Empower Students with Power Strategies: Research-based Approaches for Nonfiction

Empowering Teachers
and Students with
Power Strategies

Create PDF files without this message by purchasing novaPDF printer (http://www.novapdf.com)

• Content/Specialized Vocabulary
• Text Features
• Text Structures
• Monitoring Understanding
• Previewing Text
• Activating Background Knowledge
• Questioning
• Noting, Organizing, and Retrieving
Information


Planning for Strategy Instruction
Introduction Modeled Lesson
• Find the “hook” for •What is your teaching
the concept. purpose?
• Specify or define
•What resource(s) will you
what students will learn.
use?
• Identify the language
that needs to be •How will you “think aloud”
taught. the process?

Guided Practice & Closure
Independent Learning *Revisit steps in the strategy.
*Determine attributes of the lesson or
concept. *Chart or record in academic
journals
*Choose a resource where students can
practice the modeled lesson. *Plan for transfer to another text
*Choose a graphic organizer to support
learning.

© Dr. Janet Allen, Plugged-in to Reading


Facts & Questions Ladder
Fact:

Question:

Bonobos have learned how to communicate using
American Sign Language.



3-2-1 Admit Slip
3.List three words you think of when you look at this
picture.

2.Write two ideas you have based on the picture and
your words. If possible, use your words as you write
your ideas.
a. I think . . .
b. I think . . .

1. Write one question you have.



Wordstorming to Anticipate Content
A – B E – F G – H
C–D

I – J K – L M–N O – P

Q – R U – V WXYZ
S–T

Content Prediction: Questions Article should Answer:



Brain Quest: BKWLQ
Brain knowledge before
quest:

Knowledge we now have:

What surprised us?

What we’ve learned:
Words we’ve learned:

Questions we have:


Four Components of a Comprehensive Vocabulary Program
Fostering Word Teaching Individual Words
Consciousness
Word study
Build excitement around language in
general and words specifically. Multiple-meaning words
•Experience the rhythm of language
as developed through words. Homonyms, synonyms
•Understanding degrees of meaning
and word choice.
•Word Walls, Personal Dictionary,
Word Sort

Teaching Strategies for Learning Frequent/extensive/varied
Words Independently Opportunities for Independent
Reading
Context clues

Structural analysis Next Slide, Please

Linear arrays

Conceptual vocabulary

Baumann, J.F. Keme’eneu, E.J. (eds). 2004. Vocabulary Instruction: Research to Practice. NY: Guilford Press


is not is

is not is

Example Example Example

Nonexample Nonexample Nonexample



Word I think this word means . . .

Questioning It is . . .

comprehension
Are there parts of the

example
word I recognize?

an
aly
sis
Target word in Context

application It is not . . .

nonexample
sy
on

knowledge
a ti

nt
he
alu
ev

s is
What makes this an How does this word fit
When, where, and
important word? with other words and
under what conditions
concepts I know?
might I find this word?


The Stunning Science of Everything
Vocabutoons (Burchers, 1997)
Directions: Create a cartoon about one of the vocabulary
words below. Each cartoon should include the following:

1. The vocabulary word,

2. The definition of the word,

3. A rhyming word or phrase

4. A funny or interesting sentence that uses the word.

5. A cartoon picture that illustrates the sentence.

atom genus species quarks cell larva

proton element energy habitat pupa virus


mass – the amount of matter that makes
up something

Don’t sass me about my mass!


Alike but Different

What We Have in Common

How I’ll Remember


1. Integration
2. Repetition
3. Meaningful use


Textbook
Activity
Guide
(TAG)


Take a look at this
book cover.

1.What do you see?

2.What predictions can
you make? What do
you think the book is
about?

3.Do you think you’ll
enjoy reading this
book? Why or why not?


The Fast Track: The Importance of Previewing
Text
Directions: When reading nonfiction, it is extremely important to preview the text. The more
information you have when you start, the more likely you are to remember the most important
parts of what you read. There are lots of ways to preview a text. See what you can determine from
reading this book on the fast track.

1.Look at the cover. Make a prediction about the book based on what you see.

2.Based on this cover, do you think you will like this book? Why or why not?

3.There are four chapters in this book. List the chapter titles below.
__________________________________
__________________________________
__________________________________
__________________________________

4. Based on these chapter titles, write three statements that relate to your
predictions for what you will learn about Phineas Gage in this book.


The Fast Track: The Importance of Previewing Text
continued
5. Take a picture walk by glancing at the visuals in this book. There are a lot of
photographs,, diagrams, charts and maps. Write three fast facts you learned from your
picture walk.

6. Vocabulary can be challenging in some nonfiction books. Skim the captions that go with
the visuals and look at the glossary. Complete the following sentences:
I think the vocabulary in this book will be _______________________________.
The words seem to be related to ______________________________________.
I think I’ll find the language in this book challenging because _________________.
Strategies I’ll use to make the vocabulary easier to read and remember are_________.

7. The Index can give you a quick sense of the some of the topics you will read about in a
nonfiction book. What assumptions can you make about this book based on the index?

8. Based on conclusions from your fast track, draw an image of what you think this book
will contain. You will revisit this after you read the book to make changes based on
new information.

B. Davey, Using Textbook Activity Guides to Help Students Learn from Textbooks. Journal of Reading 29. 489-494


Janet’s 5-finger
Do a picture
Rule Write down walk. Read the 1st
all of the sub- paragraph.
headings.

Write down
all of the
headings.
Read the
last
paragraph.



Organizing Ideas: A Writer’s Gift to Readers
Text Structure Sample from the Text Cue Words & Supports
for Readers

Sequence/chronology Dr. Harlow’s treatment of then, finally . . . The use of
Phineas’ wound sequence helped me visualize
the process

Compare/contrast

Cause/effect

Problem/solution

Question/answer

Description

Combination


RAFT Writing
Role Audience

water droplet residents of my neighborhood

Format Topic

persuasive narrative about Encourage more eco-friendly
the water cycle and efficient water usage


Assessing the Reading-Writing Connection
What’s working in What’s not What’s most Plan of action for
this piece of working? getting in the way the writer:
writing? for the reader?



Developing Effective Practices in
_________________.
INCREASE DECREASE


Empower Students with Power Strategies: Research-based Approaches for Nonfiction

Recomendados

Recomendados

Más contenido relacionado

Más de North Carolina Association for Middle Level Education

Más de North Carolina Association for Middle Level Education (20)

Último

Último (20)

Empower Students with Power Strategies: Research-based Approaches for Nonfiction