Learning and Studying Informational Texts: Do you have a plan?

Pose the Big Question:  How do I read informational texts about science with understanding?

First, I introduce students to nonfiction text features.  I gather a big book that has most (or all) of the nonfiction text features that I want my students to notice.  I read the selection to my students.  What do you notice?  We spend a few days noticing nonfiction text features and labeling how these nonfiction text features help us as a reader.  (Debbie Miller’s book, Reading With Meaning, has examples of how nonfiction text features help readers if you need ideas or wording.)  Next, the students read lots of individual books with examples nonfiction text features in them.  I encourage my students to work with a partner.  The partner pairs mark their findings with a sticky note.  Finally, the students add their learning to charts around the room showing what the variety of nonfiction text features are and why readers need to pay attention to them. 

Since several high stakes tests require retelling, some teachers are explicitly teaching retelling.  First, you need to read the text. Then, think about what you want to say. You need to reread the text again.  You need to turn the paper over and write the retelling.  If you need to check some information, you may turn the paper back over to find it. You must remember to never copy the book! 

In order for students to recognize and understand informational text, they need to understand the different types of clue words that signal informational text.  What words signal that this text is cause/effect vs. problem/solution?  How do students know that this selection is told in sequence?  I use science texts to reinforce all of these types of texts.  First, the students are exposed to texts and encouraged to find these structures.  Then I point out the structures.  Finally we read lots of examples and read and discuss until the kids have a firm understanding. 

Students learn to recognize the 7 types of text structures and their signal words:  problem/solution; sequence, problem/solution; cause/effect; question/answer; main idea/details. 

Near the end of the unit the students apply this learning to writing their own texts based on structures using the signal words.