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29 Reading Nonfiction

Page
405
from
Write for College

Reading Nonfiction Chapter Opener

Start-Up Activity

Ask students to describe prehistoric times. They will probably indicate that prehistoric times had dinosaurs or mammoths or Flintstones. Ask students what specific, earthshaking event ended the prehistoric era. They may suggest the asteroid that killed the dinosaurs or the end of the Ice Age.

Let them know that the specific earthshaking event was the creation of writing. When they stare at you incredulously, share with them Webster's first definition of the word prehistoric:

prehistoric: of, relating to, or existing in times antedating written history

Prehistoric literally means "before written history." Once humans started writing things down, they could learn from people far away and long ago. By amassing a vast treasure trove of knowledge and passing it generation to generation, humans have conquered the planet. Throughout human history, the best way to access that trove has been reading.

This chapter helps students read nonfiction, getting their own share of the human treasure.

Think About It

“There's so much more to a book than just the reading.”

—Maurice Sendak

State Standards Covered in This Chapter

CCSS.ELA-LITERACY.RL.11-12.1

CCSS.ELA-LITERACY.RL.11-12.10

CCSS.ELA-LITERACY.RI.11-12.1

CCSS.ELA-LITERACY.RI.11-12.10

CCSS.ELA-LITERACY.RI.11-12.4

CCSS.ELA-LITERACY.RI.11-12.5

CCSS.ELA-LITERACY.RI.11-12.2

CCSS.ELA-LITERACY.RI.11-12.3

CCSS.ELA-LITERACY.RI.11-12.6

CCSS.ELA-LITERACY.RI.11-12.7

LAFS Covered in This Chapter

LAFS.1112.RL.1.1

LAFS.1112.RL.4.10

LAFS.1112.RI.1.1

LAFS.1112.RI.4.10

LAFS.1112.RI.2.4

LAFS.1112.RI.2.5

LAFS.1112.RI.1.2

LAFS.1112.RI.1.3

LAFS.1112.RI.2.6

LAFS.1112.RI.3.7

TEKS Covered in This Chapter

110.38.c.4.G

110.38.c.6

110.39.c.4.G

110.39.c.6

110.38.c.7.A

110.38.c.7.B

110.38.c.7.C

110.39.c.7.A

110.39.c.7.B

110.39.c.7.C

110.38.c.4.F

110.38.c.5.C

110.38.c.7.D.i

110.39.c.4.F

110.39.c.5.C

110.39.c.7.D.i

110.38.c.3

110.38.c.7.D

110.39.c.3

110.39.c.7.D

110.38.c.8.D

110.39.c.8.D

110.38.c.7.D.ii

110.38.c.7.E.i

110.39.c.7.D.ii

110.39.c.7.E.i

110.38.c.5.D

110.39.c.5.D

110.38.c.8

110.39.c.8

TEKS Covered in This Chapter

Page 406 from Write for College

Reading to Learn

Use this page as an introduction to active reading. By high school, students probably feel that reading is second nature, perhaps something they do each night in bed before they fall asleep.

Study reading needs a different approach. Students should be comfortable, but not so comfortable that they fall unconscious. For that matter, students should take notes as they read, annotate the text (if it belongs to them), and question the ideas they discover. Lead students through the active-reading tips on this page in preparation for the SQ3R strategy on the next pages.

State Standard Reference:
LAFS Standard:
LAFS.1112.RL.1.1
TEKS Standard:
110.38.c.4.G, 110.38.c.6, 110.39.c.4.G, 110.39.c.6
NE ELA Standard:
LA 12.1.6.d

Related Resource Tags

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Level:
Grade 11Grade 12
Mode:
Writing Basics
English Language Arts:
Reading

Page 407 from Write for College

Using SQ3R

The SQ3R strategy helps students actively engage a text rather than simply skim over it. SQ3R stands for Survey, Question, Read, Recite, and Review.

Use this page to teach students the first step—Survey:

  1. Read the first paragraph or part to understand how the material is set up.
  2. Look through the material, reading headings, captions, first lines, and graphics to get a beginning sense of what the text is about.
  3. Read the final paragraph or part to understand how it wraps up.
  4. Answer the PAST questions, thinking about the Purpose, Audience, Subject, and Type of the material.
Related Minilesson:
State Standard Reference:
LAFS Standard:
LAFS.1112.RL.1.1
TEKS Standard:
110.38.c.4.G, 110.38.c.6, 110.39.c.4.G, 110.39.c.6
NE ELA Standard:
LA 12.1.6.d

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 11Grade 12
Mode:
Writing Basics
English Language Arts:
Reading

Page 408 from Write for College

Question and Read

Guide students through the next two steps in SQ3R:

  • Question the text, asking what its thesis or theme is and what supports it, turning headings into questions, and otherwise wondering about the text.
  • Read closely and actively, taking notes, annotating (if the text belongs to the student), and answering questions along the way.
State Standard Reference:
LAFS Standard:
LAFS.1112.RL.1.1
TEKS Standard:
110.38.c.4.G, 110.38.c.6, 110.39.c.4.G, 110.39.c.6
NE ELA Standard:
LA 12.1.6.d

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 11Grade 12
Mode:
Writing Basics
English Language Arts:
Reading

Page 409 from Write for College

Recite and Review

Teach students the final two steps in SQ3R:

  • Recite aloud the thesis or theme, main supporting points or details,  and answers to any questions about the text.
  • Review the material and any notes one final time, committing the most important information to memory.

Use the tips on the bottom part of the page to help students memorize information.

State Standard Reference:
LAFS Standard:
LAFS.1112.RL.1.1
TEKS Standard:
110.38.c.4.G, 110.38.c.6, 110.39.c.4.G, 110.39.c.6
NE ELA Standard:
LA 12.1.6.d

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 11Grade 12
Mode:
Writing Basics
English Language Arts:
Reading

Page 410 from Write for College

Analyzing Signal Words

Students have practiced using transitions to show the logical connections between ideas in their writing. They now can watch for the same sorts of transitions in their reading to understand how ideas are connected and organized.

Lead students through each row, emphasizing what readers should do in response to the signal words.

State Standard Reference:
LAFS Standard:
LAFS.1112.RI.1.1
TEKS Standard:
110.38.c.4.F, 110.38.c.5.C, 110.38.c.7.D.i, 110.39.c.4.F, 110.39.c.5.C, 110.39.c.7.D.i
NE ELA Standard:
LA 12.1.6.g, LA 12.1.6.k, LA 12.1.6.n

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 11Grade 12
Mode:
Writing Basics
English Language Arts:
Reading

Page 411 from Write for College

Reacting to Nonfiction

Have a student read aloud the excerpt from Civil Disobedience. Then have a different student read the first annotation in the left column and find the part of the text it refers to. Lead a discussion about the reason for the annotation (in this case, connecting the ideas to other learning). Have another volunteer read aloud the second note and discuss it, and so on. Help students understand that each annotation shows active thinking—observing, questioning, summarizing, wondering—rather than just passive skimming. Encourage students to make similar notes and annotations to capture their own thinking as they read.

State Standard Reference:
LAFS Standard:
LAFS.1112.RI.1.1
TEKS Standard:
110.38.c.4.F, 110.38.c.5.C, 110.38.c.7.D.i, 110.39.c.4.F, 110.39.c.5.C, 110.39.c.7.D.i
NE ELA Standard:
LA 12.1.6.g, LA 12.1.6.k, LA 12.1.6.n

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 11Grade 12
Mode:
Writing Basics
English Language Arts:
Reading

Page 412 from Write for College

Reading Web Pages

These days, much reading occurs online. Use this page to help students get the most out of their reading on the Internet.

Web pages often have nonlinear design, meant for skimming, scrolling, and linking from page to page. Readers should scan quickly to find the part they need, and then read closely to extract the key information. They should also exercise caution with online information, testing it for reliability. (See pages 413–414.)

State Standard Reference:
LAFS Standard:
LAFS.1112.RI.1.1
TEKS Standard:
110.38.c.4.F, 110.38.c.5.C, 110.38.c.7.D.i, 110.39.c.4.F, 110.39.c.5.C, 110.39.c.7.D.i
NE ELA Standard:
LA 12.1.6.g, LA 12.1.6.k, LA 12.1.6.n

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 11Grade 12
Mode:
Writing Basics
English Language Arts:
Reading

Page 413 from Write for College

Key Concepts of Media Literacy

In our media-saturated culture, students must learn to thoughtfully and critically engage media. Use the five points on this page to help students understand that media is communication. Every message has someone on the other end, who has a purpose for sharing information about a specific subject in a specific form. Just as students learn to sort out what they hear from friends (and rivals) at school, they need to sort out what they encounter in media.

You can also use the minilesson to help students analyze media messages.

Related Minilesson:
State Standard Reference:
LAFS Standard:
LAFS.1112.RI.1.1
TEKS Standard:
110.38.c.4.F, 110.38.c.5.C, 110.38.c.7.D.i, 110.39.c.4.F, 110.39.c.5.C, 110.39.c.7.D.i
NE ELA Standard:
LA 12.1.6.g, LA 12.1.6.k, LA 12.1.6.n

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 11Grade 12
Mode:
Writing Basics
English Language Arts:
Reading

Page 414 from Write for College

Checklist for Spotting Media Bias

The next time students conduct research, have them use this checklist to determine the trustworthiness of sources. Students need to carefully evaluate all sources of information, but especially online sources dealing with current events and politics.

You can also assign the minilessons to help students critically consider media messages.

Downloads:
Related Minilesson:
State Standard Reference:
LAFS Standard:
LAFS.1112.RI.1.1
TEKS Standard:
110.38.c.4.F, 110.38.c.5.C, 110.38.c.7.D.i, 110.39.c.4.F, 110.39.c.5.C, 110.39.c.7.D.i
NE ELA Standard:
LA 12.1.6.g, LA 12.1.6.k, LA 12.1.6.n

Related Resource Tags

Click to view a list of tags that tie into other resources on our site

Level:
Grade 11Grade 12
Mode:
Writing Basics
English Language Arts:
Reading