Transcript Non-Fiction Power Point

DETERMINING
IMPORTANCE IN
NONFICTION
Good readers distinguish the
differences
between fiction and nonfiction.
Fiction
Nonfiction
Conventions of Nonfiction
Good readers know the conventions of nonfiction
text and their purposes.
Convention
Labels
Purpose
Help the reader identify a picture or
photograph and/or its parts
Photographs
Help the reader understand exactly what something
looks like
Captions
Help the reader better understand a picture or
photograph
Good readers use
nonfiction text features to
make predictions and ask questions
about the topic.
• They make predictions about the kind of things they expect to
learn.
• They flip through the text looking at table of contents,
headings, index, photos, captions, labels and other
conventions of nonfiction to help make predictions.
• They ask questions and record them as they flip through the
text.
Good readers notice and
remember when they learn
something new.
• aha moments
• sticky notes
-write most important thing learned
-title of book
-author
-page number
• if possible, highlight
Good Readers Locate
Specific Information
First,
• Ask a question about your topic.
Next,
• What do I already know about the topic?
• What type of book or other source will help me best?
• Where will I find the information?
• How is the information organized in the source? How will I go
about locating what I need?
Then,
What did I learn? How will I synthesize my learning
for myself and others?
When students find answers, they record it along with the
source (title, author, date).
Good readers synthesize and share
their learning in a variety of ways.
• Let students be creative in sharing what they
learned.
• Have them include:
-question
-evidence of what they learned
- at least one nonfiction convention
-cite source of information
(see pages 152 – 154 for examples)
Comparing George Washington and Abraham Lincoln
Example of how students synthesized their learning by making a venn diagram
to compare the two presidents. Through KWL charts and books we read in
class, students had previously asked questions and found answers. Students
used sources (KWL charts, books) to create venn diagram. You can’t see it in
this picture, but they did write their sources down at the bottom.
THANK YOU!