionsü Cause/Effectü Compare/Contrast

THINKITTHROUGH!

ü Summarizeü CentralIdeaorMainIdeaü Synthesize

EVALUATEIT!

ü Author’sViewpoint/Biasü PointofView/Purposeü Factsvs.Opinionsü Claimsandsupportü ValidityofInformationü Author’sStyle/Techniqueü PersuasiveLanguage



NONFICTIONSTRATEGIESENABLEREADERSTOUSESKILLS NumbersinparenthesesindicateappliedCommonCorereadingstandards.Strategy Week EVERY

week!Previewapassage.(R1andR5)

Establishapurposeforreading.(RF4)

Skimatexttoseemajorvisualpatterns—seehowthepagesareorganized.(R5)

Identifystructureoftext—howdidtheauthororganizeit?(R2andR5)

Useindex,glossary,tableofcontents.(R1andW7)

Adjustreadingratetoleveloftextdifficulty(R1andR2)

Askquestionsduringreading;annotatetexttoidentifyrelevantideasandinformationaswellasquestionstoconsider(R1andR2)

Usewordstructure,context,and(ifavailable)glossarytodeterminemeaningsofacademicvocabulary.(RF3andR4)

TakeNotesasyouread—stoptolistwhat’simportant(R1andR2)

Identifyimportantideas—thenrevisitthetexttofindexamplesthatsupportthem.(R2andR1)

Locateinformationrelatedtoaquestion(R1andW7)

Summarize—list,thensummarizeimportantideasandinformation(R2)

Inferwordmeaningwithevidence—supportyouranswerwithinformation(R1and4)

Lookforimportantideas—stopafterasectionandfigureoutwhat’simportant.(R2)

Re-readtoclarifyideas.(R1andR2)

Paraphrase—restatetheauthor’smainpoints.(R2)

Usegraphicorganizers—“web”,Venn,cause-effect,otherwaystoanalyzerelationshipsinatext.(R2andR3)

Analyzerelationshipbetweenauthor’spurpose(R6)andchoicesofcontent.(R5)

Useheadings,structureoftexttolocateinformation.(R5)

Combineinformationandideasfromdifferenttextsorothersources.(R7)

Contrasttwodifferenttextsonthesametopicintermsofpurposeandcontentincludedtoaccomplishit.(R6,R9)

Evaluatethestrengthofevidencetosupportaclaim/position(R2,R5andR8)



UseGraphicOrganizerstoAssessandImproveAfterstudentscompleteagraphicorganizer,theyshouldpairandcompareandthenREPAIR—improvetheirresponse.SUPPORTINFERENCES

Explainhowtheinformationsupportstheinference.

COMPARE/CONTRASTü Includethemostimportantsimilaritiesand

differences.

SEQUENCEEVENTSü Whatisthemostimportantevent?ü Whatcausedit?ü Whatchangesdiditcause?

CAUSE-EFFECT-ANALYSISCompletethisdiagramtoshowcause-effect—andeffect—ü Explainhowthefirsteventledtothenext

change.Thenexplainhowthatchangeledtoanotherchange.

MAINIDEAIdentifythemainideaandthreesupportingfacts.ü Stateyourideaclearlyü Supportitwithimportantfacts

CENTRALIDEACompletethisdiagramtoshowhowthewritercommunicatestheCentralIdeawithSupportingIdeas.

ü Explainhowthewriterusesthestructureofthetext—thesections,thewayitisorganized,tohelpreadersfigureoutthecentralidea.

InformationInference



CompareandContrastDirections:Labeleachcolumnwiththenameofeachoftwodifferentcharacters,texts,oranotherkindofthing.ThenlistinformationabouteachonethatisDIFFERENTfromtheother.Thenlistwaystheyarealike.

TITLE:_____________________________________________________________

What are you comparing?

What are your comparing?

What is different?

What is different?

How they are alike

WritetoExplainDirections:Explainwhatyouthinkthemostimportantdifferencesareandwhytheyareimportant.Thentellwhatyouthinkisimportanttounderstandabouthowtheyarealike



LearningabouttheSolarSystemCCSSR2.Figureoutideaswhenyouread.

When scientists looked at the stars long ago, they saw patterns. They did not understand everything about what they saw. So they kept looking to learn more. That is what scientists do. They ask questions and look for information to answer their questions.

1

Scientists have learned about our planet. Earth is a planet. Our planet is in a galaxy called the Milky Way. The sun is a big star in our part of thisgiant galaxy. Our galaxy holds millions of other stars. The sun is very important to our planet. The sun gives us light during the day. It gives us heat, too. Two other planets are closer to the sun than Earth: Mercury and Venus.

2

Earth orbits the sun once each year. It travels once around the sun every 365 days. The other eight planets in our solar system also orbit around the sun. All travel in a pattern called an ellipse, which is a kind of oval. So at times earth is farther from the sun. Scientists figured out that made it cooler on Earth then. But they also figured out it is the tilt of the earth’s axis, however, that has the greatest effect on temperatures.

3

Scientists figured out how the Earth changes. Scientists are still learning about our galaxy. There is much to discover.

4



CORECOMPETENCEDEVELOPMENT

Focus Act...

Assessandrespondtoadvancelearningprogress!



GROWPLANNERforNONFICTIONLEARNERSTopic:___________________________________________BIGIdea:_____________________________________________Statetheideayouwantstudentstousetoanalyzetheinformationtheyfind.FOCUSQuestion:_____________________________________________________Restatetheideaasaquestion—asafocusforcollecting,organizing,andanalyzinginformationrelatedtotheBIGidea.

GoalEXPANDKnowledgeEXERCISESkills

Learnideasabout:__________________________________________CoreVocabulary(CCSSR4):Listtheskillsstudentswillexercise.

ReadEXPLORE

CCSSR1:Readclosely,theninferwithevidenceCCSSR2:IdentifyimportantideasRead/Listento_____________________________________________________________________________________________________________________________________________________________________

OrganizeEXAMINE

Makea__glossary___list___chart___diagram__timeline____________________________________________________

WriteandIllustratetoEXPLAIN

CCSW2—Explanatory/InformativeTextWrite__sentences__paragraph__letter__poem__booklet_________________________________________________Drawpictureswithtitlesandcaptions

EXPAND:Synthesize/CreateCCSSW7.Conductshortaswellasmoresustainedresearchprojectsbasedonfocusedquestions.__makeanexhibit/display__dramatize__writeabrochure___presentalesson____________________________________________________________________



EXAMPLEGROWPLANNERforNONFICTIONLEARNERSTopic:leadersBIGIdea:Leadersovercomechallenges.FOCUSQuestion:Whatqualitiesenableleaderstomeetchallengessuccessfully?GoalEXPANDKnowledgeEXERCISESkills

Learnideasabout:traitsthatenableleaderstomeetchallenges.CoreVocabulary:(CCSSR4)challengecollaborationpersistenceleaderLocateexamples;identifycause-effectrelations;analyzeactionstoinfertraits;interpretphotographs

ReadEXPLORE

CCSSR1:Readclosely,theninferwithevidenceCCSSR2:IdentifyimportantideasRead/Listentohistoriesofleadersincludingprimarysources.Read/listentoaspeech.

OrganizeEXAMINE

Makea

• glossary• chart• timeline• cause-effectdiagram


CCSW2—Explanatory/InformativeTextWrite

• sentences• picturesandcaptions• constructedresponse

EXPAND:Synthesize/CreateCCSSW7.Conductshortaswellasmoresustainedresearchprojectsbasedonfocusedquestions.WritethediaryofaleaderMakeanexhibitaboutleadershipAnexemplaryspeechisincludedonthenextpages.



AnImprobableJourneyCCSSR2—analyzeaspeechtoidentifythecentralmessage/themeanditsdevelopment.DevalPatrickwasachildinChicago,livingintheRobertTaylorHomes,apublichousingproject.Mrs.EddieQuaintance,histeacher,realizedhowbrighthewasandarrangedforhimtoapplyforascholarship.Hegotthatscholarshipandcontinuedtogetagreateducationandthengoodjobs.TodayheisgovernorofMassachusetts.Readhisinaugurationspeechtolearnabouthisideas.Foraverylongtimenowwehavebeentoldthatgovernmentisbad,thatitexistsonlytoservethepowerfulandwell-connected,thatitsjobisnotimportantenoughtobedonebyanyonecompetent,letalonecommitted,andthatallofusareonourown.Todaywejointogetherincommoncausetolaythatfallacytorest,andtoextendagreatmovementbasedonsharedresponsibilityfromthecornerofficetothecornerofyourblockandbackagain. Myjourneyherehasbeenanimprobableone.Fromaplacewherehopewithers,throughgreatschoolsandchallengingopportunities,tothissolemnoccasion,Ihavebeensupportedandlovedandliftedup.AndIthankthefamily,thementors,theteachers-everyoneofwhomisheretodayinbodyorinspirit-justasIthankthetensofthousandsofcampaignvolunteersandmillionsofvotersacrosstheCommonwealthwhosharedthisimprobablejourneywithme. Americaherselfisanimprobablejourney.Peoplehavecometotheseshoresfromallovertheworld,inallmannerofboats,andbuiltfromawildernessoneofthemostremarkablesocietiesinhumanhistory.Wearemostremarkablenotjustforourmaterialaccomplishmentsormilitarymight,butbecauseoftheidealstowhichwehavededicatedourselves.Wehavedefinedthoseidealsovertimeandthroughstruggleasequality,opportunityandfairplay-idealsaboutuniversalhumandignity.Forthese,attheendoftheday,wearetheenvytotheworld.… Iamdescendedfrompeopleonceforbiddentheirmostbasicandfundamentalfreedoms,apeopledesperateforareasontohopeandwillingtofightforit.Andsoareyou.Soareyou.BecausetheAmistadwasnotjustaBlackman'sjourney;itwasanAmericanjourney.ThisCommonwealth-andtheNationmodeledonit-isatitsbestwhenweshowweunderstandafaithinwhat'spossible,andthewillingnesstoworkforit. AndIseeabovealltheimagination,thecompassionandtheenergyofourpeople.Iseewhatwearecapableof-notjustasamatterofhistory,butasamatterofcharacter.AndIamaskingyoutotouchthatpartofoursharedlegacy,andreachwithmeforsomethingbetter. Iknowthatwecanhavemoreandbetterjobs,andastrongereconomy.Butwewillneedthebestpreparedworkforceontheplanet,simplerandfasterregulatoryprocesses,astableandsimplifiedcorporatetaxstructure,andamorecooperativerelationshipbetweenlaborandbusiness.Let'sreachforthat. Iknowwecanhavebetterschoolstosupportthatemergingeconomy,andtopreparetoday'sandtomorrow'scitizens.Butwewillneedhighexpectationsforourkidsathomeaswellasatschools,moreflexibilityintheclassroomsandeveninwhatweconsidertobea"classroom,"earlyeducationandafter-schoolprograms,andpubliccollegesanduniversitieseverybitaswell-supportedandhonoredastheirprivatecounterparts.Let'sreachforthat.



Iknowwecanhavemoreaccessibleandmoreaffordablehealthcareforourselvesandourfamilies.Butitwilltaketransparencyamongcliniciansandhealthinsurers,asystemofcarethatmakesmoreuseofcommunitysettings,simplifiedadministrativesystems,andgovernmentstewardshipforthegoodofthewhole.Let'sreachforthat. Iknowwecanhavesaferneighborhoods.Butitwilltakemorecommunity-basedpatrols,after-schoolandenrichmentprograms,summerjobandvolunteeropportunitiesforyoungpeople,trainingandpre-releasepreparationforinmates,andsensiblereformofbothCORIandsentencing.Let'sreachforthat.Weknowwhattodo.Weknowthatourchallengeswerelonginthemakingandwillrequirelong-termsolutions.Weknowwhattoreachfor.Andweoughttoknowthateitherweinvesttodayorwewillsurelypayexcessivelytomorrow.Weknowthatinvestmentineducationtodaybeatsinvestmentinprisonstomorrow. Quickfixes,gimmicksandsoundbitesarenotenough.That'snotinthespiritofwhatbuiltthiscountry.ThatisnotwhatclearedtheforestandplantedNewEngland'searliestfarms.It'snotwhatinspiredourgreatuniversitiesandmuseums.It'snotwhatcreatedtheboomintextilemanufacturinginitstimeoraflourishingbiotechindustrytoday.It'snotwhatfreedthecoloniesfromoppressionortheslavesfrombondageorwomenfromsecondclasscitizenship. Whathasdistinguishedusateverysignaturemomentofourhistoryisthewillingnesstolookachallengerightintheeye,theinstincttomeasureitagainstourideals,andthesustaineddedicationtoclosethegapbetweenthetwo.Thatiswhoweare.ThinkItThroughAthemeisawayofthinkingaboutsomething.Whatisthethemeofthisspeech—theideasthatGovernorDevalPatrickwantsyoutounderstand?Writethethemeontheline.Heusesdifferentexamplestomakethatideaclear.Listthreeexamplesfromthespeechthatsupportthetheme. THEME:________________________________________________Example Example ExampleYourVisionGovernorPatricksharedhishistoryandhishopesinhisinaugurationspeech.Inaugurationmeansbeginning.Heinspiredpeoplewithhisspeech.Heaskedthemtoworktogethertohaveabetterfuture.Everyschoolyearisanewbeginning.Writeyourownspeech.Writeaboutwhatisimportanttoyouandtheprogressyouwanttomakeinthenewschoolyear.Writeavisionaryspeechaboutyourfuture.



EXAMPLESCIENCEGROWPLANforNONFICTIONLEARNERSTopic:AnimalStructuresBIGIdea:Eachpartofeveryanimalhelpsitstayalive.FOCUSQuestion:Howdothepartsofananimalhelpitlive?GoalEXPANDKnowledgeEXERCISESkills

Learnmoreabout:howanimalsstructuresenablethemtosurviveCoreVocabulary:adaptanimalshapebehaviorphysicallocateexamples;classifyinformation;usetextstructuretoorganizeexamplestosupportideas

ReadEXPLORE

CCSSR1:Readclosely,theninferwithevidenceCCSSR2:IdentifyimportantideasRead/Listentoanimalsources—books,videos,Internetsources

OrganizeEXAMINE

Makea• Glossary• List• Chart• Diagram


CCSSW2—Explanatory/InformativeTextWrite

• paragraph• report

Drawpictureswithcaptions.

EXPAND:Synthesize/CreateCCSSW7.Conductshortaswellasmoresustainedresearchprojectsbasedonfocusedquestions.

• makeanexhibit/display• writetheautobiographyofananimal• designananimaltoliveunderwater

Anexampleofapassageaboutanimalscienceisincludedinthenextpage.



\AnimalScienceCCSSR2.Determinecentralideaofatextandanalyzeitsdevelopment;summarizethekeysupportingdetailsandideas. AsIthinkbackaboutmyhighschooldays,IrealizethatIgotmystartonmycareerthen.Mybiologyteacherusedphotographsofanimalstoteachustolookcarefully.Assheshowedthem,welookedateachanimalphotoforafewminutes.Sheasked:whatdonoticeabouteachanimal?Taketimetolistwhatyousee. Sheexplainedthateverystructureofeachanimalhasafunction.Thestructure—theshapeofananimal’spartsenablestheanimaltolive.Sheexplainedthatifyoulookatananimal’searsyoumightthinkyoucanguesswhytheyarethatsizeandshape.Thenyouneedtoobservetheanimaltoconfirmyourguess.Forexample,youmightthinkthatanelephanthaslargeearstohearbetter.Butthat’snotthereasonforthatlargestructure.What’sthereasonforthelargeearflapselephantshave?We’llfigurethatoutattheZoo. Onourfieldtrip,Iwatchedelephants.Inoticedtheyflappedtheirearsalot.Itwas90degreesthatday.Isawthemcoolingthemselves—that’swhatIfiguredout.Theyflappedtheirearstogetcooler.LaterIresearchedelephantsontheInternet.Ifoundthattheyhavealotofbloodvesselsintheirears.Whentheyflaptheirears,theaircoolstheblood.Thatbloodgoesthroughtheircirculatorysystemintotheirbodiesandhelpscooltheelephant.Thatlargestructurehelpsthemliveinahotclimate.Ilearnedthatobservationisaveryimportantsteptodrawingconclusionsinscience. Next,Iobservedsquirrelsinourneighborhood.Idiscoveredanotherstructureandfunctionrelationship.Theyhavelongfurrytails.Atfirst,Iinferredthatthetailsaretheretohelpthemclimb,butIdidn’tseethemusingtheirtailstohangontothebranchesoftrees.Theyusedtheirfeetforthat—Isawthattheyusetheirclawstograbthebranches.Sothatstructurehelpsthemclimb.Butwhydotheyhavethosetails?TheywavedthembackandforthasIwatched,butIdidnotseethemusingthetailstohangontoanything.ThenIresearchedthesquirrels.Ifoundthatsquirrelsmovethemtobalancethemselvesastheyrushupanddownandacrossthetrees.

Imadebetterguessesaboutbirdfeet.Ofcourse,duckshavewebbedfeettoswim.ButthenInoticedthatwoodpeckershavetheirtoessettwoinfrontandtwoinback,whilemosthavefourinfrontandoneinback.Iguessedthattheyhadtheirtoesthatwaysotheygotmoretraction,theycouldholdontobranchesmorestrongly.Theyneedthatsupportbecausetheyareusingtheirbillstodrillintothetree.IcheckedmyguessaboutthefunctionofthatstructureontheInternet,andIfoundIwascorrect. Today,Iamascienceresearcher.Rightnow,I’minBrazil,learningmoreaboutendangeredspecies.IstillusethestrategiesIlearnedinhighschool.YoucanfindmydiscoveriesontheInternet.Ikeeplearningthatanimals’structuresenablethemtosurviveintheirenvironment.Sciencedoesn’tstopinschool.Everyonecankeeplearningmore.Afteryoureadeachparagraph,underlinewhatyouthinkthemostimportantinformationinitis.Theninthespaceaboveit,writetheideaeachparagraphexplains.Forexample,paragraph2usesinformationaboutelephantstohelpyoulearnthatscientistsneedtoobservecarefully.Thinkaboutthewholepassage.Whatisthebigidea—thecentralidea—thatitteaches?



My Action Plan What will I do to make nonfiction reading an opportunity to… Learn ideas __ask students to identify ideas in nonfiction texts and photos __ask students to illustrate the parts of nonfiction readings __have students create booklets, exhibits, presentations that explain ideas they learn __organize lessons that emphasize concepts of science __organize lessons that emphasize concepts of social science __ ____________________________________________________________ __ ____________________________________________________________ __ ____________________________________________________________

Strengthen skills __use graphic organizers to exercise skills __use graphic organizers to assess and improve skills __have students write to explain ideas they learn with examples __demonstrate nonfiction reading strategies—then guide students to apply it consistently __assess students’ abilities to read nonfiction comprehensively __ ____________________________________________________________ __ ____________________________________________________________ __ ____________________________________________________________

Ö meet the nwea nonfiction challenge...nonfiction strategies enable readers to use skills numbers...

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