EDRG 604 - Blog #9

Blog #9 Non-Fiction & Fiction

Non Fiction Text Features

Table of Contents

Diagrams

Captions

Glossary

Index

Real photographs

Headings/bold print

Maps

Organized around a specific topic or idea

Opportunity to learn new facts

Information that is true

The main purpose of expository text is to inform or describe. Authors who write expository texts research the topic to gain information. The information is organized in a logical and interesting manner using various expository text structures.

What specific features will support students learning English?

Which features will be challenging?

1. explicit instruction on how expository text is structured.
2. models of "what good readers do" to get information from expository text.
3. opportunities for practice so that ELLs can identify and interact with the text
4. opportunities for peer interaction with the content of the text in order to increase comprehension.
5. Margin bookmark: One way to allow students to practice making notes is by using margin bookmarks. Prepare scratch paper "bookmark" strips that fit in the crease of the textbook and within the margin of the print, or that can be attached to the outside margin using a paperclip. Students can use these bookmarks to make notes in the margin. Give them specific tasks such as, "Write the definition of one of the bold words in your own words," or "Write one fact, one question, and one thing that is important for you to remember." Provide examples so that students see how they can interact effectively with expository text.
6. Define the important information: As evidenced by those textbooks full of highlighting I mentioned at the beginning of the article, if a student doesn't know what's important, then everything is important. I like to have the students do an activity I call "Pack the Suitcase" so that they can start identifying the most important information in the text. In order to do this activity, give the students a short text (no more than two paragraphs) and a small envelope with a picture of a suitcase drawn or glued on it. Pass out pieces of scrap paper and tell students that they need to:

1. review the text
2. write "an important point" on each piece of paper
3. "pack" them in their suitcase.

Students can use as many or as few pieces of paper as they want. When the students are finished, tell them they are going on a trip but that they packed too much — they must look in their suitcase and take out half of their items. Students will really have to decide which items (points) are most important to bring on the trip. Finally, have students "travel" to the other side of the room and sit with a partner and "unpack" the suitcases. See if they have the same points, and discuss any differences and how they identified what was important in the article.

7.    Vocabulary taught by visual aids, diagrams, word cards, student friendly definitions, word games

Fiction Text Features

Characters/setting/plot

Chapters

Problem/solution

Figurative language – similes, metaphors, idioms, personification

Narrative: The main purpose of narrative text is to tell a story. Narrative text has beginning, middle and end, characters, plot or conflict, and setting. Usually, narrative texts are written from the author's imagination.

What specific features will support students learning English?

Which features will be challenging

·      Carefully select leveled text

·      Choose books with realistic characters

·      Readable/convincing text

·      High interest to reader

·      High interest/lower vocabulary

·      Compelling storyline

·      Topics and issues readers can make personal emotional connections

·      Supportive formatting includes illustrations

·      Straightforward plot (avoiding flashbacks, time shifts, changes in point of view)

·      Simple sentence structure

·      Effective characterization so reader “cares” what happens to the characters

·      Predictable resolution

Additional Information for both Non Fiction & Fiction

Students should be able to build from their native language, not be forced to ignore their native language.

Encourage students to read as widely as possible so that they can be exposed to a greater quantity and variety of words.

Partner read with strong readers. 

         When I think of my few ELL students, I can’t help but think of Sachal who is my lowest reader.  Right now, he is working with a group of boys who are obsessed with World War II.  They are researching and creating a video.  Whenever there is free work time, they beg me to let them work on their project.  Sachal has several World War II books checked out from the library and is willing to do the difficult work in order to make meaning.  One of the other boys working on the project is probably my highest reader and the two of them are often seen pouring over books and discussing information.  This project models naturally all of the suggestions listed above and happened without my suggestion.  This example supports the theory that if students are interested they will do whatever it takes to make meaning.