informational texts and multigenre text sets webinar 082610
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Join us as we discuss the importance of using informational text in the primary and elementary grades, and how the creation and use of multigenre text sets can enhance your instruction. This is the first in a series - all descriptions and recordings can be found at http://wiki.nsdl.org/index.php/BeyondPenguins/Seminars.TRANSCRIPT
Informational Text and Multigenre Text Sets
August 26, 2010Jessica Fries-Gaither
Beyond Penguins is funded by the National Science Foundation under Grant No. 0733024.
A – Classroom TeacherB – LibrarianC – AdministratorD – Higher EducationE – Other
Answer using the poll buttons underneath the participant window!
What best describes yourprofessional position?
What grade(s) do you teach?
A – Grades K-2B – Grades 3-5C – Grades 6-8D – Grades 9-12E – Other
Answer using the poll buttons underneath the participant window!
From where are you joining us today?
Answer using the stamping tool to the left of the
whiteboard!
Informational Text and Multigenre Text Sets
Download these slides at:http://slidesha.re/InformationalText
Today’s presenterJessica Fries-GaitherEducation Resource Specialist
The Ohio State UniversityCollege of Education and Human EcologySchool of Teaching and Learning
About Beyond Penguins and Polar Bears
•Online magazine•Professional and instructional resources•Science and literacy integration•Aligned to national standards•Multimedia
http://beyondpenguins.nsdl.org
Today’s Agenda• Characteristics of nonfiction and informational
text• Including informational text in the classroom• Multigenre text sets: an overview• Creating and using multigenre text sets in
science instruction
Answer using the poll buttons underneath the participant window!
How often do you use nonfiction text in your
classroom?A – Hardly everB – When we’re doing research projectsC – A couple of times a month/quarterD – At least once a weekE – Daily
Research findings: 1st grade classrooms
• Students spent an average of 3.6 minutes a day interacting with informational text
• Informational text constituted less than 10% of classroom libraries
• Informational text represented less than 3% of material on walls and other surfaces
Duke, N. K. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35, 202-224.
Are the terms “nonfiction text” and “informational text” interchangeable?
YES NO NOT SURE
Answer using the stamping tool to the left of the
whiteboard!
Nonfiction vs. Informational TextWhat’s the difference, anyway?
Nonf
Informational Text
Nonfiction Text
Characteristics of Informational Text
• Primary purpose is to convey information about natural and social world
• Addresses whole classes of things in a timeless way
• Comes in many different formats (books, magazines, handouts, brochures, CD-ROMs, the web)
Duke, N. and Bennett-Armistead, V. S. (2003). Reading & Writing Informational Text in the Primary Grades. New York: Scholastic.
Genre CharacteristicsNarrative Genres Informational
GenresOther Genres
Primary Purpose To entertain or convey an experience
To convey information about the natural or social word
Varies by genre
Examples Fairy tales, mysteries, fables, true stories, personal narratives, historical fiction
All-about-books, question-and-answer books, most reference books
Poetry, biography, menus, instructions, rules
Typical Organization
Temporally Topically Varies by genre
Some Other Key Features
Includes characters, is goal-based
Timeless verbs, generic nouns
Varies by genre
How They’re Typically Read
Linearly, as a whole Linearly or nonlinearly
Varies by genreDuke, N. and Bennett-Armistead, V. S. (2003). Reading & Writing Informational Text in the Primary Grades. New York: Scholastic.
Why use more informational text?
• Prepare students for future schooling• Prepare students for “real world” reading and
writing• Some students prefer this genre• Addresses students’ interests and questions• Builds knowledge of natural and social world• May help develop vocabulary and other kinds
of literacy knowledge
Balancing genres in the classroom*
*As recommended by Nell Duke and V. Susan Bennett-Armistead inReading & Writing Informational Text in the Primary Grades. 2003. Scholastic.
Let’s pause for questions from the audience….
How familiar are you with multigenre text sets?
I can explain what it is to someone else.
I’ve heard or seen the term.
I have no idea!
Answer using the stamping tool to the left of the
whiteboard!
“Nonfiction actually contains a variety of textual genres that reflect the different processes within scientific inquiry.”
Ebbers, M. (2002). Science text sets: Using various genres to promote literacy and inquiry. Language Arts 80(1), 40-50.
Multigenre nonfiction text
Genres of Nonfiction Text
Explanation
Reference
Field Guides
Biography
How-To
Narrative Expository
Nonfiction Text
Journal
Informational Text
ReferenceProvides an account of phenomena based on
current understanding
“The moon is Earth’s closest neighbor in space. It is about one quarter of a million miles away. In space that is very close.
The moon travels around Earth. It is Earth’s only natural satellite. A satellite is an object that travels around another object. The moon takes about twenty seven days and eight hours to go around the Earth once.”
The Moonby Seymour Simon
Reference
Boy, Were We Wrong About Dinosaurs!by Kathleen Kudlinski
“Long, long ago, before people knew anything about dinosaurs, giant bones were found in China. Wise men who saw the bones tried to guess what sort of enormous animal they could have come from…
…Now we think that many of our own past guesses about dinosaurs were just as wrong as those of ancient China.”
ExplanationExplains how something happens or why it
occurs“Throw a ball up into the air. Watch what happens. It goes up for a short time, then falls down…
Know what makes things fall? It’s a force called gravity. As long as you are on earth, you can’t get away from it. Gravity is always pulling things. Know which way? Down. Down. Down.”
I Fall Downby Vicki Cobb
Field GuidesLabel and classify objects
FossilsBy Chris and Helen Pellant
How-ToProvide procedural steps for conducting
investigations or completing a task
Light and ColorBy Tom Jackson
How-To
A Parade of Plantsby Melissa Stewart
Narrative Expository
Nonfiction information told through story
“But as the years went by, something strange happened. The dinosaur’s bones began to turn into stone…
…Millions of years went by. Up above, things changed. The river dried up and disappeared, and all the dinosaurs died. Grass and trees grew where the river had been, and different kinds of animals wandered around.”
Monster Bones: The Story of a Dinosaur
Fossilby Jacqui Bailey
BiographyTells the life story of an individual
“At night, Benjamin lay on his bed and looked out the window. Stars sparkled in the inky-black sky. Some were brighter than others, and Benjamin wondered why. Some groups of starts looked like animals or shapes. Sometimes a star seemed to shoot across the sky. Benjamin wondered why.”
Benjamin Banneker: Pioneering Scientistby Ginger Wadsworth
JournalProcedural information told through narrative
expository text
“20 December
Today we attach radio transmitters to fifteen penguins. Each transmitter is tuned to a unique frequency. This will allow us to track individual penguins when they go out to sea to feed…The adult penguins with chicks can be extremely defensive, which makes them difficult to catch without getting painful bruises.”
My Season with Penguinsby Sophie Webb
Let’s pause for questions from the audience….
Creating a multigenre text set
•Organized around a theme•Purposeful selection of books
•Consider how each book will be used•Consider how each book relates to the set as a whole
•Not every genre must be represented
Text in an inquiry learning cycleEngage students and spark questions
Build or activate prior knowledge
Guide students in designing investigations
Develop understandings gained in inquiry
Mentor texts for representing data and communicating results
Expand on knowledge gained
How will you incorporate a multigenre text set into your
practice?
Answer using the text box tool to the left of the whiteboard! Or, type in the chat window.
For More Information
• Ebbers, M. (2002). Science text sets: Using various genres to promote literacy and inquiry. Language Arts 80(1), 40-50.
• Duke, N. & Bennett-Armistead, V. S. (2003). Reading & writing informational text in the primary grades. New York: Scholastic.
• Duke, N. K. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35, 202-224.
Coming Soon!
Thursday, September 9, 2010: Inquiry, Literacy, and the Learning Cycle
We will explore the many faces of inquiry-based instruction and how a learning cycle framework can help you seamlessly integrate inquiry and reading, writing, and discussion.
Presenters: Jessica Fries-Gaither and Terry Shiverdecker
http://wiki.nsdl.org/index.php/BeyondPenguins/Seminars
Thank you!
Jessica [email protected]’s slides available at:http://slidesha.re/InformationalTextArchived recording at: http://wiki.nsdl.org/index.php/BeyondPenguins/Seminars