Title With Picture Layout - UCF College of Education and Human

USING CHILDREN’S
QUALITY NONFICTION
TO MEET LITERACY
STANDARDS
17th Annual Literacy Symposium
University of Central Florida
April 3, 2015
Presented by Elizabeth S. Hoffman, Ph.D.
Importance of Nonfiction Text
 “Nonfiction [text] exposes students to new information, indulges
their curiosity and helps them to understand our world, expands
their vocabulary, and introduces them to new concepts”
(Benjamin & Moynihan, 2005, p. 3).
 As adults, a significant portion of the reading we do is of
nonfiction text. It is critical that we prepare students to read and
comprehend nonfiction text.
Examples…
 Common Core Reading Standards for Informational Text
 Anchor Standard: Integration of Knowledge and Ideas
 K.9 With prompting and support, identify basic similarities in and differences between two texts on the same
topic (e.g., in illustrations, descriptions, or procedures).
 1.9 Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations,
descriptions, or procedures).
 2.9 Compare and contrast the most important points presented by two texts on the same topic.
Sample Texts:
Marsh, Laura F. Spiders, National Geographic. 2011
Gibbons, Gail. Spiders. Holiday House. 1993.
After read aloud or independent reading, students identify similarities and differences between the texts.
Examples continued…
 Common Core Reading Standards for Informational Text
 Anchor Standard: Key Ideas and details
 3.2 Determine the main idea of a text; recount the key details and explain how they support the
main idea.
Sample text:
Freedman, Russell. Lincoln: A Photobiography. Scholastic, 1987.
After reading text, students explain how the main idea that Lincoln had “many faces” (p. 1-2) is supported
by key details in text. Students should cite evidence from text to support their explanations.
Examples continued…
 Common Core Reading Standards for Informational Text
 Anchor Standard: Integration of Knowledge and Ideas
 4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive
elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.
 Florida Standards for Social Studies
 Standard 2: Pre-Columbian Florida
 SS 4.A.2.1 Compare Native American tribes in Florida
Sample text:
Weitzel, Kelley G. The Timucua Indians: A Native American Detective Story. University Press of Florida. 2000.
After reading text, students will use text and graphics/maps to compare where Timucuan Indians lived as early inhabitants of
Florida to present day Florida.
Extension:

CCSS SL 4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including
visually, quantitatively, and orally.

CCSS W4.7 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and
categorize information, and provide a list of sources.
Examples continued…
 Common Core Reading Standards for Informational Text
 Anchor Standard: Craft and Structure
 5.4 Determine the meaning of general academic and domain-specific words and phrases in a text
relevant to a grade 5 topic or subject area.
 Florida Standards for Science
 Earth and Space Science
 SC.5.E.5.2 Recognize the major common characteristics of all planets and compare/contrast the
properties of inner and outer planets.
 SC.5.E.5.3 Distinguish among the following objects of the Solar System -- Sun, planets, moons,
asteroids, comets -- and identify Earth's position in it.
Sample Text:
Simon, Seymour. Our Solar System. Harper. 2014.
Students determine the meaning of domain-specific words or phrases, such as axis, telescope,
and carbon dioxide and important general academic words and phrases that appear in the text.
Other strategies:
 Use scaffolding techniques as students read nonfiction text
 Anticipation guides- prepare students to read by making them aware of their prior knowledge and opinions
about a topic/issue
 Selective reading guides- show students how to think as they read, effective use of questions and signaling
techiniques show readers how to interact with text.
 Explicitly teach students how to unlock information in nonficition text/access features
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Captions
Diagrams
Indexes
Glossary
Maps
Timelines
Etc…
 Use a variety of quality nonfiction/informational texts
 Magazines
 Twin/paired texts- nonfiction text paired with fiction text on same topic
 Books on same topic presented through different formats
QUESTIONS?
THANK YOU!
Elizabeth S. Hoffman, Ph.D.
ehoffman@ucf.edu
ADDITIONAL RESOURCES
 Odean, K. (2013). 20 Outstanding nonfiction books: Core essentials retrieved at:
http://www.slj.com/2013/05/standards/common-core/20-outstanding-nonfiction-books-core-essentials/
 Sample Performance Tasks for Informational Text in Common Core State Standards: Appendix B
 Frost., S. & Sibberson, F. (Eds.). (2005, April). School talk: Read alouds, National Council of Teachers of
English (NCTE).
 Egawa, K. & Salch, J.H. (Eds.). (2000, January). School talk: Using nonfiction literature retrieved at:
http://www.ncte.org/library/NCTEFiles/Resources/Journals/ST/ST0052January00.pdf
 Harvey, S. (1998). Nonfiction matters: Reading, writing, and research in grades 3-8. Portland, ME:
Stenhouse Publishers.
REFERENCES
Benjamin, L. & Moynihan, l. E. (2005, April). The nonficiton read-aloud. School Talk: Read Alouds. 3-4.
National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010).
Common Core State Standards for English language arts and literacy in history/social studies, science,
and technical subjects. Washington, DC: Authors.