Teaching+Nonfiction+in+Middle+&+High+Schools+(Elena)

__Teaching Non-Fiction Texts to Middle and High School Students __

__Literature Research Question__ How are teachers introducing non-fiction texts to middle and high school students and how is this being done across the curriculum?

__Key Concepts__
 * Students are not being taught how to read non-fiction texts in their content areas (science, math, social studies..etc).
 * Background knowledge needs to be applied before reading.
 * Vocabulary terms should be defined before reading.
 * How a text is structured and how students should read these different structured should be taught.
 * Texts should relate to students' personal interests.
 * Strategies are specific to each discipline (subject area) but can also be used in other disciplines.

__Study and Findings __ This literature review focuses on how teachers are introducing non-fiction texts to middle and high school students and how this is being done across the curriculum. There are many similarities that appeared across the research. Some of the studies focused on teaching vocabulary and others focused on teaching background knowledge while some combined both of these ideas. All teachers focus on texts that appeal to student interest.

Non-fiction text are being taught more frequently because state law is requiring teachers to add more of this type of reading into their curriculum. Reading non-fiction text is important because, “By the sixth grade more than 75% of school reading is done with non-narrative texts” (Hall & Sabey, 261). Many content area teachers do not believe themselves to be teachers of reading. However, students read in every subject and have to be taught how to read for the specific content.

This study found that teachers should be instructing students on how to read non-fiction texts. Teachers should also provide students with background knowledge and address new vocabulary they might come across.

=References =

Resources

//**__Educators/ Administrators/ Pre-service Educators__**// This research is important for educators who want knowledge on how to teach reading in their content areas. This research shows that many teachers feel uncomfortable teaching reading in a class that is not English or reading specific. In this research there are many articles that give strategies for teachers to use to teach students how to read. Some of the findings are content specific and others can work for all teachers. The research also shows that teachers can work together to find ways to teach their students strategies that can work for all disciplines.

Administrators can use this research to direct teachers on how to work together. Specifically the Thisbodeau article.

Pre-service educators can use this research to find strategies for their students and become content area teachers of reading before they even have their own classrooms.

Burns, M. K., Hodgson, J., Parker, D. C., & Fremont, K. Graves, M. F., & Liang, L.  Lapp, D., Fisher, D., & Grant, M.  Pescatore, C.  Thibodeau, G. M.  Radcliffe, R., Caverly, D., Hand, J., & Franke, D

//**__Families__**// Families (specifically parents or guardians) can use this research to help their struggling readers. Many students are not taught these strategies in class and parents are not sure how to help them read the material. A few of these articles just give strategies on how to read non-fiction texts. Specifically they focus on structure of the text and have students go through and read headings/ subheadings and predict what the text will be about (activating background knowledge). The articles also state to make sure not to skip pictures and graphs.

Radcliffe, R., Caverly, D., Hand, J., & Franke, D. Nokes, J. D. (2008). Lapp, D., Fisher, D., & Grant, M.

//**__Students__**// Students might want to expand their own knowledge on how to read a text if they are struggling. However, some teachers are unsure how to help them so the student will have to find their own way to learn. A few of these sources can give them strategies on how read in different content areas and what they should focus on. It can also give them strategies on how to comprehend a text.

Radcliffe, R., Caverly, D., Hand, J., & Franke, D.- For science Pescatore, C.- For Social Studies

__**Professional Resources for Teachers, Administrators, and Pre-Service Educators**__

[|Graphic organizers] > [|Text features] > [|NCTE strategies]
 * This website has many graphic organizers for teachers to use in all different classrooms. The links can be clicked on to open the actual documents. There is a mixture between elementary resources and secondary sources. Teachers can use this resources when they are having trouble coming up with organizers for their students. This helps students organize their thoughts and take notes.
 * This relates to the non-fiction research because there are organizers that students can use for background knowledge and vocabulary. These two points of teaching were the main focus in teaching non-fiction texts.
 * This resources is a PDF that goes through the steps of a non-fiction text. This can be a visual that helps students see the different parts of a non-fiction text. Teachers can use this to show their students the different parts but the students could also have this a source to refer back to later.
 * This relates to my research because teachers have to show students how to read non-fiction text. This gives teachers a way to see how that is done.
 * This link is for NCTE strategies on how to read non-fiction text. This link has different lessons that teachers can use on teaching non-fiction. There are projects, concepts, novels, and short story links. Even though each lesson is specific to a certain text the lessons could still be modified for another text. Each lesson has a preview, standards, resources, and an instructional plan. Teachers can see all the steps that they have to taken in teaching these lessons. Teachers could also just take parts they like and apply it to their current lessons. There are also other related resources that take the reader to different pages and sources related to the topic.
 * This resource relates to my research because I found that teachers struggle with ways to teach non-fiction text and this link can give them strategies on how to do that. For example, there is a link to a lesson for the novel //Night// which is a non-fiction novel about the holocaust. This novel could actually be taught in a social studies class. This link shows a social studies teacher how they could use the novel in their own class.

[|Videos on how to teach non-fiction]
 * This link has videos done by Ann Kennedy. She has 15 videos all about reading. A few of her videos are on reading aloud. One is on KWL charts and how to use them (this is a non-fiction strategy). There are also videos on reading non-fiction, non-fiction read alouds, and teaching students about non-fiction books. This site actually shows teachers how to use these books with students instead of just saying how.
 * This link relates to my research because it shows how to teach non-fiction. The best research I found were the articles that gave actual strategies and showed the sources the teachers used. These videos show teachers the strategies and model for them how to use it.

[|Non-Fiction Rap]
 * This is a link to a rap (with lyrics) that is educational for students. The lyrics teach students in a fun way what non-fiction is about and how to write it. There is a lesson link at the bottom that gives teacher an idea of how to use this rap in their own classrooms. Students can use it to identify parts of writing and in their own writing.
 * This rap relates to my research because much of my research was about establishing students interest. Music is a huge interest with students. Teaching them through music is different and is a way to get them motivated. Students also remember song lyrics better because there is a tune to go with it so students will remember the parts to the song.


 * __Family Members/ General Public__**

[|Non-fiction books] > [|Non-fiction books for boys of all ages]
 * This source gives a list of the most popular non-fiction books. Parents might have trouble finding books that their children will relate to or be interested in. Some students want to read books that they know others are reading. This site gives parents the most popular books to recommend to their children. This site will also be good for students that can't decide what books to read if they have to pick.


 * This resource is about non-fiction books for boys of all ages. There are different links to different categories. For example there is a link to "chapter books for boys" and "good series for older boys". These links help give parents an idea of what books their children should be reading and what might interest them. In my research one problem teachers had was finding non-fiction texts that related to the students. Parents can have the same problem when having their children pick books to read. This site gives them recommendations for students.

[|Non-fiction games]
 * Students enjoy being on the computer and they also enjoy playing games. However, most of the time they are not educational. This link is for a game that helps students create their own non-fiction stories. Students have choices of pictures they can pick to go with their stories and text that they have to pick that would go along with the genre. This shows children how to create these non-fiction pieces in a way that is fun and interactive.

[|Using new technology]
 * On this site is a way for students to use the new technology in a way that parents can make sure they are safe and learning. There is a link on how to create a blog. Parents are able to help students create the websites they want to have. However, they are able to make sure they are save. Non-fiction doesn't have to relate to text only. This is online journals, blogs, articles, and other sources. Students have access to these sources and parents can help them use these sources effectively.

[|Holiday Non-fiction]
 * This website gives links to holiday specific non-fiction texts. Parents might not want to educate their children on topics they are not familiar with at home. However, holidays are what parents introduce their children to at a young age. Parents can read these stories to their children or have them read the stories to them. This teaches children about where the holiday came from and gives them facts. Then holiday activities can be done with the children. For example, there is a story on Christmas in Italy and then there is a recipe for mini pizzas that can be made together. This helps teach children non-fiction at home in a fun way.