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•Name: Vivian Greene
•7th Grade Reading Teacher
•North Shore Middle, Galena Park ISD
•1.5 years of teaching
•
![](3D"slide0001_image002.gif")
Exploring
Nonfiction through summary
writing
![](3D"slide0013_image004.gif")
![](3D"slide0013_image006.gif")
Rationale:
Writing
summaries for nonfiction allows the student to better comprehend
that genre of writing and gives them a positive outlook into =
their
own reading/writing habitsTheoretical Basis
Lucy Calkins and Lauren<=
span
style=3D'mso-spacerun:yes'> Pessah wrote in their b=
ook Nonfiction
Writing: Procedures and Reports, for “immersing
children in nonfiction writing is crucial for them to be abl=
e to
communicate the truth about their own world.”
Theoretical Basis cont…=
•Laurie Robb state that teaching children certain
reading strategies are required to be an active constructor of
meaning in her book Teaching Reading in Social Studies, Science,
and Math: Practical Ways to Weave Comprehension
strategies into your Content Area Teaching.
Language Arts and Reading=
Standards
(4-8)
•Standard II. Foundations
of Reading: Teachers of students in grades 4-8 understand
the foundations of reading and early literacy development
•<=
span
style=3D'font-size:86%'>Standard IV. Reading
comprehension: Te=
achers
understand the importance for understanding, know the components of comprehension, and teach students strategies for improving their comprehension.
Instruction Time
•KWL Chart (w=
hat the
learner Knows, Wants to learn, and what’s
Learned.
• Preview=
ing the
text
•Read It Aloud (children
who read and listen to informational books regularly
begin to understand the language used and =
how
they are organized.)
Instruction Cont…
Reading Selection-
“Nightmare on Chemical Street: The Love Canal Story”
Guided and Independent <=
/b>Practice
•Summarizing =
nonfiction
piece based on a calamity.
![](3D"slide0008_image008.gif")
Your Turn
•As a group, read the =
piece
of nonfiction.
•Complete a web chart showing Main I=
dea and Supporting
Details.
•Use information from=
webbing
to write a one paragraph summary of the selection.&#=
13;•Share yo=
ur
summaries with the class.
Modifications
•GT
![](3D"slide0010_image009.gif")
Could this calamity happen to you? Explain why or why not.
Which of the people touched by this calamity
would you least like=
to be? Explain why
What caused this calamity
Title
Modifications Cont…
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•Special Ed/ESL ̵=
1;
Specify the number of facts (details & main ideas) I =
want
them to find and model more of how to do that and write
a simple summary based on those details.
Bibliography
•Billing=
s, H.
and Billings, M. (1999). Critical Reading Series: Calamities. Illinois:
Jamestown Publishers.
•Calkins=
, L.
and Pessah, L. (2003). Nonfiction Writing: Procedures and Reports. New
Hampshire: Firsthand
Publishers.
•Robb, L.
(1996). Teaching Reading in Social=
Studies, Science, and Math: Practical Ways to <=
/i>Weave Comprehension Strategies into your content Area Teaching. New York: Scholastic
•
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These include posing open-ended qu=
estions,
skimming a text, and making connections or connect and apply.
KWL Charts help studnets to
activate their schemas on what they know about the topic, want t o know and
after the lesson, what has been learned.&=
nbsp;
Studies show that a great majority of what we read for
work and pleasure is nonfiction so why not better prepare children for the
world by allowing them to read informational text. Read-Aloud strategies lead=
to
talking about the text, asking questions, commenting, and discussions. Previewing the text first =
makes
the reader think about a theme that might be used as a starting point in t=
he
teaching. It is a way of
anticipating different questions students might ask, which pictures or fac=
ts
are interesting and what do they remind the students of as they look at
them. It could also lead to
students foreseeing difficulties they may encounter in the text, so previe=
wing
is essential.
Usually when I teach using these =
types of
selections, I will use two selections as a paired-reading because on our
assessments, the students have to read paired-pieces. Paired readings give students
opportunities to learn different purposes for which they are written. It is key to have discussions on =
pieces
after they are read.
Writing Summaries include =
finding
main ideas and supporting details in text. Use the piece of selection to
demonstrate how I would write a summary.
G.O=3D Graphic Organizer
' + ENDSHOW_MESG + '
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No=
tes![](3D"buttons.gif")
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