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MeettheNWEANonfiction
Challenge
Strategically
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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?
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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
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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)
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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
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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
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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
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CORECOMPETENCEDEVELOPMENT
Focus Act...
Assessandrespondtoadvancelearningprogress!
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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____________________________________________________________________
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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
WriteandIllustratetoEXPLAIN
CCSW2—Explanatory/InformativeTextWrite
• sentences• picturesandcaptions• constructedresponse
EXPAND:Synthesize/CreateCCSSW7.Conductshortaswellasmoresustainedresearchprojectsbasedonfocusedquestions.WritethediaryofaleaderMakeanexhibitaboutleadershipAnexemplaryspeechisincludedonthenextpages.
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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.
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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.
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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
WriteandIllustratetoEXPLAIN
CCSSW2—Explanatory/InformativeTextWrite
• paragraph• report
Drawpictureswithcaptions.
EXPAND:Synthesize/CreateCCSSW7.Conductshortaswellasmoresustainedresearchprojectsbasedonfocusedquestions.
• makeanexhibit/display• writetheautobiographyofananimal•
designananimaltoliveunderwater
Anexampleofapassageaboutanimalscienceisincludedinthenextpage.
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\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?
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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 __
____________________________________________________________ __
____________________________________________________________ __
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