Module 9
Question: What can you as a teacher do to promote the reading and use of information books in the classroom?
Question: What can you as a teacher do to promote the reading and use of information books in the classroom?
Image retrieved from https://ww2.kqed.org/mindshift/2013/07/12/how-to-get-kids-hooked-on-nonfiction-books-this-summer/
Non-fiction (information) books present accurate information about any subject matter. Additionally, non-fiction also include certain text features - illustrations, maps, charts, photographs, graphs, etc. Why is it important for teachers to promote non-fiction books in the classroom? Reason: our society is information driven; reading non-fiction is becoming more important every day. Non-fiction books can deepen student engagement with topics addressed in science, social studies, music and art (Young, Moss, Cornwell, p. 3).
I strongly believe with increasing students' vocabulary. Information text exposes students to a wide variety of words they may not have encountered through daily conversation or from reading chapter books. Thus, informational texts may be particularly well-suited to contributing to young children's development of vocabulary and world knowledge (Duke, p.1). In my experience, many colleagues do not read non-fiction books aloud to their students. One suggested that students may not be interested as reading fiction. This is worrisome as students must have some type of background knowledge to either write about a certain topic or even to begin an inquiry project. If we want to teach students about information literacy, to analyze and select appropriate resources, then we need to promote such resources. When I recently polled my own students about their reading interests, the majority of the class indicated they would much rather read information books (e.g. animals, sports, statistics, facts). Students need to be exposed more to expository text since it comprises the majority of their reading throughout school and later into adulthood.
As mentioned in a previous blog post, I use picture books as an "anchor" to hook students when introducing a new topic. I should use information books to spark and widen curiosity. This may lead a reluctant reader to start reading for pleasure. Thus, I will need to incorporate a variety of genres including picture books, biographies, poetry, animals, statistics, and other information titles. It is extremely important that nonfiction collections span a range of reading levels (Young, Moss, Cornwell, p.6) and are of top quality. Students are naturally curious about the world. It is time to open the door to provide answers to students' questions. Reading non-fiction titles will provide answers to those questions. "The important thing is not to stop questioning. Curiosity has its own reason for existing." - Albert Einstein
To promote students' engagement with information books, I need to:
I strongly believe with increasing students' vocabulary. Information text exposes students to a wide variety of words they may not have encountered through daily conversation or from reading chapter books. Thus, informational texts may be particularly well-suited to contributing to young children's development of vocabulary and world knowledge (Duke, p.1). In my experience, many colleagues do not read non-fiction books aloud to their students. One suggested that students may not be interested as reading fiction. This is worrisome as students must have some type of background knowledge to either write about a certain topic or even to begin an inquiry project. If we want to teach students about information literacy, to analyze and select appropriate resources, then we need to promote such resources. When I recently polled my own students about their reading interests, the majority of the class indicated they would much rather read information books (e.g. animals, sports, statistics, facts). Students need to be exposed more to expository text since it comprises the majority of their reading throughout school and later into adulthood.
As mentioned in a previous blog post, I use picture books as an "anchor" to hook students when introducing a new topic. I should use information books to spark and widen curiosity. This may lead a reluctant reader to start reading for pleasure. Thus, I will need to incorporate a variety of genres including picture books, biographies, poetry, animals, statistics, and other information titles. It is extremely important that nonfiction collections span a range of reading levels (Young, Moss, Cornwell, p.6) and are of top quality. Students are naturally curious about the world. It is time to open the door to provide answers to students' questions. Reading non-fiction titles will provide answers to those questions. "The important thing is not to stop questioning. Curiosity has its own reason for existing." - Albert Einstein
To promote students' engagement with information books, I need to:
- increase the amount of non-fiction books in my classroom library
- display non-fiction titles in an enticing way
- consistently read aloud information books
- use books talks to promote information books
- have students participate in readers theatre to introduce information books
- pairing text (non-fiction and fiction texts based on a curricular theme)
- attempt non-fiction literature circles (**personal development is needed - e.g. appropriate resources, activities)
References
Duke, N. (2003). Information books in early childhood. Retreived from
http://www.naeyc.org/files/yc/file/200303/InformationBooks.pdf.
Young, T., Moss, B., & Cornwell, L. (2007). The classroom library: a place for nonfiction, nonfiction in its place. In Reading Horizons. 48(1), 1-18.
Duke, N. (2003). Information books in early childhood. Retreived from
http://www.naeyc.org/files/yc/file/200303/InformationBooks.pdf.
Young, T., Moss, B., & Cornwell, L. (2007). The classroom library: a place for nonfiction, nonfiction in its place. In Reading Horizons. 48(1), 1-18.