Making the most of non-fiction texts

Session 5: Reading and writing in a bilingual Session 5: Reading and writing in a bilingual classroomclassroom

Your opinion counts!

Can you just take a few moments to think about what you would like to get out of this session.

Seminar Summary

Guiding principlesOur aim as educatorsCommon features of non-fiction

textTypes of non-fiction textExploiting various types of non-

fiction textEvaluation

Guiding principles Children learn actively Learning is social and

collaborative The role of the adult is important

Source: Dr Margaret Mullet, Early Years Non-Fiction: A guide to helping young researchers. Routledge 2003

Aim of introducing non-fiction

Integrates learning from first hand experience and learning from secondary sources

Encourages children to see reading and writing as a worthwhile part of all their activities and interests

Source: Dr Margaret Mullet, Early Years Non-Fiction: A guide to helping young researchers. Routledge 2003

Common elements in non-fiction

3rd person present tense to describe how

things are simple or compound sentences

active and passive connectives subheadings paragraphs questions content, index, glossary

Year 7 Duties

What duties are expected of Year 7 students? The first duty of every Y7 student is cleanliness. Consequently they are often to be found cleaning the corridors or school toilets.

Secondly, each Y7 student must make sure that their teacher always has a cup of coffee…

Let’s explore some of these features in this extract from the Whackem Secondary School: Student Guidebook.

The passive voice is used.

Connectives are used ( in this case to show cause)

Notice the question to interest the reader.

This text is organised with subheadings.

The beginning of the paragraph shows the sequence of information.

The present tense is used.

Here is another extract from Whackem School, this time from the Teachers’ Handbook.

The characteristics of Y7 students

They are miserable creatures, often found skulking in the cloakrooms. Here they swap tacky bits of junk and tell bad jokes.

Moreover, these students are also known to write on walls and vandalise toilet doors.

Do they have any appealing traits? None have been observed.

Work with a partner and analyse the features of information texts present in this passage?

Did you spot any of the following?

The characteristics of Y7 students

They are miserable creatures, often found skulking in the cloakrooms. Here they swap tacky bits of junk and tell bad jokes.

Moreover, these students are also known to write on walls and vandalise toilet doors.

Do they have any appealing traits? None have been observed.

question

connectives

Passive voice

Subheading

Short sentence

Third person (plural)

Present tense

Types of non-fiction resources

non-fiction texts Discussion texts Explanation Instruction Persuasive Recount Report Reference

Other types of non-fiction resources

Video, films and DVD´s Information and computer

technology Fiction!

Discussion texts

Explanation Texts

Instruction Texts

Persuasive

Non–Fiction Recount

Non-Fiction: Report

Reference Books Dictionaries Encyclopaedias Maps and Atlases

ICT

CD-ROMS E-Books Internet (web quests, PowerPoint

presentations, online encyclopaedias..)

Video, films and DVD

Television Films Video

Fiction

Mixing fact with fiction!

Exploiting non-fiction texts: General Considerations

Selection criteria Correct cognitive and interest level

Accurate informationNice illustrationsClear Organisational featuresLink to other theme in EnglishLink to other curricular areaClear possibilities of writing extensionClear possibilities of speaking

activities

Introducing Non-Fiction: Case Study

Primary 2 class Time: 1 class session (50 minutes) Pupil Objectives:

Practise AnalysisApply analysisDemonstrate comprehensionSynthesize in writing

Source: www.readwritethink:org

Introducing Non-Fiction: Case Study

Session 1:

Fiction Non-fiction

Introducing Non-Fiction: Case Study

fiction Non-fiction

Working with a non-fiction text:Report (Hermit Crabs)

Lesson stages

Introduce Theme Select appropriate

books Find answers to

questions using content and index page

Interpret Information

Word level work

Working with Non-Fiction: ICT (Powerpoint)

Working with Non-Fiction: ICT (Powerpoint)

Clear and easy to follow for ss. Easily adaptable to any class situation. Various downloads on Internet for teachers

with less time to prepare.

For PowerPoint tips and tricks: http://www.bitbetter.com/powertips.htm http://www.teachers-connect.net/cc/99-00/advpp.htm For PowerPoint downloads: http://208.183.128.3/ce/ppt.htm http://oswego.org/ocsd-web/teaching/resources/resources-x.cfm?Type=P http://www.elko.k12.nv.us/nntc/ppp.htm

Source: Using PowerPoint for ESL Teaching , Don L. Fisher http://iteslj.org/Techniques/Fisher-PowerPoint.html

Working with Non-Fiction: ICT (Powerpoint: Grace Darling) Lesson Stages

Introduce theme: Why do we remember famous people?

Pre-teach essential vocabulary Ask information while slideshow taking

place Children sequence the story using

“Talking first word” Report back to class orally Write the sentences in the boxes below Plenary session

Working with Web quests

Highly motivating and engaging for students

Competitive Multi-skilled Multi-disciplinary Easy to design Great choice of ready-made ones

Working with Web quests

Main components of a web quest Introduction Task Process Evaluation ConclusionSource:

http://www.internet4classrooms.com/using_quest.htm

Working with Web quests

Planet Web Quest

Go to the internet site:

http://schools.spsd.sk.ca/victoria/projects/Grassroots/Planet%20WebQuest/WebQuest2.html

Evaluation

What skills do we want our students to have learned by working with information texts?

Apply range of strategies to understand Gather, evaluate and synthesize data Participate, reflect and criticize in a

positive manner

Moving on from reading

Non-fiction offers excellent opportunities for writing and also debating!

See you on Wednesday 16th May to explain more!

Dr Margaret Mullet, Early Years Non-Fiction: A guide to helping young researchers. Routledge 2003

Camp, D. (2000). It takes two: Teaching with Twin Texts of fact and fiction. The Reading Teacher, 53, 400-408.

Palmer, R.G. (2003). Non-fiction trade book use in primary grades. The Reading Teacher, 57, 38–48

http://www.teachingideas.co.uk/english/contents06writingnonfiction.htm

http://www.brainpopjr.com/reading/genres/readingnonfiction/grownups.weml

Useful Publications and Websites

Useful Publications and Websites http://www.readinga-z.com/newfiles/levels/less

on_plans/y/cesarchavez/cesarchavez_print.html

http://content.scholastic.com/browse/lessonplan.jsp?id=230

http://www.mylearning.org http://www.readwritethink.org www.ict.oxon-lea.gov.uk/best_practice/

darling/index_main.html http://www.aacps.org/aacps/boe/instr/CURR/

comed/ES/webquest/Indexqu.htm

Task Design a web quest for any year group

based on any non-fiction topic. It should follow the basic structure as outlined earlier.

For ideas visit:http://education.iupui.edu/webquests/home.htmhttp://web.archive.org/web/20020612000958/

http:/www.aea2.k12.ia.us/Curriculum/webquests.html