using information books to teach reading d. ray reutzel, ph.d. emma eccles jones endowed chair...

Using Information Using Information Books to Teach Books to Teach

Reading Reading D. Ray Reutzel, Ph.D.Emma Eccles Jones Endowed Chair

Professor of Early LiteracyUtah State University

Logan, UT 84321Website:

www.cehs.usu.edu/ecc

Text Structure and Genre:What’s the Difference?

Text StructureText Structure GenreGenreNarrative Text Structure

Story Structure

Expository Text Structure Description/List Compare Contrast Time Order, Procedural Cause and Effect Question/Answer

Fantasy -Fantasy - Fairy Tales, Folktales, Fairy Tales, Folktales, Tall Tales, Fables, Myths, Epics, Tall Tales, Fables, Myths, Epics, Legends, Ballads, Science FictionLegends, Ballads, Science Fiction

Realism -Realism - Historical Fiction, Historical Fiction, Series Books, MysteriesSeries Books, Mysteries

Biographical –Biographical – Autobiography, Autobiography, biography, journal, diary, logsbiography, journal, diary, logs

Reference –Reference – Encyclopedia, Encyclopedia, manuals, scripts, dictionary, manuals, scripts, dictionary, almanacs, guides, atlasalmanacs, guides, atlas

Information – Information – textbooks, trade textbooks, trade books, scripts, recipes, directionsbooks, scripts, recipes, directions

Nonfiction and Information Books:What’s the Difference?

NonfictionNonfiction Information BooksInformation BooksNonfiction includes

any text that contains factual information!!

Information books are a very specific type of nonfiction text. Information books: Convey factual information

about the physical world and human societies.

Present information focused on a clear topic or class of things and has a “timeless” quality – butterflies, clouds, reptiles.

Present information using a variety of physical features and formats, e.g. CD, internet links, photos, diagrams, inserts, footnotes, etc.

Convey facts using a variety of text organizations, e.g., compare/contrast, question-answer, description, list, etc.

Why different genres?Why different genres?Genre researchers hypothesize that various

genres were developed to fill very specific purposes in the real world, i.e. folk tales, fairy tales, almanacs, advertisements, newspapers, TV guides, business letters, memos, reports, lab notes, etc.

Researchers have shown that texts have a multitude of different features, formats, word choices, that affect students’ reading ability.

Even young children are sensitive to the differences among genres but may not be familiar with how to navigate different text genres effectively or efficiently chiefly because the receive far less exposure at home and school to some genres than others.

Why teach withWhy teach withinformation books?information books?

In a set of studies about teaching reading with information texts in first grades, Nell Duke (2000) described experiences offered to children in 20 first-grade classrooms selected from very low and very high socio-economic-status school districts. She found a scarcity of informational texts in these classrooms (particularly the low socio-economic status schools). There were relatively few informational texts included in classroom libraries and on classroom walls and other surfaces. The most startling finding was children in low socioeconomic classrooms had access to and read in information trade books about –

3.6 minutes per day on average. Duke, N. K. (2000). For the rich it’s richer: print experiences and environments offered to children in very low- and very high-

socioeconomic status first-grade classrooms. American Educational Research Journal, 37, 441-478.Duke, N. K. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35(2), 202-224.

Why teach withWhy teach withInformation Books?Information Books?

• 86% of the texts read by adults are information texts• 50–85% of test items used to test reading comprehension of children are informational.• The acquisition of comprehension strategies is thought to be “genre specific.” In other words, comprehension strategies are learned within the confines of a particular genre or text type. Thus young children require specificinstruction with informational texts to assure transfer and generalization of comprehension skills andstrategies.Calkins, L. M., Montgomery, K., Santman, D., & Falk, B. (1998). A teacher’s guide to standardized reading tests: Knowledgeis power. Portsmouth, NH: Heinemann.Duke, N. K. (2000). 3.6 min per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35(2),202–224.Duke, N. K., Bennett-Armistead, S., & Roberts, E. M. (2002). Incorporating informational text in the primary grades. In C.M. Roller (Ed.), Comprehensive reading instruction across the grade levels: A collection of papers from the 2001 ReadingResearch Conference, 41–54.. Newark, DE: International Reading Association.

So why aren’t teachers using So why aren’t teachers using information books?: Mythsinformation books?: Myths

1. Young children cannot handle informational text. Children learn content as well as language from information texts!

2. Young children do not like informational text or at least prefer other forms of text. Studies show young children prefer informational texts!

3. Young children should first learn to read and then (around fourth grade) read to learn. This is a false dichotomy as we explain in the next slide!

Duke, N. K. (2000). 3.6 minutes per day: The scarcity of informational texts in first grade. Reading Research Quarterly, 35(2), 202-224.

Myth 1: Too Difficult Myth 1: Too Difficult Research by Kamil & Lane (1997, a, b) showed

that first-grade students who were taught to read with information texts made “normal or above-average progress” and that “it is not only possible but desirable to teach students at the first-grade level about information text genres, features, and uses. Kamil, M. L., & Lane, D. (1997). A classroom study of the efficacy of using information text for first-grade reading instruction. Paper presented at AERA, Chicago, IL.Kamil, M.L. & Lane, D. (1997). Using information text for first-grade reading instruction: Theory and practice.

Myth 2 : Kids Don’t PreferMyth 2 : Kids Don’t PreferK. Mohr (2002) researched the book preferences

of 190 first-grade children in north Texas. They were given seven picture books to choose from: narrative, information, poetry, Spanish, Hispanic Characters, English, & English Characters. Over 84% of ALLALL children chose one book to keep (which they indeed received to keep). It was an information book in English – Animals Nobody Loves. Mohr commented, young children seem to see books as “windows to their world rather than as mirrors of themselves.”

Mohr, K. A. J. (2003). “I want this book!: First-graders rationales for preferring expository texts.” Reading Psychology: An International Quarterly, 24(2), 163-176.

Myth 3: Read to Learn Later OnMyth 3: Read to Learn Later OnToday in the U.S., economic differences between the haves and have-nots are greater than at any other time in history since 1929…Teachers must ensure that children develop factual knowledge that has coherence and depth. All of our children, rich and poor and in between, deserve no less” (pp. 470-70). Neuman, S. B. (2001). The role of knowledge in early literacy. Reading Research Quarterly 36 (4), 468-475.

Balance the Genres and Structures Balance the Genres and Structures in your Classroom!in your Classroom!

Distribute your use of genre and structures 33% narrative, 33% expository, and 33% other.

Use of more information books helps students by:Growing vocabularyExpanding background knowledgeAppealing to students’ interests Increasing students’ motivation and

engagement

Criteria for selectingCriteria for selectinginformation textsinformation texts

Authority of the AuthorAccuracy of information AccessibilityAttractiveness/AppealAddresses Diversity AppropriatenessStudent InterestText Format or Presentation Recommendations

Print Rich Classrooms and Print Rich Classrooms and Information TextsInformation Texts

Classroom Display Areas and SurfacesDaily Activities

Genre Diversity Magazines Newspapers Charts/Posters

Technology AccessClassroom Library

Your Classroom Library:Your Classroom Library:Organizing Information TextsOrganizing Information Texts

Science

Social Studies Other Content Areas

VolcanoRock

s

Plants Clouds

Magnets

HumanBody

China

Benedict Arnold

Revolution!

Cultures

MapsPresident

s

Mozart

Art Plays

HealthSpor

tMath

Computers

Photos

Information Text Read Aloud

Information Text Read AloudInformation Text Read AloudActivate children’s knowledge or

experiences with the Topic/ContentCampbell, R. (2001). Read-Alouds with Young Children. Newark, DE: International

Reading Association.

Information Text Read AloudInformation Text Read AloudCreate a Listening Framework (Picture the

Organization with a Picture Walk of the Book)

Campbell, R. (2001). Read-Alouds with Young Children. Newark, DE: International Reading Association.

Information Text Read AloudInformation Text Read AloudProviding a Listening Purpose

I Remember Strategy What is this book about? What are some important facts I learned about? Some examples of this are….


Information Text Read AloudInformation Text Read AloudTalking and Looking (Images and Captions)Campbell, R. (2001). Read-Alouds with Young Children. Newark, DE: International

Reading Association.

Information Text Read AloudInformation Text Read AloudShowing What We Know

Student Dictated and Teacher Recorded Knowledge Webs

Word Wall Vocabulary Words Group Summaries


Shared Reading ofShared Reading ofInformation TextInformation Text

The Directed Listening Thinking Activity (Stauffer, 1975)

Step 1: Introducing the Book and PredictingActivate children’s knowledge or experiences

with the Topic/Content What do you think this book may be about? What do you know about_______? Take a picture walk and ask – What do the pictures

tell you about?

Buss, K., & Karnowski, L. (2002). Reading and Writing Nonfiction Genres. Newark, DE: International Reading Association.Hoyt, L. (2002). Make it real: Strategies for success with informational texts.Portsmouth, NH: Heinemann Educational Books.Stauffer, R. (1975). Directing the reading-thinking process. New York: HarperCollins.


The Directed Reading Thinking Activity (Stauffer, 1975) Continued

Step 1: Introducing the Book and PredictingPredicting Content Elements

Display a web with the topic in the center Place pictures or text from the book in random

order next to the web. Help students read or look at a picture one at a

time. Talk about where this particular text or picture

would likely fit into the web. Place pictures or text around the web to record

predictions.


The Directed Listening Thinking Activity (Stauffer, 1975) Continued

Step 2: Reading, Thinking, and TalkingRead the book in segmentsStop to check web predictionsStop to talk about what you are learning


The Directed Listening Thinking Activity (Stauffer, 1975) Continued

Step 3: Supporting with EvidenceConfirming predictions with the text webSummarizing our learningExtending our learning

Shared Reading of Shared Reading of Information TextInformation Text

Extending Our Learning – “T” Comparison Charts

Legs

Body Parts

8 6

2 3

Guided Reading ofGuided Reading ofInformation TextsInformation Texts

Fluency Oriented Reading InstructionFluency Oriented Reading InstructionStep 1: Teacher Reads the Book Aloud while Students Follow Along in Their Own Copy


Fluency Oriented Reading InstructionStep 2: Teacher points out interesting and important features of the book to assist comprehension.

No table of contentsCaptioned photographsBolded termsDescriptive text structureNo headings or subheadings

Volcano statusVolcano size and shapeEffects of Volcanic eruptionsHow volcanoes grow


Fluency Oriented Reading InstructionStep 3: Over the next several days students reread the book orally in different ways:

EchoUnisonAntiphonalMumbleWith a partnerWith a fluency phone


Fluency Oriented Reading InstructionStep 4: Final day culminates with a variety of extension activities.


Vocabulary


Vocabulary Vocabulary Is there a set of vocabulary words elementary students should learn?

Children learn about 1000 (conservative) to 3000 (liberal) words per year (Stahl & Nagy, 2006). Most scholars agree with an estimate of 2000 – 3000 words learned per year.


Vocabulary Vocabulary Is there a set of vocabulary words elementary

students should have?Beck, McKeown, & Kucan (2002) do not believe

in teaching Tier I words (high frequency). This recommendation clearly assumes these words are already known or will be learned incidentally through conversation and social interactions.


Vocabulary Vocabulary What does it take to teach a word well?

Vocabulary should be taught both explicitly and incidentally.Repetition and multiple exposure are important for learning new

vocabulary.Learning how to construct vocabulary from rich (directive)

contexts is valuable.Vocabulary learning tasks should be restructured when necessary.Vocabulary tasks should entail active engagement.Explicit vocabulary instruction should address the use of

definitions, context, and concept learning.


Tier One Words- Consists of basic words and rarely require instructional attention in school and highly frequent in life: clock, baby, ball, happy, walk, run, etc.

Tier Two Words - High frequency use for mature language users and found across a variety of knowledge domains: coincidence, absurd, industrious, fortunate, etc.

Tier Three Words - Low frequency use and limited to specific knowledge domains: isotope, lathe, peninsula, refinery, etc. Best learned when teaching specific content lessons such as geography, science, etc.

Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust Vocabulary Instruction. NY: Guilford Press.


Vocabulary Vocabulary What words should I teach?

First, examine the type of text the children will be reading. Is it narrative or informational? Teach Tier II words if the children will be reading narrative, literary texts. Teach Tier III words if children will be reading informational, expository texts (point of contact).

Next, examine the text to develop a list of 10 Tier II or Tier III words to be taught during the week, 2 per day.


Vocabulary Vocabulary What words should I teach?

Read the text to determine the nature of the context in which each of the selected Tier II or Tier III words appear. Directive Context

Gives clues, hints, synonyms to determine an approximate word meaning in the context.

Non-Directive Context Mentions the word without giving any clues to determine word

meaning.Mis-Directive Context

Gives clues that lead readers to false word meaning construction.

Teaching VocabularyTeaching VocabularyVocabulary Vocabulary

What words should I teach?If a word appears in a directive context, then

teach children how to use context to determine an approximate word meaning.

If a word appears in a non-directive or mis-directive context, then write a defining context.

Active Context Word LearningActive Context Word LearningAlbasa

Albasa will usually be found at grocery stores and resturants.

People like to eat albasa on their hamburgers, although albasa are tasty with

a variety of dishes. Since albasa are a vegetable, they are also

nutritious. One disadvantage of albasa is the strong odor

which has been known to produce crying symptoms among those who slice them.

Gipe, J.P. (1980). Use of a relevant context helps kids learn new word meanings. The Reading Teacher, 33,(5), 398-402.

Context Vocabulary TeachingContext Vocabulary TeachingAlbasa*Albasa*

Albasa will usually be found at grocery stores and resturants.

People like to eat albasa on their hamburgers, although albasa are tasty with a variety of

dishes. Since albasa are a vegetable, they are also

nutritious. One disadvantage of albasa is the strong odor

which has been known to produce crying symptoms among those who slice them.

Gipe, J.P. (1980). Use of a relevant context helps kids learn new word meanings. The Reading Teacher, 33,(5), 398-402.

*Hausa word meaning – onion. Hausa is a Chadic language spoken by 15 million people mostly in the country of Niger on the African continent.

D Ray Reutzel

Both have foods...

D Ray Reutzel

Ah, I think these might be condiments you put on a hamburger and in other dishes.

D Ray Reutzel

Ah, vegetables that stink... Hum, maybe cooked cabbage, brocolli, peppers, onions, garlic?

D Ray Reutzel

Hum, onions make people cry when they slice them! Albasa must mean onions.

Definitions

Dictionary Look UpDictionary Look Up

Student FriendlyStudent Friendly Vocabulary WordVocabulary Word

Use Word in Context

Find and Read it in the Book/StoryFind and Read it in the Book/Story

Write the Word in a SentenceWrite the Word in a Sentence

ExamplesExamples

Context Clue from ReadingContext Clue from Reading

Category/Class/Part of

Speech

Category/Class/Part of

Speech

CharacteristicsCharacteristics

Conceptual UnderstandingConceptual Understanding

Explicit Vocabulary TeachingExplicit Vocabulary Teaching

Guided Reading for Comprehension: Physical Features of Information Texts

Text Features Title Table of Contents, Glossary, Index Photos Drawings, Lists, Diagrams, Captions, Charts,

Maps, Graphs Headings and Subheadings Bolded or italic print, bullets,

Text Chunks Chapters Sections Paragraphs

Guided Reading for Comprehension: Physical Features of Information Texts

Guided Reading for Comprehension: Guided Reading for Comprehension: Text StructureText Structure

Procedural— Directions, Recipes, Instructions, etc.Compare-Contrast— Similarities and DifferencesCause – Effect— Author explains how one event influences

another event in the text.Problem-Solution/Question-Answer— Author states a problem or poses a

questions followed by a solution or an answer in the text.

Description— Author describes an object or event.Collection— Author groups together a series of

descriptions related to the same topic or concept.

What type of text organizationis this?

Analyzing Information Texts for Teaching Points

Pre-read the text to determine: the physical features the text structure(s) used by the author(s) the unfamiliar concepts and terms to build

background for information books the opportunities to teach comprehension strategies

Answering questions Graphic organizers/text structure Monitoring Summarize

What is Transactional Strategy Instruction?

The teaching of a “family” or “set” of comprehension strategies embedded in a collaborative, interactive and engaging routine.

Transactional StrategyInstruction Model

TSI ComponentsA “family” of comprehension strategies

Activating/building background knowledgeText structurePredictionQuestioningMonitoringFix-up strategiesSummarizing

Activating Background Knowledge

Text Structure

Predicting

Monitoring

Fix-Up Strategies

Summarizing

TSI Components

Explicit teaching of each and all strategiesExplain & display strategy uses & processesModel strategy uses & processes using teacher

“think aloud”Scaffold assistance – gradual release of

responsibilityApplication in reading and writing

TSI ComponentsGradual release of responsibility over

timeAll teacherShared teacher/studentAll student

TSI ComponentsExtensive interaction

Teacher/student/strategy charts/graphic organizers/text

Student/student/strategy charts/graphic organizers/text

Cooperative learningTurn to your partnerInside/outside circleTriads, etc.

Guided Reading of Information Guided Reading of Information TextsTexts

Independent Reading – Scaffolded Silent Reading (ScSR)

What is Scaffolded SilentReading (ScSR)?

Scaffolded Silent Reading (ScSR) is silent reading practice that redesigns practice conditions to deal affirmatively with past concerns and criticisms surrounding traditionally implemented Silent Sustained Reading (SSR).

What is Scaffolded Silent Reading (ScSR)?ScSR is intended to provide students with necessary support, guidance, structure, appropriate text difficulty, accountability, and monitoring that will assist them in transferring their oral reading skills to successful and effective silent reading practice.

How do you implement ScSR?1. Arrange the classroom library to support

and guide children’s book reading choices toward appropriately challenging books. Place reading materials of differing reading levels into clearly labeled shelves or plastic bins representing differing levels of reading difficulty.

How do you implement ScSR?2. Color code the difficulty levels of books

within the classroom library using different colors of cloth tape on the book binding or using stickers in the upper right hand corners of the covers.

How do you implement ScSR?

How do you implement ScSR?3. Since children receive less frequent

feedback and support in ScSR than in other forms of reading practice like guided oral repeated readings with feedback, children practice reading texts they can process accurately and effortlessly at their independent reading levels (Stahl & Heubach, 2006).

How do you implement ScSR?Teach a series of explicit book selection

strategy lessons including: 1) orient students to the classroom library, 2) give book talks to hook children on books, 3) select a “just right” or appropriately

leveled book from the classroom library, 4) select books from a variety of genres in

the classroom library, 5) confirm selections of appropriate difficulty

levels using the “three finger” rule.

How do you implement ScSR?Example Lesson: Selecting an Appropriate

Independent Level Book from the Classroom Library Continued

Teach children the "three finger" rule. This rule is described by Allington (2001) and involves children in marking with three fingers of one hand the words they don't recognize on a page of print. If there are three or more unrecognized words marked by the fingers on a page of print, the text is considered to be too difficult.

How do you implement ScSR?Example Lesson: Selecting an Appropriate

Independent Level Book from the Classroom Library Continued

Teach: Show them the “three finger” strategy poster and model reading aloud a single page from the Babe Ruth book. Show them how many words on the page you did not know. If you placed more three fingers on this page, then you should choose another book either from this level or ask the teacher for another book level color you might select from that would be a bit easier.


Selecting an Appropriate Independent Level Book from the Classroom Library Continued

Application: Continue modeling with the help of one to two children role playing the selection of an appropriately leveled book with decreasing amounts of guidance from you. Tell the children you will be allowing them the opportunity to go to the classroom library to select an appropriately leveled reading book one at a time. This will be their chance to show that they have listened and understand what you have taught them before they can actually go to the classroom library on their own in the future.

How do you implement ScSR?Selecting an Appropriate

Independent Level Book from the Classroom Library

ContinuedMonitoring for Success: Monitor each child’s book selection levels and their ability to use the “3 finger rule” for selecting a book.

How do you implement ScSR?Wide Reading: Oral wide reading from a variety of literary genres increases motivation, fluency, and comprehension (Stahl, 2004; Kuhn, 2005).


From D. R. Reutzel & P.C. Fawson Your Classroom Library: Ways to Give it More Teaching Power. New York: Scholastic Professional Books.

Wide Reading Using a Genre Wheel


5. ScSR time begins with a short, 5-8 minute, teacher explanation and modeling of 1) an aspect or element of fluent reading and/or 2) how to apply a comprehension strategy during reading using a teacher selected text.

How do you implement ScSR?6. Following this brief lesson,

children are dismissed from the group to select a new book or retrieve a previously selected book from the classroom library.

How do you implement ScSR?7. Provide approximately 20 minutes

reading practice time each day.8. During reading practice time, the

teacher conducts Individual Monitoring Conferences (IMCs).

How do you implement ScSR?Individual Monitoring Conferences (IMCs)

include the following: Children are asked to read aloud

from their book while the teacher records a running record analysis of their reading.

After reading aloud for 1-2 minutes, the teacher initiates a discussion with each student about the book. The child is asked to retell what they read aloud.

How do you implement ScSR?Individual Monitoring Conferences (IMCs) include the following:

Follow up with general story structure questions if the book is a narrative. If the book is about information, ask students to explain the information or answer questions about facts related to the topic of the book. This is a brief discussion of about 2 minutes.


Individual Monitoring Conferences (IMCs) include the following:

Finally during each IMC, ask each child to set a goal for a date to finish the book and select how they will share what the book is about from a displayed menu of “book response projects”

How do you implement ScSR?Tracking Form for

Individual Monitoring Conferences (IMCs).

How do you implement ScSR?Tracking Form for

Individual Monitoring Conferences (IMCs) continued.

How do you implement ScSR? Conducting IMCs with 4-5 students

per day ensures that children are engaged and accountable for the time spent reading silently (Stahl, 2004).


9. At the end of the ScSR time, children quietly return their books and reading folders to their places around the classroom or in the classroom library.

10. Quickly transition to the next part of the daily routine.

Exploring Scaffolded SilentReading (ScSR)

Exploring Scaffolded Silent Exploring Scaffolded Silent Reading (ScSR) Reading (ScSR)

Guided Reading of Information TextsContent Reading: Concept Oriented Reading

Instruction

What is Concept-Oriented Reading Instruction?

CORI is a research-supported framework for integrating curriculum with instruction and fostering long-term engagement in reading.

Reading Engagement•Engaged Readers:

Are Active learners Set goals for learning Ask questions Read for more information Find answers Gain information from others Share information with others Use strategies for learning

CORI FoundationPrinciples of Coherent InstructionLearning and Knowledge GoalsReal-World InteractionsInteresting Texts for InstructionAutonomy SupportStrategy InstructionCollaboration SupportRewards and PraiseEvaluation for EngagementTeacher Involvement

Intrinsic Motivational Needs

CompetenceAutonomy Belonging/Relatedness

Principles of Integrating Curriculum

Conceptual ThemesClassroom ActivitiesConnecting Reading Strategies

Phase 1: “Observe & Personalize”

Builds curiosity & interestCreates engagement through

firsthand experiencesGenerates real-world interactionsProvides hands-on activitiesEncourages questions

Phase 2: “Search and Retrieve”

Students learn how to ask questions related to the topic.

Students learn how to access information from a variety of texts.

Phase 3:“Comprehend and Integrate”

Students learn how to comprehend what they are reading from multiple sources.

Students learn how to write and present information in a meaningful way.

Social Collaboration - Group Projects.

Phase 4: “Communicate to Others”

Students engage in various activities to share what they have learned.

Examples: Oral reports Group presentations Sharing projects created

Teacher Resource

Guided Reading of Information Guided Reading of Information Texts: Involving ParentsTexts: Involving Parents

Summer Reading Take Home BooksReading TV: Captioned TV Discovery Channel,

History Channel Computer Research

If you want more information please contact:

D. Ray Reutzel, Ph.D.Emma Eccles Jones Professor

Utah State University www.cehs.usu.edu/ecc

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using information books to teach reading d. ray reutzel, ph.d. emma eccles jones endowed chair...

Documents

information texts

information trade books

present information

factual information

withinformation books

series books

different text genres

different genres