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Module Ten: Activities

Recognizing Patterns of Narrative Text and Using Nonfiction Trade Books

 

Activity 1 — Nonfiction Patterns

Step 1: Read the instructor’s module Introduction.

Step 2: Required Readings

Complete the readings.

1. Billmeyer, R. (2010). Strategic Reading in the Content Area: Practical Application for Creating a Thinking Environment, 2nd ed.
   
   pp. 74-92. Begin by completing the Process Activity found on page 83. Compare the two pieces of text found on page 75. What are the tools and craft of narrative fiction writers compared to informative text writers? Become familiar with the “questions” and cue words that help readers identify the frames/patterns. 
2. Serravallo, Jennifer (2015) Reading Strategies Book: Your Everything Guide to Developing Skilled Readers.
   
   1. p.246-269 “Goal 9: Supporting Comprehension in Nonfiction-Determining Key Details”
   2. p.270-295 “Goal 10: Supporting Comprehension in Nonfiction-Getting the most from Text Features”
      
   As you read these chapters and look at the suggestions for teaching, think about how these strategies for understanding text work in conjunction with figuring out nonfiction text patterns.
3. "Mentoring Students in Disciplinary Literacy" (PDF) — download from Module Ten Content.
   Doug Buehl addresses an essential question in Chapter 1 of Developing Readers in the Academic Disciplines: Why is there a significant need for disciplinary literacy instruction? 

 

Option 1 — Primary Grade Teachers

Review the websites below to help develop your lesson:

1. Database of Award-Winning Children's Literature
   Extensive database of trade books, both fiction and nonfiction, by topic, age and content. Try your hand at ordering up a book to fit your content topic.
2. The Cooperative Children's Book Center website is maintained by the UWM. Among the available resources, including author interviews, are videos and other listings.  Click on "Bibliographies and Book Lists" to access trade books suitable for your students' interests.
3. Chicago Public Library
   To access Best Stories for Kids, click on Kids on the Home Page.  Then Click on Best Stories under Kids’ Search.
   
   To access Best of the Best for teens, click on Teens on the Home Page.  Then click on Teen Volume Reads under the heading For Teens.  Scroll to the bottom of the page, select Best of the Best under Reading Lists, and download the file.
4. Castek, J., Beach, R. (2013). "Using apps to support disciplinary literacy and science learning." Journal of Adolescent & Adult Literacy, volume 56, (7),
   pages 554–564. (PDF) — download from Module Ten Content. 

Select a nonfiction picture book that can be comprehended easily using one of the eight nonfiction frames (sequence, problem solution, etc.)

Use a graphic that represents the pattern.

Reproduce the appropriate corresponding visual on chart paper or whiteboard.

Teaching Strategy: This uses a read aloud technique where the teacher reads the book to students; first for engagement, then reread asking students to fill in the visual with words and ideas from the text that fits the pattern.

Option 2 — Upper Elementary/Middle Grades

Review the websites below before developing your lesson:

1. The Milwaukee Public Library
   Using their search engine, punch up "Children's materials" for grade level/content lists of good books for K-12 readers.
2. Nonfiction Inquiry: Using Real Reading and Writing to Explore the World 
3. Research on the Use of Trade Books to Improve Reading Achievement 
4. Nonfiction Books Receiving the YALSA Award for Excellence in Nonfiction for Young Adults
5. Building an Effective Classroom Library
   

Select a nonfiction/information book that is not a textbook.

Using an excerpt or chapter, determine which of the eight patterns or frames is being used (sequence, problem/solution, etc.).

Reproduce the appropriate corresponding visual in handout form.

Teaching Strategy: Working alone or in groups, students add words and concepts, perhaps using a concept map, from the text as they read.

Or, students may choose the best pattern that fits the text and generate their own visual from previously modeled graphic organizers.

Students may see different patterns in the same text. The goal is to choose a pattern that builds understanding, not to detect one perfect pattern.

Option 3 — High School

Review the websites below before developing your lesson:

1. The Milwaukee Public Library
   Using their search engine, punch up "Children's materials" for grade level/content lists of good books for K-12 readers.

1. Nonfiction Inquiry: Using Real Reading and Writing to Explore the World 
2. Research on the Use of Trade Books to Improve Reading Achievement  
3. High School Nonfiction Books Receiving the YALSA Award for Excellence in Nonfiction for Young Adults

Obtain current or recent copies of USA Today, Newsweek, Time, or other similar news publications.

Choose a short article or excerpt appropriate for your content. Or, allow students to self-select an article of interest.

Teaching Strategy: If working in groups, each group should have its own copy of the article being studied. This must be a printed visual, not e-news via a computer or phone.

Students generate an appropriate visual that fits one of the eight text patterns for the article they have chosen or that you have assigned.

Students then add words and concepts from the article to the visual and share the visuals with the whole class or small group.

Caution: Local newspapers do not always work well with this activity. Too much use of the description and sequence patterns limits their use for this activity.

Do not be surprised if separate students or student groups choose the same article but see different patterns. The goal is to choose a pattern that works to build their understanding, not to search for a pattern an expert predetermined was present.

Discussion Posting
Share the nonfiction book, short article, or excerpt and visual handout/graphic organizer you will use with your students and discuss the teaching strategy you will use on the Discussion Board.

Discussion Responses
Respond to two other participants' postings for this activity.

  Discussion Rubric

Topic: Nonfiction Patterns (your name)

Activity 2 — Nonfiction / Information Trade Books

This activity requires reviewing a number of nonfiction trade books and websites.

Step 1: Required Readings

1. "Mentoring Students in Disciplinary Literacy" (PDF - ) — download from Module Ten Content.
   
   Doug Buehl addresses an essential question in Chapter 1 of Developing Readers in the Academic Disciplines: Why is there a significant need for disciplinary literacy instruction? 
2. Billmeyer, R. (2010). Strategic Reading in the Content Area: Practical Application for Creating a Thinking Environment, 2nd ed. 
   The author describes three ways to use trade books in your content classroom. Following pages 235-253 (Chapter 9) , a list of trade books is provided that are appropriate for content areas and grade levels.  Not all are nonfiction. 
3. The Classroom Library: A Place for Nonfiction, Nonfiction in Its Place
   Guidelines for selecting nonfiction books and strategies for promoting nonfiction.
4. Castek, J., Beach, R. (2013). "Using apps to support disciplinary literacy and science learning." Journal of Adolescent & Adult Literacy, volume 56, (7), p. 554–564. (PDF) — Download from Module Ten Content. 
   
   This article showcases apps that help students access information, interpret and share information. Classroom examples illustrate how to use these tools strategically to enhance disciplinary literacy.

Step 2: Create an Annotated Bibliography of Nonfiction Books and Websites (URLs)

 Rubric for List of Nonfiction Books and Websites  (Word doc)

1. Create a list of ten nonfiction trade books and five or more websites that support a nonfiction topic/unit of instruction.
2. At the beginning of each list, write a paragraph explaining what the unit/lesson was about and how these books and websites enriched the unit.
3. After each book, write a one- to two-line summary and the Lexile level of each book. If a Lexile level is not available, please state the appropriate grade level.

If you are working as an interventionist, Title I teacher, or reading specialist, you may collaborate with a classroom teacher on this project.

The books must be nonfiction. This needs to be your nonfiction web resource and book list. (Please -- no cutting and pasting of entire lists from other sources.)

For example:
If you are creating a unit on snakes, select ten nonfiction books that support this topic and search and select five or more age-appropriate websites that talk about or give supporting information regarding snakes.

Assignment example:
List of Nonfiction Books and Websites. Click here to download it.

Step 3: Discussion Posting
Share the topic of your unit/lesson and the list of nonfiction resources on the Discussion Board, and discuss how these resources enriched this unit/lesson.

Step 4: Peer Review
Review one peer’s list of resources using the PQP technique for peer feedback.

Select the project of a classmate and write a short one paragraph PQP review with suggestions of other resources and constructive feedback using the assignment rubric as your guide.

 

Step 5: Dropbox Assignment - My List of Nonfiction Books and Websites

  Rubric for  List of Nonfiction Books and Websites 

Place your annotated list in the Dropbox.

Dropbox: How My List Helped Enrich My Unit (Lesson) (your name)

When you have completed your work for this module, please proceed to the next module.

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Instructor: Mary Beth Crum
Last update: September 3, 2018
Credits: Logo design by Carlo Vergara
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