becoming_a_fearless_reader

1. Jennifer Jackson May 26, 2011

2. BECOMING A FEARLESS READER: NONFICTION READING COMPREHENSION An Exportable Unit of Instruction Jennifer Jackson May 24, 2011 TABLE OF CONTENTS Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 2

3. Overview of Unit..5 Instructional Goal Statement.5 Appropriate Audience..6 Constructivist Guidelines for Planning Learning Components of an Instructional Strategy..7 Material List..9 Performance Objectives..11 Lesson One: Reading Comprehension defined and the importance of nonfiction.13 Lesson Two: Why is nonfiction important to me?................16 Lesson Three: Strategies for understanding what you read: Monitoring Comprehension..18 Lesson Four: Strategies for understanding what you read: Stop and refocus thinking when mind wanders21 Lesson Five: Strategies for understanding what you read: Remember to stop, think, and react to learn information and expand thinking.25 Lesson Six: Strategies for Understanding What Read/View Online: How Reading Online Differs from Reading Print-Based Texts.28 Lesson Seven: Strategies for Understanding What Read/View Online: How Reading Online Differs from Reading Print-Based Texts: Identify how we have been shaped by media experiences33 Lesson Eight: Strategies for Understanding What Read/View Online: How Reading Online Differs from Reading Print-Based Texts: Understanding of the Five Main Processing Practices for Reading Online: Part 139 Lesson Nine: Strategies for Understanding What Read/View Online: How Reading Online Differs from Reading Print-Based Texts: Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 3

4. Understanding of the Five Main Processing Practices for Reading Online: Part 245 Appendix A: Nonfiction Text Samples43 Appendix B: Using Nonfiction Everyday51 Appendix C: Big Ideas and Lingering Questions Chart.52 Appendix D: Stealing Beauty by Hannah Beach53 Appendix E: Monitoring Comprehension Chart61 Appendix F: Saving Their Native Language by M. Pickerill.62 Appendix G: A Focus on Girls Education by J. Wlodarczak63 Appendix H: Testing, Testing by Elizabeth Sirius.64 Appendix I: Tigers Roar Back by Laura Girardi.65 Appendix J: TAP Model Graphic.66 Appendix K: Monitoring Comprehension: Response Chart.67 Appendix L: TICA Basic Skills (Phase One) Checklist.68 Appendix M: Exit Ticket Example.70 Appendix N: Exit Ticket Rubric.71 Appendix O: Prompts for Multigenre Literacy Autobiography..72 Appendix P: Rubric for Multigenre Autobiography74 Appendix Q: Finding and Using Information Online: Questions and Answers.76 Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 4

5. OVERVIEW OF UNIT This unit is the first portion of a multi-step unit designed to improve nonfiction reading comprehension skills. The specific skills addressed here are monitoring nonfiction reading comprehension, both on- and off-line, and basic media literacy skills. By training students how to read and respond to nonfiction texts, they should have the tools to improve their nonfiction reading comprehension skills. Students also receive specific instruction on how to conduct internet searches, and what to do with the information found in those results. Dick, Carey, and Careys Constructivist Guidelines for Planning the Learning Components of an Instructional Strategy have been adhered to in creating each lesson of this unit. INSTRUCTIONAL GOAL STATEMENT Given a series of nonfiction reading texts on people, places, events, and/or phenomena, sixth grade students will read the selections. Students will learn how to monitor their own nonfiction reading comprehension in this first unit, and will be followed in subsequent units on activating and connecting prior knowledge, asking appropriate questions, inferring meaning, determining importance of the information, and synthesizing the Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 5

6. information from the passages. Students will also articulate the strategies they used to understand the content as well as the reading process. APPROPRIATE AUDIENCE The appropriate audience for this unit is students in sixth through eighth grades. Several students have been identified as or display the behaviors of gifted and/or other learning and behavioral disabilities. Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 6

7. Constructivist Guidelines for Planning the Learning Components of an Instructional Strategy Step 1: Preinstructional Activities: Motivate Learner o Nurture motivation: give choices o Describe objectives: stimulate problems in authentic contexts o Recall prerequisites: look back to prior learning in constructing new knowledge Step 2: Content Presentation: Discuss strategies for presenting content Ponder new ways to present content Learn by discovery Step 3: Learner Participation: PRACTICE o Use cooperative learning o Encourage multiple processes strategies Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 7

8. o Encourage many perspectives/interpretations of the same knowledge FEEDBACK o Assist to ensure progress o Facilitate group interaction Step 4: Assessment: Will I test entry behaviors? When will the assessment be administered? What will occur if students do not pass? Will I have a pretest over skills to be taught? When will it be administered? What skills will be assessed? How and when will the posttest be administered? Step 5: Follow-through Activities: How will students transfer this new information to other environments? How different will the performance context be from the learning context? What activities will be used to help students transfer this new information to another performance context? Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 8

9. Dick, W., Carey, L., & Carey, J.O. (2005). The Systematic Design of Instruction. Boston, MA: Pearson. Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 9

10. MATERIALS LIST Whiteboard/Smartboard/Chalkboard Computers for instructor/students Paper/Pencil 3x3 Post-it Notes Butcher Paper/Marker Map of the Caribbean region Map of the Asia PAPER DOCUMENTS Appendix A: Nonfiction Text Samples Appendix B: Using Nonfiction Everyday Appendix C: Big Ideas and Lingering Questions Chart Appendix D: Stealing Beauty by Hannah Beach Appendix E: Monitoring Comprehension Chart Appendix F: Saving Their Native Language by Martha Pickerill Appendix G: A Focus on Girls Education by Jackie Wlodarczak Appendix H: Testing, Testing by Elizabeth Sirius Appendix I: Tigers Roar Back by Laura Girardi Appendix J: TAP Model Graphic Appendix K: Monitoring Comprehension: Response Chart Appendix L: TICA Basic Skills (Phase One) Checklist Appendix M: Exit Ticket Example Appendix N: Exit Ticket Rubric Appendix O: Prompts for Multigenre Literacy Autobiography Appendix P: Rubric for Multigenre Autobiography Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 10

11. Appendix Q: Finding and Using Information Online: Questions and Answers BOOKS How Many Days to America? A Thanksgiving Story by Eve Bunting So You Want to be an Inventor? By St. George and Small MULTIMEDIA DOCUMENTS http://www.youtube.com/watch?v=6ILQrUrEWe8 http://www.brainpop.com/science/famousscientists/janegoodall/ http://www.janegoodall.org/study-corner-biography http://w.taskstream.com/RubricWizard/RubricPrintView/PrintView? encLegacyRubricId=u9edf7ebfkf9e6eq&platform http://www.janegoodall.org/media/videos. http://www.youtube.com/watch?v=mEJL2Uuv-oQ http://www.tatteredcover.com/book/9780312379315 http://jeffreyalanmiller.files.wordpress.com/2008/05/archie_comics_front.jpg http://goo.gl/Uynyx http://www.youtube.com/watch?v=0_C2HJvtRDY&feature=related http://www.youtube.com/watch?v=0ivqb2oEqEE&NR=1 Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 11

12. Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 12

13. PERFORMANCE OBJECTIVES 1.0 Reading comprehension defined Performance Objective: Given the following terms, students will define each one correctly: 1.0.1 Reading comprehension 1.0.2 Fiction 1.0.3 Nonfiction 2.0 Why is nonfiction important to me? Performance Objective: Given class and peer discussion time, students will write a short essay elaborating no less than three reasons why nonfiction is important to them. The teacher will evaluate student responses for accuracy. 3.0 Strategies for understanding what you read: paper documents 3.1 Strategy 1: Monitor own comprehension 3.1.1 Listen to the inner conversation and text code to keep track of thinking Performance Objective: Given a nonfiction text passage, students will demonstrate that they understand how and why readers leave tracks of their thinking by producing no less than three post-it responses accurately labeling their thinking and reading process. The teacher will evaluate student post-it responses to for accuracy. 3.1.2 Stop and refocus thinking when mind wanders Performance Objective: Given a nonfiction text passage, students will demonstrate that they understand how to refocus their thinking when their minds wander by producing no less than three post-it responses accurately labeling their thinking and reading process. The teacher will evaluate student post-it responses for accuracy. 3.1.3 Read and reread to clarify meaning and clear up confusion Performance Objective: Given a nonfiction text passage, students will demonstrate that they understand how to read and reread text selections by producing no less than three post-it responses accurately labeling their thinking and reading process. The teacher will evaluate student post-it responses for accuracy. 3.1.4 Stop and use strategies to help when meaning breaks down Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 13

14. Performance Objective: Given a nonfiction text passage, students will demonstrate that they understand how to use strategies to help when meaning breaks down (i.e., asking a question) by producing no less than three post-it responses accurately labeling their thinking and reading process. The teacher will evaluate student post-it responses for accuracy. 3.1.5 Remember to stop, think, and react to learn information and expand thinking Performance Objective: Given a nonfiction text passage, students will demonstrate that they can remember to stop, think and react to what they read by producing no less than three post-it responses accurately labeling their thinking process and reactions. The teacher will evaluate student post-it responses for accuracy. 4.0 Strategies for understanding what you read/view online: ICTs (media literacy skills) 4.1 Introduction: how reading online differs from reading print based texts Performance Objective: After a lesson in media literacy using the Text, Audience, and Production strategy (T.A.P.), students as a class will analyze a short text using the strategy along with the teacher. The teacher and the class will have a discussion about the experience. Students will complete exit tickets at the conclusion of the class. The teacher will examine the exit tickets to confirm that students correctly articulated the T.A.P. strategy, and know when to use it. 4.1.1 Identify how we have been shaped by media experiences Performance Objective: After viewing a teacher example of a power point presentation demonstrating how my own life has been shaped by diverse texts, a multigenre autobiography, and given prompts to respond to, students will construct their own multigenre literacy autobiography and create a multimodal artifact. Students will be evaluated by the teacher on the following criteria: thoughtfulness of response, thoroughness of literary past exploration, and insights into the influences of their personal literary histories on their lives. 4.1.2 Demonstrate understanding of the five main processing practices for reading online: identifying important questions, locating information, critically evaluating information, synthesizing information, and communicating that information to others. Performance Objective: Given access to the class website, students will locate and complete an online multiple choice assessment which will demonstrate their understanding and identification of the five processing practices of online reading comprehension. A score of at least 80% will demonstrate mastery. Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 14

15. PAPER DOCUMENTS Students will be introduced to strategies they may use to monitor their reading comprehension and better understand what they read when using paper documents. This is the first of five lessons on strategies for understanding what one reads using paper documents. Lessons on understanding what one reads/views online will be presented in lessons 6-9. TITLE: Lesson 1: Reading Comprehension defined and the importance of nonfiction LESSON OVERVIEW: Reading comprehension, fiction, and nonfiction will be defined, and students will understand and articulate the six types of nonfiction. RESOURCES/MATERIALS NEEDED: Instructor: Whiteboard/chalkboard to display What is nonfiction? chart Text samples (please see Appendix A ) Students: Paper/pencil Text samples LESSON OBJECTIVE: Given the following terms, students will define each one correctly: reading comprehension, fiction, nonfiction. Students will also be able to identify the six types of nonfiction. TIME: Approximately 1 hour Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 15

16. STEP 1: PREINSTRUCTIONAL ACTIVITIES: The instructor writes the following terms on the whiteboard: reading comprehension, fiction, and nonfiction. With instructor directing the discussion, the class defines these terms as a group. STEP 2: CONTENT PRESENTATION: With the instructor directing the discussion, students discuss, What is nonfiction? From this discussion, students will become aware of the following: a. Nonfiction is understanding something from our world. b. Nonfiction is information that is believed to be true. c. Nonfiction is written by an author who has a purpose. d. Types of nonfiction: Opinion: deciding on an opinion and having reasons to support it Explanatory: telling what happened/how something works Instructional: using steps to describe how something is made/done Relating: retelling information for an audience Discussion: looking at both sides of an issue/idea and making a decision Report: telling how things are STEP 3: LEARNER PARTICIPATION: With the instructor, students will discuss 6 short text samples. As a class, each sample will be read, and students will classify each sample according to its genre and attach its correct label. The samples are as follows: a. Making Slime!- Instructional Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 16

17. b. A Shock for Elderly Woman-Report c. Harry Potter and the Half-Blood Prince: Is It As Good As They Say?-Opinion d. How A Tadpole Becomes a Frog-Retelling e. Is Pizza Junk Food?-Discussion f. How A Pinball Machine Works-Explanatory STEP 4: ASSESMENT: Students will define the following terms: reading comprehension, fiction, nonfiction. Students will also complete the following nonfiction classification exercise. Text of the samples is reproduced in appendix xx. A score of at least 80% will demonstrate mastery. STEP 5: FOLLOW-THROUGH ACTIVITIES: Independent practice and review: Students will create ideas for nonfiction pieces using the same topic but in different genres. Example: Using UFOs as our topic, possible pieces could be: a. Instructional: How to Search the Night Sky for UFOs b. Opinion: UFOs-More Fiction than Fact c. Discussion: Could There Be Such a Thing as UFOs? d. Report: Man Claims to See UFO e. Explanatory: Why So Many UFO sightings Are Mistakes f. Relate: UFO Club Keeps Watch of Night Sky Students will create ideas for at least 2 topics. Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 17

18. TITLE: Lesson 2: Why is nonfiction important to me? LESSON OVERVIEW: Students will articulate the reasons nonfiction is important to them, and consider how they use nonfiction in their daily life. RESOURCES/MATERIALS NEEDED: Instructor: Local movie listings (online or print) Whiteboard/chalkboard for displaying Using Nonfiction Everyday chart (Please see Appendix B ) Students: Paper/pencil LESSON OBJECTIVE: Given class and peer discussion time, students will write a short essay elaborating at least three reasons why nonfiction is important to them. The instructor will evaluate the responses for accuracy. TIME: Approximately 1 hour STEP 1: PREINSTRUCTIONAL ACTIVITIES: The instructor will begin a short class discussion about going to see a movie at the local cinema, helping the students to begin to understand how much nonfiction reading one might do each day. The class will decide which movie to see, and what time it is playing using movie listings. STEP 2: CONTENT PRESENTATION: The instructor will display the Using Nonfiction Every Day chart to the class, and briefly reflect on the discussion that just occurred in step 1. Students will become aware of the many possible applications of nonfiction pieces in their daily lives. Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 18

19. STEP 3: LEARNER PARTICIPATION: Using the displayed chart, the class will determine how many times Mr. Webber may have used a piece of nonfiction with an instructor-facilitated discussion. STEP 4: ASSESSMENT: Students will write a short essay elaborating no less than three reasons why nonfiction is important to them. The teacher will evaluate student responses for accuracy. STEP 5: FOLLOW-THROUGH ACTIVITIES: Students will create a personal diary sheet for themselves or a member of their family to record how many times they use nonfiction daily. Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 19

20. TITLE: Lesson 3: Strategies for understanding what you read: Monitoring Comprehension LESSON OVERVIEW: Students will be introduced to strategies they may use to monitor their reading comprehension by following their inner voice. Students will better understand what they read when using paper documents. RESOURCES/MATERIALS NEEDED: Instructor: o How Many Days to America? A Thanksgiving Story by Eve Bunting o Map of the Caribbean region o Whiteboard/ chalk board for displaying and Big Ideas and Lingering Questions o Large post-its and Marker Students: o Group copies of How Many Days to America? A Thanksgiving Story o 3x3 post-it notes and paper to adhere them to for turning in LESSON OBJECTIVE: Given a nonfiction text passage, students will demonstrate that they understand how and why readers leave tracks of their thinking by producing no less than three post-it responses accurately labeling their thinking and reading process. The teacher will evaluate student post-it responses to for accuracy. TIME: 1-2 hours STEP 1: PREINSTRUCTIONAL ACTIVITIES: The instructor will do the following: Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 20

21. Remind students to reflect on the previous 2 lessons With student input, review definition of reading comprehension Express to students that it is important to consider HOW we comprehend text. o Active Readers pay attention to and think about ideas they may encounter while reading. o Active Readers carry on a conversation with the text they are reading inside their minds, using a quiet inner voice. o Active Readers understand and learn more from their reading. Explain that class will read a story together to see how we comprehend text and become Active Readers STEP 2: CONTENT PRESENTATION: The instructor will do the following: Show students map of the Caribbean region where story is set Read How Many Days to America? A Thanksgiving Story by Eve Bunting Discuss the book cover and the first section of the text with the class, demonstrating how and why readers leave tracks of their thinking (post-it notes with questions and thoughts that come up during reading.) Read first portion of text with class using their input as well as instructors for post-it note responses Display blank Big Ideas and Questions chart (Appendix C) o Explain that chart is a record of thinking, showing big ideas and questions from your reading Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 21

22. o Begin filling out chart from strongest post-it note responses Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 22

23. STEP 3: LEARNER PARTICIPATION: Students will break into small groups and read the remainder of section 2 of the book together, using their post-it notes to document their thinking. Instructor will circulate through the room, monitoring conversations and helping to clarify thinking. When finished with section 2, the class will continue the Big Ideas and Lingering Questions chart with the instructor. Finish section 3 and document thinking with their individual post-it responses. As a class, discuss the entire book. STEP 4: ASSESSMENT: The instructor will collect the students individual post it responses. Students will have produced no less than three post- it responses accurately labeling their reading and thinking process. STEP 5: FOLLOW-THROUGH ACTIVITIES: Students will complete the process with another short nonfiction piece of their choice. Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 23

24. TITLE: Lesson 4: Strategies for understanding what you read: Stop and refocus thinking when mind wanders LESSON OVERVIEW: Students will learn that when they follow their inner conversation (lesson 3) they are more likely to recognize when they lose focus or when meaning breaks down. They will learn strategies to repair meaning and refocus. RESOURCES NEEDED: Instructor: Stealing Beauty, by Hannah Beach on classroom Smartboard/whiteboard (Appendix D) Variety of nonfiction texts at different levels and interests from classroom library Map of Asia Blank Monitoring Comprehension Chart (Appendix E) Butcher paper/chalkboard Marker/chalk Student: Comprehension Chart Pencil LESSON OBJECTIVES: Given a nonfiction text passage, students will demonstrate that they can remember to stop, think and react to what they read by producing no less than three post-it responses accurately labeling their thinking process and reactions. The teacher will evaluate student post-it responses for accuracy. TIME: 1 hour STEP 1: PREINSTRUCTIONAL STRATEGIES The instructor will do the following: Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 24

25. Preview her own personal reading of Stealing Beauty (Appendix D) Build background knowledge of the topic of art smuggling while showing pictures from the article. Ask students what they think, and briefly share with their neighbor. Show the class the map of Asia, the home of the objects that belong to its citizens. STEP 2: CONTENT PRESENTATION: The instructor will do the following: Display Stealing Beauty on the whiteboard. Explain how a reader can become confused while reading and how a reader might stray from an inner conversation with the text Explain the purpose of and co-construct a 2 column Monitoring Comprehension Chart using the chalkboard/chalk or butcher paper/marker. o Comprehension Charts hold our thinking; we record our thoughts on the chart and refer back to them to help remember what we already learned. o Comprehension Charts connect previous teaching/learning to future teaching/learning. o This chart has 2 columns. As we read, we will list why meaning breaks down on one side, and in the second column, we will list some strategies that can help us fix our comprehension problems. Begin the modeling process by reading and reasoning from the top of the article. Pause after instructor models 3-4 think alouds. Ask for student input and discuss. What did I do? How did I fix it? STEP 3: LEARNER PARTICIPATION: Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 25

26. The instructor will do the following: Finish article. Continue to read and reason aloud. Have students mark on their own copies of Comprehension Charts places where instructor gets lost and how fixes it. Lead class discussion about what class noticed and finishes Comprehension Chart for Stealing Beauty. Discuss input, making sure to incorporate the following in discussion: o Why Meaning Breaks Down Fix-up Strategies Fatigue Reread Disinterest Read on Stress, i.e., Dont get it Ask a question Too hard Use background knowledge Not enough connections Stop reading & refocus Cant pronounce a word Skip over and find out when finished Distracting connection Mark where happened And reread o Be certain to model and explain the distracting connection A weird thing happened to me as I read. I cant tell you what I was reading about. When I came to the part about the Buddha, I had this connection to Tibet, a Buddhist country that is one of my favorite places, and I couldnt stop thinking about it. Instead of helping me understand what I was reading, my connection to the text distracted me. Now I dont know what else Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 26

27. I just read. Thats called a distracting connection. Has this ever happened to you? STEP 4: ASSESSMENT: Students will repeat the process instructor modeled with a nonfiction article of choice from the classroom library and the completed classroom Comprehension Chart for Stealing Beauty. The instructor will collect the students individual post it responses, and evaluate them for accuracy. Students will have produced no less than three post-it responses accurately labeling their reading and thinking process. STEP 5: FOLLOW-THROUGH ACTIVITIES: Students will share their article and input with another student Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 27

28. TITLE: Lesson 5: Strategies for understanding what you read: Remember to stop, think, and react to learn information and expand thinking. LESSON OVERVIEW: Students will learn to stop, think, and react (record their thoughts,) and talk about their reading. By doing so, students often comprehend more deeply and are more likely to expand their thinking and make meaningful connections to the text. RESOURCES NEEDED: Instructor: Overhead projector and marker Overhead transparencies of the following TIME for KIDS articles (Appendices F-I): o A Focus on Girls Education (Appendix F) o Saving Their Native Language (Appendix G) o Tigers Roar Back(Appendix H) o Testing, Testing (Appendix I) Students: Copy of A Focus on Girls Education pencil TIME: Approximately 1 hour Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 28

29. LESSON OBJECTIVE: Given a nonfiction text passage, students will demonstrate that they understand how and why readers leave tracks of their thinking by producing no less than three post-it responses accurately labeling their thinking and reading process. The teacher will evaluate student post-it responses to for accuracy. STEP 1: PREINSTRUCTIONAL ACTIVITIES: The instructor will do the following: Engage students by asking about traditional comprehension questions (TCQs). Has anyone ever had to read some paragraphs and answer a bunch of questions? What do you think about TCQs? Invite students to turn and talk about how they view TCQs. Discuss as class STEP 2: CONTENT PRESENTATION: The instructor will do the following: Explain Read, Write, Talk. You already know that nothing is more important than your own thinking while you read. Your inner conversation matters most because that is where you construct meaning while you read. Today, Im going to show you a way to write and talk about what you read so you can better learn, understand, and remember. I call this Read, Write, Talk. Im going to use this article called A Focus on Girls Education to show you how this works. You can see me stop, think, and react as I read using the transparency. Read, stop, record inner conversation while reading first paragraph of article. Ask students what thinking so far. Turn to neighbor and talk. Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 29

30. STEP 3: LEARNER PARTICIPATION: The instructor will do the following: Now its your turn to read, write, and talk. Ill read the next paragraph and stop at the end. I want you to listen carefully to your inner conversation and notice your questions, connections, new learning, and reactions. Keep the words stop, think, and react in mind. When you remember to do this, you get more from your reading. Read paragraphs 2-4 of A Focus on Girls Education out loud and allow time for writing reactions. Turn and share what you wrote with your neighbor Circulate around room, listen in, and elaborate when needed Come together as a class Ask students to reflect on the content, the Read, Write, Think process, and ask about any lingering questions Discuss and share discoveries STEP 4: ASSESSMENT: Students will repeat the Read, Write, Think process with one of the three additional nonfiction articles referenced in the resources section. The teacher will evaluate student post-it responses to for accuracy. STEP 5: FOLLOW-THROUGH ACTIVITIES: Students will discuss the assessment article they read with another student who read the same article using their margin notes to facilitate discussion. Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 30

31. INTERNET AND COMMUNICATION DOCUMENTS (ICTs) TITLE: Lesson 6: Strategies for Understanding What Read/View Online: How Reading Online Differs from Reading Print-Based Texts LESSON OVERVIEW: Students will learn about the Text, Audience, and Production strategy (T.A.P.) and how to apply it. They will begin to integrate the literacy skills they develop in their social environment to the literacy skills they develop in school. RESOURCES: Instructor: Computer with projection screen so class can view Did You Know 4.0? and Jane Goodall BrainPOP biographical short as a group TAP model graphic Blank paper copy of Exit Ticket (Appendix M) Rubric for Exit Ticket (Appendix N) Student: Access to classroom computer Copy of TAP model graphic (Appendix J) Blank paper copy of Exit Ticket (Appendix M) Rubric for Exit Ticket (Appendix N) LESSON OBJECTIVE: After a lesson in media literacy using T.A.P., students as a class will analyze a BrainPOP short using the strategy along with the teacher. The teacher and the class will have a discussion about the experience. Students will complete exit tickets at the conclusion of the class. The teacher will examine the exit tickets to confirm that students Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 31

32. correctly articulated the T.A.P. strategy, and know when to use it. TIME: Approximately 1-2 hours STEP 1: PREINSTRUCTIONAL STRATEGIES: The instructor will do the following: Shows class Did You Know 4.0? video to class http://www.youtube.com/watch?v=6ILQrUrEWe8 For more specific references, please see http://shifthappens.wikispaces.com. Discuss what this could mean for students STEP 2: CONTENT PRESENTATION: Introduce commonly recognized core of literacy principles (Considine & Haley, 1999) o Media are constructions o Media representations build reality o Media have commercial purposes (make money for some people) o Audiences exchange meaning o Each medium has its own forms, conventions, and language o Media contain values and ideology o Media messages may have social consequences or effects Just because we are surrounded by media doesnt mean we recognize or understand its content or intent. It can be complicated to figure out, and just because you understand how to access the messages doesnt mean you can recognize Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 32

33. the purpose of the messages and who is meant to see them and why. Today well explore some ways to make sense of all these messages. Show T.A.P. model graphic (Considine, Horton, & Moorman, 2009) o Text questions examine the type (medium and categories) of text as well as the genre Text questions also examine questions related to structure of text (setting, characters, conflict, plot, resolution.) Example: In the case of film, categories include fantasy, western, science fiction, comedy, etc. o Audience questions focus on the nature and needs of target audience and analyze how text taps into interests, tastes, preferences, and lifestyle of audience Meaning does not reside in text; is created by individual So this category recognizes that texts can and should be responded to differently This is a shift away from correct interpretations to richer readings that take into account individual audience members unpacking, explanation, and justifications for interpretations o Production questions allow students to critically analyze creative process and context in which text created, distributed, marketed, and consumed Example: Watching Fox News Anchor One audience member understands what anchor is saying & viewpoint Another has deeper understanding, recognizing not only the previous but also Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 33

34. that Fox is a large corporation headed by Rupert Murdoch who has interests in publishing, newspapers, film, and TV o T.A.P. model provides teachers/students with a structure in which to deconstruct and analyze media messages Watch BrainPop biographical shot of Jane Goodall http://www.brainpop.com/science/famousscientists/janegoodal l/ Using T side of model, classify BrainPOP resource as a class o Medium: film short o Genre: Biographical o Characters: Tim and Moby, animated boy and robot A side: o Target audience: Upper grade elementary/middle school students o Evidence: Dear Tim and Moby letter; animation style and humor, level of text sophistication, etc. o Who is not addressed: preschoolers, nonfluent English speakers, scientists, etc. o How and why is text appealing? Animated-visually interesting to target population Uses humor well Informative, but not overly complicated, etc. P side: o Who created?- BrainPop advisory board of teachers and curriculum specialists Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 34

35. o What can we conclude based on this information?-Most likely accurate o What production techniques used?- o How is text marketed and distributed?- To teachers/parents online STEP 3: LEARNER PARTICIPATION: Students will view the webpage http://www.janegoodall.org/study-corner-biography (please see appendix xx for screenshot) in small groups, and complete the T.A.P. strategy together using the webpage as the text to be analyzed. Class will meet as a group and discuss the experience STEP 4: ASSESSMENT Students will complete an exit ticket for the T.A.P. strategy discussions. They will be evaluated using the rubric found at http://w.taskstream.com/RubricWizard/RubricPrintView/PrintView? encLegacyRubricId=u9edf7ebfkf9e6eq&platform and in appendix XX. STEP 5: FOLLOW-THROUGH ACTIVITIES: Students will complete the T.A.P. process with a video of their choice from http://www.janegoodall.org/media/videos. Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 35

36. TITLE: Lesson 7: Strategies for Understanding What Read/View Online: How Reading Online Differs from Reading Print-Based Texts: Identify how we have been shaped by media experiences LESSON OVERVIEW: Students will create their own multigenre autobiography and demonstrate their understanding of the five main processing practices for reading online. RESOURCES NEEDED: Instructor: Computer with projection screen Portions of instructor multigenre autobiography List of prompts (please see appendix E) Rubric Students: Access to classroom computer List of prompts Paper/pencil TIME: Approximately 1 hour Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 36

37. LESSON OBJECTIVE: After viewing an example of a power point presentation demonstrating how a life has been shaped by diverse texts, a multigenre autobiography, and given prompts to respond to, students will construct their own multigenre literacy autobiography and create a multimodal artifact. Students will be evaluated by the teacher on the following criteria: thoughtfulness of response, thoroughness of literary past exploration, and insights into the influences of their personal literary histories on their lives. STEP 1: PREINSTRUCTIONAL STRATEGIES: The instructor will do the following: Show students http://www.youtube.com/watch?v=mEJL2Uuv-oQ This is something I watched as a child. Any thoughts as to why Im showing you this now? (briefly respond) Those are some ideas. Take a look at this http://www.tatteredcover.com/book/9780312379315 And this http://jeffreyalanmiller.files.wordpress.com/2008/05/archie _comics_front.jpg This http://goo.gl/Uynyx And finally this http://www.youtube.com/watch? v=0_C2HJvtRDY&feature=related Any other ideas? (briefly respond) These are all examples from my own Literacy Autobiography, just a few examples of texts that have shaped my life. Briefly elaborate on how text important in life STEP 2: CONTENT PRESENTATION: The instructor will do the following: Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 37

38. From what youve just seen, can you see how I have been shaped by media experiences throughout my life? What do you think? (briefly respond) Ask students to briefly list their own examples As a class, share some texts that have been influential in student lives o Be certain to include recognition of how we are all shaped by various types of communication around us o Students should be able to demonstrate a clear link between the various texts and how their lives have been influenced Example: From LEngles Meet the Austins I was inspired to become a teacher as well as create an environment in my own home like Grandfathers barn of books. Before breaking into small groups, watch another example of a literacy autobiography: http://www.youtube.com/watch? v=0ivqb2oEqEE&NR=1 STEP 3: LEARNER PARTICIPATION: The instructor will do the following: Students will discuss their own responses to the Multigenre Literacy Autobiography prompts in small groups of no more than 4 in preparation for the assessment Circulate around the room to facilitate and spur thinking STEP 5: ASSESSMENT: Students will create their own multigenre literacy autobiography of no longer than 5 minutes. They will be evaluated based on the rubric found in appendix F. All student autobiographies will be available for viewing at the conclusion of the unit and on the class website with parental permission. Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 38

39. TITLE: Lesson 8: Strategies for Understanding What Read/View Online: How Reading Online Differs from Reading Print-Based Texts: Understanding of the Five Main Processing Practices for Reading Online: Part 1 LESSON OVERVIEW: Students will become familiar with and recognize the five main processing practices for reading online. RESOURCES NEEDED: Instructor: Computer with projection screen Student: Access to classroom computer Exit ticket Pencil/paper LESSON OBJECTIVE: Students will demonstrate understanding of the first two of the five main processing practices for reading online: identifying important questions, and locating information TIME: Approximately 1 hour STEP 1: PREINSTRUCTIONAL STRATEGIES: The instructor will do the following: Based on all our discussions so far, does anyone have an idea how reading online is different from reading in print? Discuss responses. STEP 2: CONTENT PRESENTATION: The instructor will do the following: Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 39

40. You are all partially correct. Some skills are specific to online reading, while others overlap. Today we will touch briefly on the skills you will need to learn in order to be skilled online readers. Dont worry; you wont be expected to be experts yet! Well work on this all year. Explain that online reading comprehension is defined according to the purpose, task and content as well as the process (Remember Stealing Beauty?) that takes place in the mind: o What do we need to do to become proficient (skilled) online readers? Be able to identify important questions, locate information, critically evaluate information, synthesize information, and communicate that information to others o Well be going through the first two processes today and the rest next time. That way we can spend enough time on each process so we all understand well. Processes in more detail: o Identifying important questions We read on the internet to solve problems and answer questions both large (How can we stop global warming?) and small (What time is Scooby Doo on?) Online reading always begins with a question or problem-one of the most significant differences between online and offline reading Practice identifying important big and small questions as a class using the topic of sports o Locating Information Knowing how to locate information essential to online reading: 4 essential skills: Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 40

41. 1. Know how to use search engine 2. Know how to read search engine results 3. Reading web page to locate information that might be present there 4. Making inferences about where information is by selecting a link on one site to find information at another This is a gatekeeper skill set; without it, wont be effective online reader (Henry, 2006) Practice locating information as a class. What is the most helpful way to show our support for the earthquake and tsunami affected people of Japan? How do I become a guitarist like Eric Clapton? STEP 3: LEARNER PARTICIPATION: Students will work in pairs formulating important questions about a fictional trip to New York City, and locate information about what to do while there. Students will record their important questions and information about what to do in New York separate sheets of paper that will be turned in to the instructor. We will discuss the experience and results as a class. STEP 4: ASSESSMENT Students will turn their sheets from Step 3, and complete an exit ticket concerning this portion of the lesson. Exit tickets will be evaluated by instructor for understanding. STEP 5: FOLLOW-THROUGH ACTIVITIES: Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 41

42. Students will discuss their learning with their families, and apply their learning to a relevant question applicable to their lives outside school. Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 42

43. TITLE: Lesson 9: Strategies for Understanding What Read/View Online: How Reading Online Differs from Reading Print-Based Texts: Understanding of the Five Main Processing Practices for Reading Online: Part 2 LESSON OVERVIEW: Students will become familiar with and recognize the five main processing practices for reading online. RESOURCES NEEDED: Instructor: Computer with projection screen Student: Access to classroom computer Pencil/paper LESSON OBJECTIVE: Students will demonstrate understanding of the remaining three of the five main processing practices for reading online: critically evaluating information, synthesizing information, and communicating that information to others. TIME: Approximately 1 hour STEP 1: PREINSTRUCTIONAL STRATEGIES: The instructor will do the following: Review previous session Take any lingering student questions about the first 2 online reading processes Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 43

44. STEP 2: CONTENT PRESENTATON: The instructor will do the following: Explain the remaining 3 online reading processes o Critically evaluating information (Coiro, 2007): Needed for both on- and offline reading: 1. Evaluating understanding: Does it make sense to me? 2. Evaluating relevancy: Does it meet my needs? 3. Evaluating accuracy: Can I verify it with another reliable source? 4. Evaluating reliability: Can I trust it? 5. Evaluating bias: How does the author shape it? Online only: 1. Know how to decide which website to visit based on creator (i.e., organization (.org), company (.com), school (.edu) or something else) 2. Where to go to determine author? Her background? 3. How does author shape the information placed on the internet? 4. What other sites confirm information? Discuss as a class: Here is a copy of So You Want to Be an Inventor and the Time for Kids web page about Thomas Edison and his inventions. I will read the Thomas Edison portion of So You Want to Be an Inventor? aloud now, and then well look at the TFK web page together. I want you to complete a Comprehension Chart about these two Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 44

45. texts as we talk. On one side, write how you understand my reading, and on the other, how you understand our class reading of the web page. How is critically evaluating information between both texts similar? Different? o Synthesizing information Difficult to observe because happens so fast in the mind of the reader Reader puts together information so can understand (on- and offine) Online only: 1. Reader actively constructs texts read by choices make about sites to visit 2. Which links to follow 3. With whom to communicate with 4. What messages read No 2 readers construct the same text, even when start with same question Ask 2 different students to demonstrate how they would choose to navigate the TFK page. What similarities or differences does the class notice? How does it change the experience? o Communicating Information Both writing and reading important Each tool has its own set of strategies What kinds of communication tools do you use? Emails? Instant messaging? Online chats? Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 45

46. STEP 3: LEARNER PARTICIPATION: In small groups, students will read about another inventor featured in So You Want to Be an Inventor? Students will plan a website about the inventor they chose to read about, deciding what information and media should be placed within the site. They will not actually be creating a working site; rather they will determine what information and elements to include as if they were designing a working site. STEP 4: ASSESSMENT: Given access to a classroom computer, students will locate and complete an online multiple choice assessment which will demonstrate their understanding and identification of the five processing practices of online reading comprehension. A score of at least 80% will demonstrate mastery. STEP 5: FOLLOW-THROUGH ACTIVITIES: Students will apply what they have learned in lessons 8 and 9 to websites they use in other classes and in their personal internet reading. Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 46

47. Appendix A Text Samples for Lesson 1 Making Slime! A Shock for Elderly Woman Harry Potter and the Half-Blood Prince: Is It As Good As They Say? How a Tadpole Becomes a Frog Is Pizza Junk Food? How A Pinball Machine Works All text samples are from Leochko, D. & Rossi, T. (2007). Guiding Readers Through Non-Fiction: Effective Strategies for Small-Group Instruction. Portage & Main Press: Winnipeg, MB Canada Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 47

54. Appendix B Using Nonfiction Everyday Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 54

55. BIG IDEAS LINGERING QUESTIONS Appendix C Big Ideas and Lingering Questions Chart Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 55

56. Appendix D Stealing Beauty by Hannah Beach Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 56

64. Appendix E Monitoring Comprehension Chart Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 64

65. Appendix F Saving Their Native Language by Martha Pickerill Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 65

66. Appendix G A Focus on Girls Education by Jackie Wlodarczak Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 66

67. Appendix H Testing, Testing by Elizabeth Sirius Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 67

68. Appendix I Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 68

70. Tigers Roar Back by Laura Girardi Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 70

71. Appendix J TAP Model Graphic Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 71

72. Appendix K Monitoring Comprehension: Number of Responses Showing Evidence of Self-Monitoring Qualities Skill Strong Evidence Some Evidence Little Evidence Listen to the inner conversation and text code to keep track of thinking Stop and refocus thinking when mind wanders Rereads to cement understanding Uses strategies when gets stuck Remembers to stop, think, and react to learn information and expand thinking _____________________________________________________________________________ ________ Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 72

73. Appendix J TAP Model Graphic Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 73

74. Appendix K Monitoring Comprehension: Number of Responses Showing Evidence of Self-Monitoring Qualities Skill Strong Evidence Some Evidence Little Evidence Listen to the inner conversation and text code to keep track of thinking Stop and refocus thinking when mind wanders Rereads to cement understanding Uses strategies when gets stuck Remembers to stop, think, and react to learn information and expand thinking _____________________________________________________________________________ ________ Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 74

75. Appendix L TICA Basic Skills (Phase One) Checklist Most of the students and all of the groups in my class know how to: Computer Basics Comment Turn a computer on/off Use the mouse/track pad Follow classroom and school rules for computer use Open programs and files using icons and/or the Start Menu (PC) Log on and log off from individual file space Create/open a new folder/file Launch a word processor Open a word processing file Type a short entry in a word processing file Copy text Cut text Paste text Delete text Name a word processing file and save it Open a new window Open a new tab Web Searching Basics Locate and open a search engine Type key words in the correct location of a search engine Type addresses in the address window Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 75

76. Use the refresh button Use the BACK and FORWARD buttons Use a search engine for simple key word searches General Navigation Basics Maximize/minimize windows Open and quit applications Toggle between windows E-mail Basics Locate and open an e-mail program Attach documents to e-mail messages Compose, edit and send email messages Receive and reply to messages Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 76

77. Appendix M Exit Ticket Example Exit Ticket What I Learned this Lesson: What I already knew: What I might need some more help with: When do I use what I learned? Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 77

78. Appendix N Exit Ticket Evaluation 1 2 3 Score/Level Student can define T.A.P. Student does not define T.A.P. Student defines T.A.P. partially Student defines T.A.P. accurately and completely. Student articulate s when it is appropria te to use T.A.P. Student cannot articulate when it is appropriate to use T.A.P. Student partially articulates when it is appropriate to use T.A.P. Student accurately and completely articulates when it is appropriate to use T.A.P. Student can articulate where she may need additional assistance with T.A.P. Student cannot articulate where she may need additional assistance with T.A.P. Student partially articulates where she may need additional assistance with T.A.P. Student accurately and completely articulates where she may need additional assistance with T.A.P. Student uses complete sentences with proper grammar and spelling in responses Student has more than three grammar/spelling mistakes. Student has 1-3 grammar/spelling mistakes. Student has no grammar or spelling mistakes. Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 78

79. . Appendix O Here is a list of some questions to help you think about your own literacy autobiography. You do not have to answer every question; these are here to get your creative juices flowing. As you create your autobiography, please consult the rubric. That is how I will determine how well you have completed this assignment. Prompts for Multigenre Literacy Autobiography 1. What are your earliest memories of reading and writing? 2. What are your earliest memories of watching TV? 3. What are your earliest memories of seeing movies or films? 4. What are your earliest memories of using a computer? 5. Did your parents read to you as a young child? Do they now? 6. What pleasures or problems do you associate with reading and writing? 7. Do you receive or send mail (like birthday cards, thank you notes, letters)? 8. Is a newspaper delivered to your home? If not, has it ever been? Have you seen others in your home reading a newspaper? Do you? 9. Do your parents subscribe to magazines? Do you? Do you see people in your home reading magazines? 10. Do you have a library card? Do your parents? How often do you visit the library, and what do you do there? What kinds of things do you check out? Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 79

80. 11. Can you remember the first book you loved? 12. Can you remember the first movie or TV show you loved and watched over and over? 13. What was the first book you chose to read yourself for fun? 14. Has a nonprint text been important to you? What was it, and why was it important to you? 15. Have you ever come across something online that you thought adults would be upset to know that you saw? How did you feel about seeing it? 16. Do you remember your first writing assignments? When and how often do you write now? 17. Do you write for pleasure? What do you write about? 18. Do you consider yourself a reader? Why or why not? 19. Do you consider yourself a writer? Why or why not? 20. Have you ever seen a book youve read turned into a movie? Adapted by Jennifer Jackson from Kist, 2009, 14-16. Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 80

81. Appendix P Rubric for Multigenre Autobiography 1 2 3 Score/Level Thoughtfulnes s of responses: Does your autobiography appear to be thrown together at the last minute or has some real thought been put into it? Appears thrown together at last minute, with fewer than 2 prompt questions considered 3-5 prompt questions considere d More than 5 prompt questions considere d Thoroughness of literary past exploration: Have you used a variety of texts to represent different times in your life? Less than 2 text varieties considered 3 text varieties considere d More than 3 text varieties considere d Insights into the influences of their No conclusion s drawn. At least 1 conclusio More than 1 conclusio Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 81

82. personal literary histories on their lives: Have you drawn conclusions as to how the different media texts have influenced you? n drawn n drawn Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 82

83. Appendix Q Finding and Using Information Online: Questions and Answers Instructor comments This short quiz contains questions that deal with the five main processes for reading online: understanding and developing questions, locating information, critically evaluating information, synthesizing information, and communicating information. Do your best to answer these questions. Q 1 ) Your teacher has asked you to compare your community to another community. What questions do you need to ask before you get started? CHOOSE ONE ANSWER. Type: Multiple choice Category: Generic Points: 1 Randomize answers: No a ) What is a community? How far is it to the next community? b ) What other community do I want to use for my project? How can I find out about that community? c ) What are the directions to get to the other community? What is the weather like there? Q 2 ) You are writing a report about your state. You will have three parts to your report. Part 1 - Where is your state? Part 2 - What landforms does your state have? Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 83

84. Part 3 - _______________________________ Choose the best question that should be Part 3 of your report. CHOOSE ONE ANSWER. Type: Multiple choice Category: Generic Points: 1 Randomize answers: No a ) A. What state would you like to visit on vacation? b ) B. How many states are there? c ) C. What products come from your state? Q 3 ) Please list the web address of at least one search engine you could use to find information. For this quiz, you must use "www." before the name of any site you enter. For example, if you wanted to write "mrsjackson.com," you would need to write "www.mrsjackson.com" for it to be counted correctly. Type: Free text Category: Generic Points: 1 Accepted answers www.google.com www.bing.com www.askjeeves.com Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 84

85. www.yahoo.com www.safari.com Q 4 ) What key words could you use to find out more about Benjamin Franklin? Type: Free text Category: Generic Points: 1 Accepted answers Ben Franklin Scientist Statesman Inventor Q 5 ) Which of the following is useful for determining if a search result is effective for a task? A. Knowing what is sponsored (paid for) or not B. Skimming main results before reading in more detail C. Knowing when the first item is not the best item for a question D. Evaluating how the search results page matches what you want to find out E. All of these Type: Free text Category: Generic Points: 1 Accepted answers E. All of these Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 85

86. e all Q 6 ) Which of the following are important when locating information within a website? Type: Multiple choice Category: Generic Points: 1 Randomize answers: No a ) Determining if a site is worth more careful reading b ) Reading carefully to make sure the information you need is there c ) How words are spelled d ) A, B, and D e ) Knowing when you have left a site and how to get back to the original site Q 7 Websites do not have an agenda or bias Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 86

87. ) Type: True/False Category: Generic Points: 1 a ) True b ) False Q 8 ) What questions can you ask when determining if a website is reliable? Type: Multiple response Category: Generic Points: 1 Randomize answers: No Grade style: Partial a ) Is this site trying to sell me something? b ) Is the website's author an authoritative source(for example, a professor, scientist, librarian, etc.)? c ) Does the information make sense? d ) Does the author include links to other reliable websites? Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 87

88. e ) Does the website contain lots of typos or mistakes? f ) Does the URL provide clues to its reliability? Q 9 ) How can you decide what is important or not important in the information you gather from both on and offline sources? Type: Multiple choice Category: Generic Points: 1 Randomize answers: No a ) Choose tools to fit the needs of your information (notebooks, emails, file folders (paper and/or electronic, etc.) b ) Take notes with pencil and paper c ) Take notes with a word processor d ) Type notes using short cut strokes like highlight/cut/copy/paste e ) All of these Q1 Please read the following: Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 88

89. 0) Southern California is known for its tourist attractions and its theme parks. People come from all over the world to get a look at Hollywood, and such things as the "Walk of Fame" where many celebrities' names are found on gold stars on Hollywood Boulevard. Tourists are also attracted to the area with hopes of catching sight of the movie stars who live in the hills surrounding Los Angeles. Many visitors come to shop in the glamorous shops on Rodeo Drive in Beverly Hills. Among the theme parks that attract visitors are Disneyland in Anaheim, Knott's Berry Farm, Magic Mountain Amusement Park, and Raging Waters park. Folks who want to combine tourist attractions and theme parks can visit Universal Studios which offers both. Which of these sentences in this paragraph does not give important information about the main idea? Type: Multiple choice Category: Generic Points: 1 Randomize answers: No a ) Southern California is known for its theme parks and tourist attractions. b ) Many visitors come to shop on Rodeo Drive. c ) Many movie stars live in Southern California. d ) Folks who want to combine tourist attractions and theme parks can visit Universal Studios which offers both. e ) Among the theme parks that attract visitors are Disneyland in Anaheim, Knott's Berry Farm, Magic Mountain Amusement Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 89

90. Park, and Raging Waters park. Q1 1) When you are communicating information, messages have consequences and will influence how others react to them. If you were emailing Mrs. Whatsit to get information, what would be an appropriate way to start the email? Type: Multiple choice Category: Generic Points: 1 Randomize answers: No a ) Hey b ) No greeting; just ask the question right away c ) O wise one d ) Dear Mrs. Whatsit, e ) Who are you, again? Q1 2) If you wanted your friend to know about additional information on the group project you were working on, how Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 90

91. would you get it to her? Type: Multiple choice Category: Generic Points: 1 Randomize answers: No a ) Bring a paper copy to her b ) IM her a link to the information c ) Email her a link to the website or blog where you found it d ) Call her on the phone e ) Any of these Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 91

92. References BrainPOP, accessed 4/25/11 from http://www.brainpop.com/science/famousscientists/janegoodal l/ Dick, W., Carey, L., & Carey, J.O. (2005). The Systematic Design of Instruction. Boston, MA: Pearson. Ertmer, P. A., and T. J. Newby. (1993) "Behaviorism, Cognitivisim, Constructivism: Comparing Critical Features from an Instructional Design Perspective." Performance Improvement Quarterly 6.4, 50-72. Explainvisualthinking, Did you know? 4.0, accessed 5/18/11 from http://www.youtube.com/watch?v=6ILQrUrEWe8 Jane Goodall, accessed 5/2/11 from http://www.janegoodall.org/study-corner-biography & http://www.janegoodall.org/media/videos Hanna-Barbara Productions. Scooby-Doo Theme Song, accessed 5/2/11 from http://www.youtube.com/watch? v=0_C2HJvtRDY&feature=related Harvey, S. & Goudvis, A. (2005). The Comprehension Toolkit. Portsmouth, NH: Heinemann. Harvey, S. & Goudvis, A. (2005). The Source Book of Short Text. Portsmouth, NH: Heinemann. Henry, L.A. (2006). SEARCing for an answer: The critical role of new literacies while reading on the Internet. The Reading Teacher, 59, 1265-83. Kist, William. (2009). The Socially Networked Classroom. Thousand Oaks, CA: Corwin Press. Leochko, D. & Rossi, T. (2007). Guiding Readers Through Non- Fiction: Effective Strategies for Small-Group Instruction. Portage & Main Press: Winnipeg, MB Canada. Leu, D. J., Zawilinski, L., Castek, J., Banerjee, M., Housand, B., Liu, Y., and ONeil. M (2007). What is new about the Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 92

93. new literacies of online reading comprehension? In L. Rush, J. Eakle, & A. Berger, (Eds.). Secondary school literacy: What research reveals for classroom practices. (37-68). Urbana, IL: National Council of Teachers of English. New Literacies Project, accessed 2/25/11, from www.newliteraciesproject.com. SchoolHouse Rock, Im Just a Bill, accessed 3/15/11 from http://www.youtube.com/watch?v=mEJL2Uuv-oQ St. George, J. & Small, D. (2002) So You Want to Be an Inventor? New York, NY: Puffin Books. Sterzal, Melissa, Melissas Literacy Autobiography, accessed 3/15/11 from http://www.youtube.com/watch?v=0ivqb2oEqEE&NR=1 Becoming a Fearless Reader: Nonfiction Reading ComprehensionPage 93

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