Reading Reconsidered Part Two

Reading Non-fiction (integrating non-fiction throughout your reading lessons)

(Taken from Reading Reconsidered by Doug Lemov)

Important Considerations:

We want our students to read more non-fiction in a way that makes it relevant and engaging, and to increase the amount of knowledge our students absorb when reading it.

Absorption Rate & Embedding Non-fiction:  Read non-fiction texts in context.  Combine a related fiction and non-fiction topic--students should read multiple texts on a topic e.g. have students read an article that gives context to or elaborates on ideas from a novel you are reading.  The Primary Text is the book that is lengthy usually a novel.  Secondary Texts give context, build background knowledge, and help students better understand the primary text.  Students that start with a base of knowledge make inferences that allow them to be more attentive to the emotions of the characters and the factual information presented in the fictional text.

Maximizing Embedded Non-Fiction

Cutting And Adapting:  It is okay to prioritize and shape the non-fiction by excerpting or rewriting sections to help increase clarity.

Overlapping Questions:  Deliberately ask questions that cause your students to connect the secondary and primary texts. e.g. "Would ______'s experience be considered "unfair" according to the experts? Also while reading your novel, ask questions that refer back to your non-fiction secondary text or, while reading the secondary text, ask students to apply it to previous scenes from the novel.

Frequent Embedding:  You can embed many diverse examples of non-fiction while reading a novel, not just one at the beginning.  You could reread texts (both secondary and primary) a second time--read part of a secondary text and then continue with your primary text, only to reread the secondary text after the primary text--or you could reread a picture book, or excerpt from your novel after you have read the secondary text.

Embedding With Other Genres:  Embed poetry, songs lyrics, and excerpts from other fiction texts to help students understand the primary text better.

Meta-Embedding:  Teachers can embed articles as a tool or framework for interpreting many texts  throughout the year.  You would refer to the article again and again using it as a lens for analyzing new texts.  For example an article that presents a frame for students to analyze characters who had similar character qualities.

Building Background Knowledge

Using Fiction:  Intentionally ask knowledge based questions that can build knowledge, especially with historical fiction texts.

Embedding Non-Printed Texts:  Use a quick video, series of photographs.

Embedding Out Loud:  Teachers can read a shorter more difficult secondary text aloud (all or part of it) and then the students could read it themselves a second time in order to increase familiarity with a topic.

Batch Processing:  In Science class for example when you are not reading a fiction text, read two or three articles on a single topic to increase students' absorption rates.

So much  to consider!  Now I'm thinking about a Whole Class Reading Unit I would like to plan using "The One And Only Ivan" and how well I will be able to embed non-fiction articles with this book!  Stay Tuned!