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English SOL Institute
Secondary Nonfiction Reading Strand
English SOL Institute
Secondary Nonfiction Reading Strand
Nonfiction!Fearlessness in the Face of
Changing SOLs
Presenter: Laura Cyphers Bristol Virginia Public Schools
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Secondary Nonfiction ReadingSecondary Nonfiction Reading
Key Points in Nonfiction Reading• Nonfiction includes both informational
and functional passages• Emphasis on text structures and
organizational patterns. Examples in the Curriculum Framework
• Comprehension of nonfiction reading is a reporting category on new SOL tests.
Key Points in Nonfiction Reading• Nonfiction includes both informational
and functional passages• Emphasis on text structures and
organizational patterns. Examples in the Curriculum Framework
• Comprehension of nonfiction reading is a reporting category on new SOL tests.
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Secondary Nonfiction ReadingSecondary Nonfiction Reading
Key Points in Nonfiction Reading• Pair passages of same topic: fiction and
nonfiction• 9-12 nonfiction standards include
identification of faulty reasoning• More nonfiction items on SOL test
beginning at 5th grade
Key Points in Nonfiction Reading• Pair passages of same topic: fiction and
nonfiction• 9-12 nonfiction standards include
identification of faulty reasoning• More nonfiction items on SOL test
beginning at 5th grade
Secondary Nonfiction Reading4-12 Reading Blueprints
Secondary Nonfiction Reading4-12 Reading Blueprints
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ActivityActivity1. Generate a list of nonfiction subgenres
with which you are familiar.
2. Circle the ones that you have used in your classroom.
3. Throughout the presentation, put an asterisk beside subgenres that spark ideas.
4. Share or discuss these ideas with other workshop participants.
1. Generate a list of nonfiction subgenres with which you are familiar.
2. Circle the ones that you have used in your classroom.
3. Throughout the presentation, put an asterisk beside subgenres that spark ideas.
4. Share or discuss these ideas with other workshop participants.
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Fearless Workshop ObjectivesFearless Workshop Objectives• Participants will be able to recognize the new nonfiction
reading standards and interpret their significance to learning.
• Participants will generate their own list of possible nonfiction subgenres.
• Participants will take note of what to consider when choosing nonfiction texts.
• Participants will apply that knowledge by brainstorming how nonfiction can be integrated into their current curriculum.
• Participants will be able to recognize the new nonfiction reading standards and interpret their significance to learning.
• Participants will generate their own list of possible nonfiction subgenres.
• Participants will take note of what to consider when choosing nonfiction texts.
• Participants will apply that knowledge by brainstorming how nonfiction can be integrated into their current curriculum.
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Organizing QuestionsOrganizing Questions
#1 What are the SOL standards for nonfiction?
# 2 What do I need to consider when choosing nonfiction texts?
#3 How do I integrate nonfiction into my current curriculum?
#1 What are the SOL standards for nonfiction?
# 2 What do I need to consider when choosing nonfiction texts?
#3 How do I integrate nonfiction into my current curriculum? 7
#1 What are the SOL standards for nonfiction?
Visit http://www.doe.virginia.gov/testing/sol/standards_docs/english/review.shtml
for specifics and Curriculum Framework
#1 What are the SOL standards for nonfiction?
Visit http://www.doe.virginia.gov/testing/sol/standards_docs/english/review.shtml
for specifics and Curriculum Framework
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Synopsis of Nonfiction Standards
Synopsis of Nonfiction Standards
I. Recognize, recall, and understand vocabulary, organizational patterns, structures, and persuasive techniques.
II. Use reading strategies to organize, summarize, apply, and analyze text in relation to other texts.
III. Evaluate, conclude, and synthesize new information in the creation of original responses and reflections.
I. Recognize, recall, and understand vocabulary, organizational patterns, structures, and persuasive techniques.
II. Use reading strategies to organize, summarize, apply, and analyze text in relation to other texts.
III. Evaluate, conclude, and synthesize new information in the creation of original responses and reflections. 9
Synopsis of Nonfiction Standards
Synopsis of Nonfiction Standards
I. Recognize, recall and understand vocabulary, organizational patterns, structures, and persuasive techniques.
I. Recognize, recall and understand vocabulary, organizational patterns, structures, and persuasive techniques.
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Synopsis of Nonfiction Standards
Synopsis of Nonfiction Standards
II. Use reading strategies to organize, summarize, apply, and analyze text in relation to other texts. Examples: SQR3, PAR, KWL,
Herringbone Pattern, Story Maps, Annotation, and various other note-taking strategies.
(My students do Cornell notes and annotation.)
II. Use reading strategies to organize, summarize, apply, and analyze text in relation to other texts. Examples: SQR3, PAR, KWL,
Herringbone Pattern, Story Maps, Annotation, and various other note-taking strategies.
(My students do Cornell notes and annotation.) 11
Synopsis of Nonfiction Standards
Synopsis of Nonfiction Standards
III. Evaluate, conclude, and synthesize new information in the creation of original responses and reflections.Examples: Have students create–-summaries, reflections, essays, paragraphs, questions, etc.-- in response to what they’ve read.
III. Evaluate, conclude, and synthesize new information in the creation of original responses and reflections.Examples: Have students create–-summaries, reflections, essays, paragraphs, questions, etc.-- in response to what they’ve read.
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# 2 What do I need to consider when
choosing nonfiction texts?
# 2 What do I need to consider when
choosing nonfiction texts?
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When considering texts to use, consider your goals and who your students are.
When considering texts to use, consider your goals and who your students are.
I. Consider the make-up of each individual class
A. Gender and Background
B. Reading and Writing Ability
C. Interests and Talents
I. Consider the make-up of each individual class
A. Gender and Background
B. Reading and Writing Ability
C. Interests and Talents
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When considering texts to use, consider your goals and who your students are.
When considering texts to use, consider your goals and who your students are.
C. Interests and Talents
1. Student Interests
a. Do an interest inventory.
b.Create writing prompts that divulge their interests.
c. Assign free writing which helps you get to know them.
C. Interests and Talents
1. Student Interests
a. Do an interest inventory.
b.Create writing prompts that divulge their interests.
c. Assign free writing which helps you get to know them.
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A Non-Fiction ListA Non-Fiction List
Self-help books
Creative nonfiction
Cook Books/Recipes
True Storytelling
Craft Books
Music/art/ architecture
Essays
Photographs
Self-help books
Creative nonfiction
Cook Books/Recipes
True Storytelling
Craft Books
Music/art/ architecture
Essays
Photographs
History/geography/travel sources
Psychology/sociology
Science/technology
How-to Books
Reference Books
Journals/newspapers/ magazines
History/geography/travel sources
Psychology/sociology
Science/technology
How-to Books
Reference Books
Journals/newspapers/ magazines
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Consider integration of nonfiction into current curriculum
Consider integration of nonfiction into current curriculum
A. Recipes specific to traditions and cultures
B. Child development or psychology/ sociology articles
C. History books, timelines, charts, and maps
D. Technical manuals, applications, and resumes
A. Recipes specific to traditions and cultures
B. Child development or psychology/ sociology articles
C. History books, timelines, charts, and maps
D. Technical manuals, applications, and resumes
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Consider integration of nonfiction into current curriculum
Consider integration of nonfiction into current curriculum
E. How-to books or instruction for filling out applications, creating resumes,
creating written communication (letters, e-mail, memos)
F. Articles, commentaries, essays,interviews, journals, letters, public records
G. Speeches, sermons, editorials, blogs, Web sites
E. How-to books or instruction for filling out applications, creating resumes,
creating written communication (letters, e-mail, memos)
F. Articles, commentaries, essays,interviews, journals, letters, public records
G. Speeches, sermons, editorials, blogs, Web sites
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Sparks Fly: New Ideas for Integrating Nonfiction into the Curriculum
Sparks Fly: New Ideas for Integrating Nonfiction into the Curriculum
Cookbooks/Recipes: Integration of Fiction/Poetry and Nonfiction
1. Take online recipes or several cook books in for the students to browse through. Discuss the function of this type of nonfiction.
2. Bridge a connection to ingredients for relationships or conflicts—a recipe for disaster, a recipe for development, a recipe for creating a resonating image.
3. Use characters, conflicts, or images in fiction or poetry to create a recipe related to some element within the literary works.
Cookbooks/Recipes: Integration of Fiction/Poetry and Nonfiction
1. Take online recipes or several cook books in for the students to browse through. Discuss the function of this type of nonfiction.
2. Bridge a connection to ingredients for relationships or conflicts—a recipe for disaster, a recipe for development, a recipe for creating a resonating image.
3. Use characters, conflicts, or images in fiction or poetry to create a recipe related to some element within the literary works.
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Sparks Fly: New Ideas for Integrating Nonfiction into the Curriculum
Sparks Fly: New Ideas for Integrating Nonfiction into the Curriculum
Psychology/Sociology: Integration of Fiction and Nonfiction1. In a discussion of child development in a coming of age
story or novel, use Maslow’s Hierarchy of Needs to evaluate character motivation, potential, and obstacles.
2. Go through each level of the pyramid--Physiological , Safety, Love/Belonging, Esteem, Self Actualization--to evaluate the success or failure of characters to flourish (Cherry).
3. Have students create a pyramid which explains either the success or failure of a character based on met or unmet needs.
Psychology/Sociology: Integration of Fiction and Nonfiction1. In a discussion of child development in a coming of age
story or novel, use Maslow’s Hierarchy of Needs to evaluate character motivation, potential, and obstacles.
2. Go through each level of the pyramid--Physiological , Safety, Love/Belonging, Esteem, Self Actualization--to evaluate the success or failure of characters to flourish (Cherry).
3. Have students create a pyramid which explains either the success or failure of a character based on met or unmet needs.
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BibliographyBibliography
Cherry, K.. "Hierarchy of Needs." About.com. New York Times Company, 2011. Web. 22 Jun 2012. http://psychology.about.com/od/theoriesofpersonality/a/hierarchyneeds.htm.
Microsoft. "Surprised Face" and "Sad Face". 2012. Clip Art. Microsoft Corporation, Redmond. Web. 22 Jun 2012. http://office.microsoft.com/en-us/images/??Origin=EC790014051033&CTT=6&ver=12&app=powerpnt.exe.
Virginia. Virginia Department of Education. Richmond: Virginia Department of Education Commonwealth of Virginia, 2011. Web. http://www.doe.virginia.gov/.
Cherry, K.. "Hierarchy of Needs." About.com. New York Times Company, 2011. Web. 22 Jun 2012. http://psychology.about.com/od/theoriesofpersonality/a/hierarchyneeds.htm.
Microsoft. "Surprised Face" and "Sad Face". 2012. Clip Art. Microsoft Corporation, Redmond. Web. 22 Jun 2012. http://office.microsoft.com/en-us/images/??Origin=EC790014051033&CTT=6&ver=12&app=powerpnt.exe.
Virginia. Virginia Department of Education. Richmond: Virginia Department of Education Commonwealth of Virginia, 2011. Web. http://www.doe.virginia.gov/.
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Resources/LinksResources/LinksHubert, J.. Reading rants! Out of the Ordinary Teen Booklists. N.p., n.d. Web. 21 Jun
2012. http://www.readingrants.org/.
*This blog is written by a middle school librarian and I noticed the books she had listed for nonfiction were really interesting.
Scholastic. Com – http://www.scholastic.com/home/
*Check out their magazines for teens and also their other resources for grades nine through twelve.
Shulten, K.. "The Times and the Common Core Standards: Reading Strategies for ‘Informational Text’." New York Times. N.p., 2011. Web. 21 Jun 2012. http://learning.blogs.nytimes.com/2011/06/14/the-times-and-the-common-core-standards-reading-strategies-for-informational-text/.
*This article is helpful for understanding the change in standards and also offers approaches to reading nonfiction (specifically The New York Times). The list of reading strategies and links to tools like graphic organizers is especially enticing.
Virginia Department of Education. http://www.doe.virginia.gov.
*Curriculum Framework *High School English Resources *Reading Strategies
Hubert, J.. Reading rants! Out of the Ordinary Teen Booklists. N.p., n.d. Web. 21 Jun 2012. http://www.readingrants.org/.
*This blog is written by a middle school librarian and I noticed the books she had listed for nonfiction were really interesting.
Scholastic. Com – http://www.scholastic.com/home/
*Check out their magazines for teens and also their other resources for grades nine through twelve.
Shulten, K.. "The Times and the Common Core Standards: Reading Strategies for ‘Informational Text’." New York Times. N.p., 2011. Web. 21 Jun 2012. http://learning.blogs.nytimes.com/2011/06/14/the-times-and-the-common-core-standards-reading-strategies-for-informational-text/.
*This article is helpful for understanding the change in standards and also offers approaches to reading nonfiction (specifically The New York Times). The list of reading strategies and links to tools like graphic organizers is especially enticing.
Virginia Department of Education. http://www.doe.virginia.gov.
*Curriculum Framework *High School English Resources *Reading Strategies
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Contact InformationContact Information
Laura Cyphers
Laura Cyphers
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Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.
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