This month I have been teaching my students the mechanics of nonfiction reading. They have been reading and writing their own nonfiction pieces for 3 years now and I wanted to try this unit from a different angle. Instead of researching a topic and writing an essay I asked my students to reflect on their experiences and think of themselves as actual nonfiction readers.
First, they were to take a look to nonfiction books on their reading level. They observed the text features in books, Scholastic News and magazines such as Time For Kids. They learned where to start reading in a nonfiction piece and not be distracted by other features on the page. They also tapped into their prior knowledge to see what they already knew about a specific theme or topic.
Next, my students determined the "Big Idea". They worked really hard on figuring out the important main ideas and the sub topics. Last, my class made Boxes and Bullets to research topics they didn't know much about. In boxes, they made titles or wrote the topic they were reading about. Under the Box they listed details and facts they researched in Bullet form.
During this process, my class wrote reflections on what they learned and how they will use this in their lives. A lot of students realized when they read a nonfiction book, they must attack it differently than a fiction book. There are no characters or plot. There is no begining, middle and end. My students recorded their reflections using Flip Cameras and compiled a Powerpoint Video Diary about who they are as a nonfiction reader. This was a great experience and i think my students learned so much more than just a review of nonfiction books. I recommend making a Video Diary on "I am a Nonfiction Reader!" It's technology in the classroom and a reflective project that even 4th graders enjoy!!
First, they were to take a look to nonfiction books on their reading level. They observed the text features in books, Scholastic News and magazines such as Time For Kids. They learned where to start reading in a nonfiction piece and not be distracted by other features on the page. They also tapped into their prior knowledge to see what they already knew about a specific theme or topic.
Next, my students determined the "Big Idea". They worked really hard on figuring out the important main ideas and the sub topics. Last, my class made Boxes and Bullets to research topics they didn't know much about. In boxes, they made titles or wrote the topic they were reading about. Under the Box they listed details and facts they researched in Bullet form.
During this process, my class wrote reflections on what they learned and how they will use this in their lives. A lot of students realized when they read a nonfiction book, they must attack it differently than a fiction book. There are no characters or plot. There is no begining, middle and end. My students recorded their reflections using Flip Cameras and compiled a Powerpoint Video Diary about who they are as a nonfiction reader. This was a great experience and i think my students learned so much more than just a review of nonfiction books. I recommend making a Video Diary on "I am a Nonfiction Reader!" It's technology in the classroom and a reflective project that even 4th graders enjoy!!
