#SEACCR What have others learned about my question?

Amber Hanson

#SEACCR

Week 3 Blog

Essential Question: What have others learned about my question?

Action Research Question:

How do I use non-fiction text to assist students in learning?

Do You Want to Know What I Learned? Using Informational Trade Books as Models to Teach Text Structure.

Read, S., Reutzel, D. D., & Fawson, P. (2008). Do You Want to Know What I Learned? Using Informational Trade Books as Models to Teach Text Structure. Early Childhood Education Journal, 36(3), 213-219. doi:10.1007/s10643-008-0273-0

This article consisted of a study on how learning text structure is an “effective strategy for promoting expository text comprehension”.  After the study was concluded it was evident that, “teaching young children the text structure found in expository texts is not only possible, but also quite effective in improving comprehension, as measured by asking questions, summarizing, and retelling.  In addition to the study, the authors provided multiple examples of high quality informational texts that could help aid in the instruction of four main text structures; description/list (main idea & details), cause and effect, comparison/contrast and order/list. It also provided an example of an explicit text structure lesson plan for teaching order/sequence text structure, using informational text.

How is this relevant to my AR question?

This article focuses on using information text as a means to understanding textual structure.  Although the four main text structures that were focused upon in the study can be taught through the use of fiction, it was concluded that by providing students with the opportunity to explore non-fiction text could effectively teach the same concepts.   In an effort to incorporate more non-fictional text within my classroom, it’s great to know and get resources in which I can use within my classroom to help aid in the transition of our new Alaska State Standards.  The lesson example provided seemed basic and almost intuitive, and yet I had never thought of trying it before.  I look forward to using the resources provided, as well as implementing the order/sequence lesson plan to my class within this next year.

Incorporating Informational Texts in Primary Grades: A Research-Based Rationale, Practical Strategies, and Two Teachers’ Experiences

Calo, K. (2011). Incorporating Informational Texts in the Primary Grades: A Research-Based Rationale, Practical Strategies, and Two Teachers' Experiences. Early Childhood Education Journal, 39(4), 291-295.

This article describes how two teachers, one from an affluent suburb of a major city, and the other from a high-poverty urban school, incorporate the use of informational text within their classroom to help “engage their students, to provide children with opportunities to learn about the world around them, and to immerse them in literacy learning.”  Both teachers talked about the importance of exposing students to their own world, nonfiction text allows for this to happen. As children progress through the grade levels it becomes increasingly more important for them to be able to read and write informational things.  Teaching this to students at a young age not only helps academically, but also helps them to know that they can have an opinion on the world. This article also discusses how teaching students about different informational text structures help scaffold their comprehension. By explicitly teaching/using nonfictional text within the classroom students begin to understand that you don’t just get information from words, but “also from pictures, graphs, charts, diagrams, heading, captions, and labels.”. Nonfiction not only aids in bridging literacy and other content areas, but also makes learning significant and interesting to its readers.  In addition to providing it’s readers with examples on how nonfiction can be incorporated within the classroom, it also provides a list of examples of quality informational text, as well as a list of several instructional strategies that can be used.  These examples include; shared reading, shared writing, guided reading, independent writing, researching, and independent reading. Lastly, and a biggie, this article provides information about grants that they can pursue to find funding for such resources discussed. 

How is this relevant to my AR question?

This article provides a real look into two different classrooms, and how they incorporate the use of nonfictional text within the classroom.  Both teachers discussed the importance of involving students within their own world, using informational text as an avenue.  By including nonfictional text within the classroom teachers are able to help make connections between what they are learning and their own world around them.  Using these types of text can also help bridge the gap between reading and writing, as well as between literacy and the content areas.

Common Core: Fact vs. Fiction

Greene, K. (2012). Common Core: Fact vs. Fiction. Instructor, 122(2), 23-24.

This article begins by explaining the importance of non-fictional text.  It explains that despite the ever-growing research on the benefits of informational text, a large majority of primary schools spend most of their instructional time on fiction.  It is noted that about 90 percent of what most adults read is informational text, therefore an obvious shift in how we teach literacy, especially in the primary grades, needs to change.  Recently most states have adopted the Common Core Standards. Although Alaska is not one of those states, our states new standards basically mirror the CC in most ways. This article explains what is meant by the term ‘informational text’.  Informational text is synonymous with nonfiction.  It includes historical, scientific and technical texts that provide students will factual information about the world.  In addition to these three categories, biographies and autobiographies are also considered a form of informational text. In addition to the above categories, informational text also encompasses directions, forms, and information containing charts, graphs, maps and digital resources. This new shift in literacy education calls more ‘in the text’ not ‘out of the text’ questions. Students will be expected to uncover evidence from the text to support their answers.

How is this relevant to my AR question?

Throughout my research I have found several articles that gave ideas on how to incorporate nonfiction texts throughout all content areas.  This text however benefitted me in a different way.  When I originally read the term ‘informational text’, I figured it was basically the same as nonfiction (which it is). I had never though, however, what types of texts/categories the term ‘informational texts’ actually covered. By knowing all these categories now, I am better able to visualize what types of texts I can include in certain subject areas while still meeting the 50:50 requirement of fiction vs. nonfiction. This text made me realize that I didn’t actually know what types of texts actually fell under the category of nonfiction.  This will definitely be noted as I progress with my Action Research question.

Focus on the Facts: Using Informational Texts Effectively in Early Elementary Classrooms

Hall, K., & Sabey, B. (2007). Focus on the Facts: Using Informational Texts Effectively in Early Elementary Classrooms. Early Childhood Education Journal, 35(3), 261-268. doi:10.1007/s10643-007-0187-2

This article is a great resource to help teachers anticipate difficulties students may have while reading informational texts, and what can be done with help. Difficulties associated with helping young children learn to comprehend information text include: (1) increase in unfamiliar and content-specific vocabulary, (2) use of new and unknown text structures, and (3) increase in heading/subheading, captions, and graphics.  The article then continues on with explaining why it’s important to address these problems, and how to alleviate the difficulties students will have with them.  To help alleviate the headache of approaching unfamiliar vocabulary, several different instructional practices to address vocabulary needs are introduced, these strategies include; considerations to what vocabulary words you’ll choose to focus on, as well as the methods and activities you choose to teach them with.  Difficulty 2 focuses on text structure and how to use new and unknown text structure throughout reading and writing.  This article suggested a few strategies teachers could use to help including; defining concepts related to each structure, teaching methods such as the use of word clues, and explicitly teach how to organize information through the use of graphic organizers.  Difficulty 3 addressed the unique text features students will encounter while reading nonfictional text.  These text features may include; heading, subheading, captions, graphics, charts, diagrams, graphs…etc. Some instructional strategies suggested include; searching for bold words, heading/subheading predictions and reading the graphics. Once students are taught how to navigate their way through these unique features, they will better be able to comprehend the text. This article provides great ideas to help prevent/alleviate some difficulties students may have when encountering Informational text.  Each one of these difficulties must be taught explicitly to students.  Do not assume they can comprehend everything they are reading.  If you can anticipate the problem before it happens, there will be less chaos later.

How is this relevant to my AR question?

This article ultimately helps create an informed direction of my Action Research project, as it outlines exactly what students at young ages may run into problems with while reading nonfictional text.  If I explicitly teach these strategies, students will be better able to comprehend the text and begin reading for information.  I know now that by anticipating the problem now, I can plan my lessons accordingly.  In order for nonfictional texts to assist in students learning, they must KNOW how to navigate through them!  This article gives me a fantastic jumping off point that I know I will be able to use later.

Nonfiction Inquiry: Using Real Reading and Writing to Explore the World

Harvey, S. (2002). Nonfiction Inquiry: Using Real Reading and Writing to Explore the World. National Council of Teachers of English, 80(1), 12-22.

This article focuses on ways in which teachers can lead their students to deeper understanding and learning in nonfictional texts.  We can do this through sharing our passion and wonder of the real world, surround our students will different types of nonfictional text, matching reading and writing, emphasize short text, and engage in inquiry process. Ways in which we can increase use of informational text within our classroom is to: read nonfiction aloud, explore nonfiction to satisfy curiosity, use nonfiction for instruction, read nonfiction to find out information, read nonfiction to do research, skim nonfiction to answer questions, show particular feature of nonfiction—the titles, headings, bold print, graphs, chart—and point out the purpose of these text elements, and read nonfiction to write it well. According to the article the choices of nonfictional books should be based on the following three criteria: (1) Content, (2) Text features, (3) Writing quality.

How is this relevant to my AR question?

This article provided several examples on how I can increase the use of nonfictional books within my classroom.  It also made me reflect on the types of books I have in my library.  Are mine mostly fiction? Probably.  I make it my point, as means to help increase the availability of nonfictional books in my classroom, to sort these books by genre.  Doing so I will better be able to reference and use the books regularly. By displaying such books, students will also be more likely to voluntarily pick out a nonfiction book and read it.  In the article the author mentioned how his class helped create a ‘text’ feature poster that identified different text features and what the purpose is.  I believe this is something I can do within my classroom as well.   Doing this will help students refer back to the concepts in order to understand the text.