Akhavan nonfiction strategies slideshare

Dr. NancyAkhavan
Spring 2014
www.nancyakhavan.com nakhavan@csufresno.edu
twitter.com/nancyakhavan
linkedin.com/in/nancyakhavan

By NancyAkhavan
Nancy’s Brand New Book

Nonfiction Literacy Strategies 2014

 Explore how to teach thinking, reading and
writing with nonfiction texts.
 Focus on learning one or two new ideas for
aiding comprehension and content learning.
 Play with lessons and texts.

Reading &
Writing Skills
Content
Literacy

 Bank of knowledge in a specific domain area.
 Schema of known information.
 Specialized knowledge

 The literacy used in the ‘domain’.
 Thinking, reading and writing like a professional in
that domain.
 Scientist ------ Mathematician ------ Historian

 The CCSS require instructional shifts as we
move the teaching of language arts from our
past repertoire to 21st century skills.
 One of these shifts is the balance of
informational text and literary text.
Informational text is a type of nonfiction text
focused specifically on informing the reader.

 Another instructional shift called for in the CCSS is
building knowledge in the disciplines.
 This shift applies to teachers teaching English
language arts, social studies, science and technical
subjects.
 Teachers in the content areas will need to use their
technical expertise to help students understand the
challenges of reading and writing in their field.This
means that teachers of content areas will need to
teach content-area literacy.

 Engage in multiple opportunities to interact
with information.
 Provide thinking models.
 Develop knowledge.
 Expose them to a variety of subjects and
information.
 Help students own information.
 Provide ways to remember and recall
information.

 Understand text features
 Tap background knowledge
 Ask questions of text
 Visualize
 MakeText Connections
 Summarize

 Create mental road maps to read nonfiction.
 Survey the text
 Identify text features
 Identify text structure
 Read – looking for the ‘features’ of the text
structure to aid comprehension.

 Focus on helping students link information
presented in reading with knowledge they
already have.
 Make predictions – using background knowledge
 Form associations based on previous experiences
 Practice with a Concept Map

 Ask questions before, during and after
reading.
 Ask who, what, when, where, why and how
questions.
 The questions and following discussion helps
students build connections in their brains
with the new information.

 Help students construct an image while
reading.
 The image becomes a representation of the
text.
 The visualization can become a mnemonic
device to remember and recall information.

 Make connections
 Make an analogy between prior knowledge and
new information.
 Move from emphasis on text to self connections,
to text to text, text to world connections, by
referring back to the text.
 Strategy:
 Paraphrase, relate, share.

Use StructuredOutline Sheet for note taking to
help students prepare for writing a summary.
 Read
 Question
▪ What was this text about?
▪ What did the writer say?
 Look Back
 Write

The 4 Rules of SummaryWriting
 Rule 1: Collapse lists
 Rule 2: Use topic sentences
 Rule 3: Get rid of unnecessary detail
 Rule 4. Collapse paragraphs

 Microthemes is a technique of writing about reading where
students draw together key ideas in their own words from
their writing and capture that thinking on an index card.
 This technique, by Brozo and Simpson (2003) provides
students a way to practice summarizing text and gives you a
way to quickly assess your students reading comprehension.

 Students often like writing microthemes because they can
get into a topic, but the amount they are expected to write
only fills an index card.
 Once done, the students then have the cards to refer back to
when writing a longer piece or completing an assignment
focused on DOK levels 3 or 4.

 There are several was for working on
microthemes:
 Assign the class a topic to investigate
 Encourage students to analyze the articles they
are reading
 Have students respond to an open-ended
questions you come up with.

 grazing
 deep dive
 engagement

With the new literacies and participatory
expectations of our students (they are not only
consumers, but creators of Internet text) it is
important to understand how readers approach
text.

 When students graze they are checking
posts, blogs, feeds and texts frequently.
 The information accessed when grazing is
sorted so focus can be easily identified and
also be easy to process.
 The sources students graze are superficial
source and little mental effort is required to
make sense of the information.

 Students take a deep dive into information when
something captures their attention while
grazing.The readers may access web sites and
texts that provide in-depth information on a
topic.
 Deep dive requires different skills than grazing.
 Students need to be able to access information,
connect it with prior knowledge, and apply
thinking skills to use the information for real
purposes

 Engagement refers to the students’ participation with
the information.
 Students don’t always engage with this step, but if
they are deeply affected by information presented
they might:
 write about it
 blog about it
 pass the information along on social networking site
 or make comments on websites.
 In our classrooms, their connection with engagement
could include print based or web based writing.

 If our students are to be reading more
nonfiction, they are going to have to be able
to think about what they read in deep ways.

 It isn’t enough for students to plow through a
text and grasp the main idea; they need to
wrestle with the words, the meaning, and the
problems or paradoxes that the text might
present.

 In order to do this, students need to think at higher levels.
 Higher order thinking skills include:
 critical
 metacognitive
 logical
 reflective
 creative thinking.
 To think at higher levels, students involve themselves in
the situations and outcomes presented to them, and then
they apply thinking skills in order to dive deep into text.

 Comprehension = understand what you read.
 Memory= being able to learn and recall
information.
 Connect Information
 Create brain road maps to learn the
information
 Remember and recall

 Book Writer
 ibooks
 Paper 53
 Prezi
 Glogster
 iThoughtsHD
 Show Me
 Notability
 Google Docs

Akhavan nonfiction strategies slideshare

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