Using Information Books to Teach Reading D. Ray Reutzel, Ph.D. Emma Eccles Jones Endowed Chair Professor of Early Literacy Utah State University Logan, UT 84321 Website: www.cehs.usu.edu/ecc Text Structure and Genre: What’s the Difference? Text Structure Narrative Text Structure Story Structure Expository Text Structure Description/List Compare Contrast Time Order, Procedural Cause and Effect Question/Answer Genre Fantasy - Fairy Tales, Folktales, Tall Tales, Fables, Myths, Epics, Legends, Ballads, Science Fiction Realism - Historical Fiction, Series Books, Mysteries Biographical – Autobiography, biography, journal, diary, logs Reference – Encyclopedia, manuals, scripts, dictionary, almanacs, guides, atlas Information – textbooks, trade books, scripts, recipes, directions Nonfiction and Information Books: What’s the Difference? Nonfiction Nonfiction includes any text that contains factual information!! Information Books 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? 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 with 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 firstgrade 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 with 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 specific instruction with informational texts to assure transfer and generalization of comprehension skills and strategies. Calkins, L. M., Montgomery, K., Santman, D., & Falk, B. (1998). A teacher’s guide to standardized reading tests: Knowledge is 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 Reading Research Conference, 41–54.. Newark, DE: International Reading Association. So why aren’t teachers using information books?: Myths 1. 2. 3. Young children cannot handle informational text. Children learn content as well as language from information texts! Young children do not like informational text or at least prefer other forms of text. Studies show young children prefer informational texts! 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 Research by Kamil & Lane (1997, a, b) showed that firstgrade 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 Prefer K. 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 ALL 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 On Today 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 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 vocabulary Expanding background knowledge Appealing to students’ interests Increasing students’ motivation and engagement Criteria for selecting information texts Authority of the Author Accuracy of information Accessibility Attractiveness/Appeal Addresses Diversity Appropriateness Student Interest Text Format or Presentation Recommendations Print Rich Classrooms and Information Texts Classroom Display Areas and Surfaces Daily Activities Genre Diversity Magazines Newspapers Charts/Posters Technology Access Classroom Library Your Classroom Library: Organizing Information Texts Science Volcano Plants Magnets Human Body Social Studies Rocks Clouds China Other Content Areas Benedict Arnold Revolution! Maps Cultures Presidents Mozart Art Plays Health Sport Math Computers Photos Information Text Read Aloud Information Text Read Aloud Activate children’s knowledge or experiences with the Topic/Content Campbell, R. (2001). Read-Alouds with Young Children. Newark, DE: International Reading Association. Information Text Read Aloud Create 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 Aloud Providing a Listening Purpose I Remember Strategy What is this book about? What are some important facts I learned about? Some examples of this are…. Campbell, R. (2001). Read-Alouds with Young Children. Newark, DE: International Reading Association. Information Text Read Aloud Talking and Looking (Images and Captions) Campbell, R. (2001). Read-Alouds with Young Children. Newark, DE: International Reading Association. Information Text Read Aloud Showing What We Know Student Dictated and Teacher Recorded Knowledge Webs Word Wall Vocabulary Words Group Summaries Campbell, R. (2001). Read-Alouds with Young Children. Newark, DE: International Reading Association. Shared Reading of Information Text The Directed Listening Thinking Activity (Stauffer, 1975) Step 1: Introducing the Book and Predicting Activate 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. Shared Reading of Information Text The Directed Reading Thinking Activity (Stauffer, 1975) Continued Step 1: Introducing the Book and Predicting Predicting 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. Shared Reading of Information Text Shared Reading of Information Text The Directed Listening Thinking Activity (Stauffer, 1975) Continued Step 2: Reading, Thinking, and Talking Read the book in segments Stop to check web predictions Stop to talk about what you are learning Shared Reading of Information Text Shared Reading of Information Text The Directed Listening Thinking Activity (Stauffer, 1975) Continued Step 3: Supporting with Evidence Confirming predictions with the text web Summarizing our learning Extending our learning Shared Reading of Information Text Shared Reading of Information Text Extending Our Learning – “T” Comparison Charts Legs Body Parts 8 6 2 3 Guided Reading of Information Texts Fluency Oriented Reading Instruction Step 1: Teacher Reads the Book Aloud while Students Follow Along in Their Own Copy Guided Reading of Information Texts Fluency Oriented Reading Instruction Step 2: Teacher points out interesting and important features of the book to assist comprehension. No table of contents Captioned photographs Bolded terms Descriptive text structure No headings or subheadings Volcano status Volcano size and shape Effects of Volcanic eruptions How volcanoes grow Guided Reading of Information Texts Fluency Oriented Reading Instruction Step 3: Over the next several days students reread the book orally in different ways: Echo Unison Antiphonal Mumble With a partner With a fluency phone Guided Reading of Information Texts Fluency Oriented Reading Instruction Step 4: Final day culminates with a variety of extension activities. Guided Reading of Information Texts Vocabulary Guided Reading of Information Texts 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. Guided Reading of Information Texts 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. Guided Reading of Information Texts 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. Guided Reading of Information Texts 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. Guided Reading of Information Texts 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. Can You Find a Tier II Word? Can You Find a Tier III Word? Guided Reading of Information Texts 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 Vocabulary 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 Learning 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. Context Vocabulary Teaching 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. Explicit Vocabulary Teaching Definitions Use Word in Context Dictionary Look Up Student Friendly Find and Read it in the Book/Story Vocabulary Word Context Clue from Reading Write the Word in a Sentence Examples Category/Class/ Part of Speech Conceptual Understanding Characteristics 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: Text Structure Procedural — Directions, Recipes, Instructions, etc. Compare-Contrast — Similarities and Differences Cause – 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 organization is this? What type of text organization is 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 Strategy Instruction Model TSI Components A “family” of comprehension strategies Activating/building background knowledge Text structure Prediction Questioning Monitoring Fix-up strategies Summarizing Activating Background Knowledge Text Structure Predicting Monitoring Fix-Up Strategies Summarizing TSI Components Explicit teaching of each and all strategies Explain & display strategy uses & processes Model strategy uses & processes using teacher “think aloud” Scaffold assistance – gradual release of responsibility Application in reading and writing TSI Components Gradual release of responsibility over time All teacher Shared teacher/student All student TSI Components Extensive interaction Teacher/student/strategy charts/graphic organizers/text Student/student/strategy charts/graphic organizers/text Cooperative learning Turn to your partner Inside/outside circle Triads, etc. Guided Reading of Information Texts Independent Reading – Scaffolded Silent Reading (ScSR) What is Scaffolded Silent Reading (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. How do you implement ScSR? 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 Continued Monitoring 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). How do you implement ScSR? Wide Reading Using a Genre Wheel From D. R. Reutzel & P.C. Fawson Your Classroom Library: Ways to Give it More Teaching Power. New York: Scholastic Professional Books. How do you implement ScSR? 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. How do you implement ScSR? 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). How do you implement ScSR? 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 Silent Reading (ScSR) Exploring Scaffolded Silent Reading (ScSR) Guided Reading of Information Texts Content 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 Foundation Principles of Coherent Instruction Learning and Knowledge Goals Real-World Interactions Interesting Texts for Instruction Autonomy Support Strategy Instruction Collaboration Support Rewards and Praise Evaluation for Engagement Teacher Involvement Intrinsic Motivational Needs Competence Autonomy Belonging/Relatedness Principles of Integrating Curriculum Conceptual Themes Classroom Activities Connecting Reading Strategies Phase 1: “Observe & Personalize” Builds curiosity & interest Creates engagement through firsthand experiences Generates real-world interactions Provides hands-on activities Encourages 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 Texts: Involving Parents Summer Reading Take Home Books Reading 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 Presentations Button Left Hand Side