Focus ThinkClearlyÖLearnMore
PolkBros.FoundationCenterforUrbanEducationatDePaulUniversityTeacher.depaul.edu©20171
MeettheNWEANonfiction
Challenge
Strategically
PolkBros.FoundationCenterforUrbanEducationhttp://teacher.depaul.edu
Focus ThinkClearlyÖLearnMore
PolkBros.FoundationCenterforUrbanEducationatDePaulUniversityTeacher.depaul.edu©20172
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?
Focus ThinkClearlyÖLearnMore
PolkBros.FoundationCenterforUrbanEducationatDePaulUniversityTeacher.depaul.edu©20173
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
Focus ThinkClearlyÖLearnMore
PolkBros.FoundationCenterforUrbanEducationatDePaulUniversityTeacher.depaul.edu©20174
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)
Focus ThinkClearlyÖLearnMore
PolkBros.FoundationCenterforUrbanEducationatDePaulUniversityTeacher.depaul.edu©20175
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
Focus ThinkClearlyÖLearnMore
PolkBros.FoundationCenterforUrbanEducationatDePaulUniversityTeacher.depaul.edu©20176
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
Focus ThinkClearlyÖLearnMore
PolkBros.FoundationCenterforUrbanEducationatDePaulUniversityTeacher.depaul.edu©20177
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
Focus ThinkClearlyÖLearnMore
PolkBros.FoundationCenterforUrbanEducationatDePaulUniversityTeacher.depaul.edu©20178
CORECOMPETENCEDEVELOPMENT
Focus Act...
Assessandrespondtoadvancelearningprogress!
Focus ThinkClearlyÖLearnMore
PolkBros.FoundationCenterforUrbanEducationatDePaulUniversityTeacher.depaul.edu©20179
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____________________________________________________________________
Focus ThinkClearlyÖLearnMore
PolkBros.FoundationCenterforUrbanEducationatDePaulUniversityTeacher.depaul.edu©201710
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.
Focus ThinkClearlyÖLearnMore
PolkBros.FoundationCenterforUrbanEducationatDePaulUniversityTeacher.depaul.edu©201711
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.
Focus ThinkClearlyÖLearnMore
PolkBros.FoundationCenterforUrbanEducationatDePaulUniversityTeacher.depaul.edu©201712
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.
Focus ThinkClearlyÖLearnMore
PolkBros.FoundationCenterforUrbanEducationatDePaulUniversityTeacher.depaul.edu©201713
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.
Focus ThinkClearlyÖLearnMore
PolkBros.FoundationCenterforUrbanEducationatDePaulUniversityTeacher.depaul.edu©201714
\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?
Focus ThinkClearlyÖLearnMore
PolkBros.FoundationCenterforUrbanEducationatDePaulUniversityTeacher.depaul.edu©201715
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 __ ____________________________________________________________ __ ____________________________________________________________ __ ____________________________________________________________