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READING NONFICTION
“Just as we teach children to use math manipulatives by giving them “free explore” what they are and how
they work, giving them time to explore nonfiction provides them (and you) with experiences to build on
when more explicit teaching begins.” p143
MOST NONFICTION BOOKS ARE
ORGANIZED SO THAT IT IS EASY FOR
READERS TO FIND
INFORMATION.
MODEL DIFFERENCES BETWEEN
FICTION AND
NONFICTION
FICTION: SETTING,
CHARACTERS, A PROBLEM, SOME
EVENTS THAT CONNECT TO
THE PROBLEM, AND A
RESOLUTION
NONFICTION “JUST AS WITH
NARRATIVE TEXT, TEACHING CHILDREN
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.” P145
WHAT TO LOOK FOR WHEN READING
NONFICTIONText Features
TABLE OF CONTENTSENFORCE HOW IT TELLS US THE ORDER IN WHICH THE INFORMATION CAN
BE FOUND.Table of Contents
Chapter 1........... 4Chapter 2...........12Chapter 3........... 20Chapter 4........... 38Chapter 5........... 57
GLOSSARY THE DICTIONARY OF IMPORTANT WORDS FOUND IN A BOOK.
STRESS THE WORDS ARE ARRANGED IN
ALPHABETICAL ORDER.
INDEX IS A LIST OF SUBJECTS. IT IS ARRANGED IN ALPHABETICAL
ORDER WITH PAGE NUMBERS. IT IS USUALLY FOUND IN THE BACK OF
THE BOOK.
Titles and Subheadings Explain how these tell readers
what you will be reading about.
Maps
Labels
Photographs These help with our Mental
Images.
Captions
Alabama State Capital in Montgomery
BOLDED WORDS and Highlighted words show the reader that it is important.
Nonfiction reading is reading to LEARN.
WHEN READING NONFICTION ….
Slow down so you can think about information.
Reading nonfiction is like a slideshow where you have to
stop and think after each slide.
STOP frequently and take notes.
“Students do not make predictions about the kinds of things they expect will happen.
They make predictions about the kinds of
things they expect to learn.”
Release Responsibility:•Ask children to bring a nonfiction book they haven’t read and make
predictions about what they expect to learn.
• Spread fiction AND nonfiction materials and with partners or in a group have them discuss, “Is this fiction or nonfiction? How do we
know?”•Create a large Class Venn Diagram
that shows the two books’ differences and similarities. (ANCHOR
CHART)