![]() ![]() This first step of responding to the text is personal, and it helps students focus on basic comprehension.ĭon’t let the annotation process to drag on. For example, they might look for new vocabulary words they would like clarified, jot notes about what surprised them, and question the validity of the information. ![]() should annotate the text with specific questions in mind. As you read, work on monitoring predictions, adding to them and altering them as necessary.Īfter the initial read, ask students to comb back through a second time with a purpose. Pause and summarize, and model for students how to ask questions or offer comments. Then, read the text out loud with students the first time through. With complex nonfiction, lead students through the process of previewing text features in order to make an educated prediction. Ask, Should the United States refuse to purchase clothing from countries that do not ensure safety of their workers? How might this decision impact us on a daily basis? When students realize they are talking about some of the very clothes they are wearing, many will have a vested interest in the topic. I like to show them how the topic is relevant either to their life or in today’s world (their world!).įor instance, before reading about the triangle factory fire, watch this CBS video clip and discuss the responsibility the United States has to be aware of the working conditions of their suppliers. ![]() One of my favorite approaches for gaining students’ interest is through a video clip. In order to engage students in a meaningful reading of a nonfiction text, they need to care about the topic. They include all or most of these elements, depending on the time we have available and the complexity of the text: Activate Background Knowledge Many of my favorite nonfiction reading response lessons from this unit follow a similar structure. It also sets the stage for my expectations for them being active readers throughout the year. Introducing students to reading strategies and informational texts at the beginning of the year gives me a picture of their current strengths and weaknesses as readers. My favorite sources are Common Lit, Newsela, New York Times Upfront, Scope, TED Talks , and any recent and relevant news article I can find. I want my students to understand how to navigate and utilize the text features, to be equipped with the tools they need to summarizeand analyze them confidently, and to know how to think critically and evaluate them rather than passively accepting everything they read. Setting the Stageīefore asking students to analyze nonfiction, I’ve found it helpful to teach them about the reading skills I’ll be asking them to use, and I give them an introduction to informational texts.ĭuring reading strategies units, I try to incorporate as many high-interest nonfiction articles as possible. In this post, you’ll find specific nonfiction reading response activities to use with junior high or high school classes. The key to success is finding ways to get students to dig deep while engaging them and scaffolding learning. When approached intentionally, lessons can be enjoyable, meaningful, and memorable for teens. Yet, comprehending, analyzing, and reflecting on nonfiction is an important life skill. The problem with this mandate? Informational texts aren’t always enticing to reluctant readers, nor are nonfiction reading response activities. Common Core Standards have required that English courses for older students have a heavy emphasis on informational texts. ![]()
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