Elkhart Community Schools 1

Elkhart Community Schools 2

“Readers of nonfiction have to decide and remember what is important in the texts they read if they are going to learn anything from them.”

~ Harvey & Goudvis

“Readers of nonfiction have to decide and remember what is important in the texts they read if they are going to learn anything from them.”

~ Harvey & Goudvis

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Have you ever asked someone how their day went and received a blow-by-blow description of every detail?

Have you ever asked someone how their day went and received a blow-by-blow description of every detail?

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Decisions about importance are based on…Decisions about importance are based on…The reader’s purposeThe reader’s schema for the text

content - ideas most closely connected to the reader’s prior knowledge will be considered most important

The reader’s sense of the aesthetic - what he or she values or considers worthy or beautiful

The reader’s purposeThe reader’s schema for the text

content - ideas most closely connected to the reader’s prior knowledge will be considered most important

The reader’s sense of the aesthetic - what he or she values or considers worthy or beautiful

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The HouseThe House

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“It is critical to support learners through the learning process and gradually release responsibility to them.”

Keene & Zimmerman - Mosaic of Thought

“It is critical to support learners through the learning process and gradually release responsibility to them.”

Keene & Zimmerman - Mosaic of Thought

Teacher ModelingTeacher Modeling

Guided PracticeGuided Practice

Independent PracticeIndependent Practice

Independent ApplicationIndependent Application

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Teachers should model thinking aloud about their own process of determining importance during reading.

Teachers should model thinking aloud about their own process of determining importance during reading.

Teacher ModelingTeacher Modeling

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Guided PracticeGuided Practice

In small or large group mini- lessons, students are invited to share their thoughts about what is important.

In small or large group mini- lessons, students are invited to share their thoughts about what is important.

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Independent PracticeIndependent Practice

Students may work individually, meet in small groups, or work in pairs to compare ideas about what is most important in text and how they came to that conclusion.

Students may work individually, meet in small groups, or work in pairs to compare ideas about what is most important in text and how they came to that conclusion.

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Independent ApplicationIndependent Application

Conference with students during independent reading. This will give you the opportunity to discuss what decisions they are making about important ideas in a variety of texts.

Conference with students during independent reading. This will give you the opportunity to discuss what decisions they are making about important ideas in a variety of texts.

Elkhart Community Schools 11

Elkhart Community Schools 12

Power Notes contribute to students’ awareness of text structure as they read and write. In addition ~

•Students learn to read actively and to prioritize main ideas from details as they study.

•Power Notes can be integrated into a number of other activities to help students perceive how information in interconnected.

Power Notes contribute to students’ awareness of text structure as they read and write. In addition ~

•Students learn to read actively and to prioritize main ideas from details as they study.

•Power Notes can be integrated into a number of other activities to help students perceive how information in interconnected.

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Power 1 ~ main point or category

Power 2’s, 3’s, and 4’s ~ corresponding details and

examples

Power 1 ~ main point or category

Power 2’s, 3’s, and 4’s ~ corresponding details and

examples

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An example of Power Notes1. Penalties in Football

2. On Offense 3. Holding 3. Clipping

2. On Defense 3. Off Sides 3. Pass Interference 3. Grabbing Face Mask

2. On Special Teams

An example of Power Notes1. Penalties in Football

2. On Offense 3. Holding 3. Clipping

2. On Defense 3. Off Sides 3. Pass Interference 3. Grabbing Face Mask

2. On Special Teams

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Power 1Power 1

Power 2Power 2 Power 2Power 2

Power 3Power 3 Power 3Power 3 Power 3Power 3 Power 3Power 3

A Chapter Tour is a form of study guide that "talks" the reader through a chapter, and points out elements of the text that warrant special attention.

A Chapter Tour is a form of study guide that "talks" the reader through a chapter, and points out elements of the text that warrant special attention.

Using a Chapter Tour activity involves the following steps.

1. Preview the Chapter2. Create the Tour3. Students Complete the Tour4. Develop Variations

Using a Chapter Tour activity involves the following steps.

1. Preview the Chapter2. Create the Tour3. Students Complete the Tour4. Develop Variations

Preview a typical textbook chapter to identify salient features that students might overlook during their reading.

Preview a typical textbook chapter to identify salient features that students might overlook during their reading.

Create a Chapter Tour that guides students toward noticing organizational features as they use the book.

Create a Chapter Tour that guides students toward noticing organizational features as they use the book.

Have students complete your first Chapter Tour as an introduction to the textbook.

Have students complete your first Chapter Tour as an introduction to the textbook.

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Elkhart Community Schools 24

“We must teach our students what nonfiction is. Teaching our students that expository text has predictable characteristics and features they can count on before they read allows them to construct meaning more easily as they read.”

~ Debbie Miller

“We must teach our students what nonfiction is. Teaching our students that expository text has predictable characteristics and features they can count on before they read allows them to construct meaning more easily as they read.”

~ Debbie Miller

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• Labels• Captions• Comparisons• Graphics• Maps

• Labels• Captions• Comparisons• Graphics• Maps

• Fonts and Effects• Table of Contents• Index• Glossary• Appendix

• Fonts and Effects• Table of Contents• Index• Glossary• Appendix

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Elkhart Community Schools 27

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In the Past…

You were asked to “highlight the most important parts of the material.”

How many of you highlighted almost the entire page?

Were you ever told “how” to figure out what are important details?

You were asked to “highlight the most important parts of the material.”

How many of you highlighted almost the entire page?

Were you ever told “how” to figure out what are important details?

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When students highlight or mark text in nonfiction materials, they should keep the following guidelines in mind ~

Look carefully at the first and last line in each paragraph.

Highlight only necessary words and phrases.

Don’t get thrown off by interesting details.

Try not to highlight more than half of a paragraph.

~ Continued

Look carefully at the first and last line in each paragraph.

Highlight only necessary words and phrases.

Don’t get thrown off by interesting details.

Try not to highlight more than half of a paragraph.

~ Continued

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Make notes in the margins.

Cue words will be followed by important information.

Nonfiction has many features that signal important information.

Pay attention to surprising information. You may be learning something new.

Make notes in the margins.

Cue words will be followed by important information.

Nonfiction has many features that signal important information.

Pay attention to surprising information. You may be learning something new.

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V.I.P. (Very Important Points)V.I.P. (Very Important Points) Students cut sticky notes so there are slim

strips of paper extending out from the sticky edge.

As students read, they tear off pieces to mark points in text they feel are significant.

After reading, students compare the points they marked. They must justify their answers. “I chose to mark this point because…”

Students cut sticky notes so there are slim strips of paper extending out from the sticky edge.

As students read, they tear off pieces to mark points in text they feel are significant.

After reading, students compare the points they marked. They must justify their answers. “I chose to mark this point because…”

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CodingCoding I – Important L – Learned something new * – Interesting/important Aha! – Big idea surfaces S – Surprising S!!! – Shocking !!! - Exciting

I – Important L – Learned something new * – Interesting/important Aha! – Big idea surfaces S – Surprising S!!! – Shocking !!! - Exciting

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Two or Three Column NotesTwo or Three Column Notes

Monarchs that emerge in spring and early summer

Monarchs that emerge in spring and early summer

•Mate in 4 days

•Lay eggs on milkweed plants

•Males & females die in one month

•Mate in 4 days

•Lay eggs on milkweed plants

•Males & females die in one month

The Monarch Butterfly - Pg. 9The Monarch Butterfly - Pg. 9

Monarchs that emerge in late summer and fall

Monarchs that emerge in late summer and fall

•Live longer

•Migrate hundreds of miles to warmer areas

•Live longer

•Migrate hundreds of miles to warmer areas

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Anticipation GuidesAnticipation Guides1. Prepare a list of true / false statements about a

subject that is about to be read.

2. Have the students make a true or false prediction about the statements BEFORE reading.

3. Have the students read the article or text.

4. Tell the students to answer the same set of true / false questions as they can now verify their answers from the reading.

1. Prepare a list of true / false statements about a subject that is about to be read.

2. Have the students make a true or false prediction about the statements BEFORE reading.

3. Have the students read the article or text.

4. Tell the students to answer the same set of true / false questions as they can now verify their answers from the reading.

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