Today, Marlene Correia will be
discussing the second item on the 5 Ways to Share Expository Nonfiction
with Students. Thanks so much for your thoughts on this topic, Marlene.
do you go about looking for a new book to read? If you’re like most
enthusiastic adult readers you probably take to social media sites like Twitter
to see what other people are reading and what they are saying about the books.
You might also be using the app Goodreads and share “bookshelves” with others
so you can get recommendations from friends. Finally, you might be part of a
book club (face-to-face or virtual) or just have friends and family that
recommend books to you. These are authentic, real world ways readers find and
discuss interesting new books.
These same ideas can apply to sharing expository nonfiction
with students in the classroom. Here are a few ways:
Book Tastings
To expose young readers to different genres, make stacks of
books representing various genres of children’s literature. Then create a sign
with the name and brief description of each genre, and place the signs and
corresponding books on tables around the classroom. Invite students to rotate
from table to table and skim through the books to decide if they want to list
any on their “menu” for reading later. (Decorating the setting to resemble a
restaurant and serving a snack can make this activity more fun.) By including
expository nonfiction as one of the genres, students who may not gravitate
toward these books have a chance to be enticed by them and info-kids who love these
books get exposed to new titles.
This year one of our schools held A Family Literacy Night with
book-tasting stations in conjunction with our local town library. Families “tasted”
books and discovered that nonfiction can make great bedtime read alouds.
Families could borrow some of the books on their “menu” from the library. (This
meant the families needed a library card, which was an added bonus.)
Talks
“Nonfiction should not suggest nonfeeling” (p. 49). Get your students excited about reading
expository nonfiction for the feelings—not just the information—they get from
it with Book Talks during snack, right before or after lunch/recess, or when a
classroom book order arrives.
students’ interest and gives them some details without giving it all away. Read
a short excerpt or show a visual that will engage young readers. Then be sure
to display the book so students can investigate it further. If you give a book
your blessing, chances are students will want to read it.
expository nonfiction book talks in which you discuss the content and craft
moves and also describe how a book makes you feel, invite students to lead book
talks. Encourage the class to make a “someday list” of books they’d like to
read.
For more information on book talks check out From Striving to Thriving by Stephanie
Harvey and Annie Ward (Scholastic, 2017).
Classroom Conversations
To start conversations about expository nonfiction, use an Anticipation
Guide by making a short list of 5 to 7 statements related to a book’s content,
main ideas, or issues. They can be written so that students respond to each
with “true” or “false” or “agree” or “disagree.” Students can respond orally or in writing. The
idea is for the teacher to choose statements that will get students thinking
about the author’s purpose and move them from literal to deeper understanding
of the text.
example, before reading a book about dangerous bugs students are given the
statement: A black widow spider is more dangerous than a rattlesnake. After students
think and share their opinions, conversations can take place about differences
of opinion, supported by reasoning or personal background that individual
students may bring to the activity.
reading the book, students return to the Anticipation Guide and respond to the
same statements, this time using evidence from the text to support their
reasons.
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| Infographic from Pinocchio Rex and Other Tyrannosaurs |
can also spark conversations by displaying interesting or unique visuals
(photos, graphs, infographics, tables) from different nonfiction books around
the room and asking students what they notice. As students to pose questions,
make predictions, and share their curiosity about the visual pieces, you’ll see
the specific expertise and background knowledge of students in certain topics
begin to shine. Then, with some fanfare, reveal the books associated with the
visuals and display them prominently so students can read them.
Marlene Correia
is the Director of Curriculum and Assessment for the Freetown-Lakeville
Regional School District in Lakeville, MA. Marlene has 15 years of experience
in K-8 education as a classroom teacher and special educator. Dr. Correia has
also taught undergraduate and graduate education courses at Framingham State
and Bridgewater State University. She is the co-author of Informational Texts in Pre-Kindergarten through Grade-Three Classrooms.
Dr. Correia is a past-president of the Massachusetts Reading Association.
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One Response
This looks wonderful. Tomorrow, after the last load of our orchard edible chestnuts is taken into the Receiving Station, I am SO looking forward to reading this in full. Thank you for posting.