Helping Students Tackle Nonfiction Texts
Micah Schutte, Secondary ELA Literacy TOSA
Tiffany Wright Secondary ELA,
Literacy TOSA Tiffany.Wright@jeffco.k12.co.us
Tackling nonfiction texts can be a difficult task for all types of readers across all different content-areas. It can be hard to know how or where to start in supporting students in our classrooms with such an essential skill.
As educators we know that it’s important to read complex texts independently and proficiently in college, in the workplace, and in life. More specifically, we know that students need to have developed the skill, concentration, and stamina to read complex nonfiction texts as adults. So how do we, as teachers, develop students’ skills, concentration, and stamina?
Here’s what we know that matters to student reading growth:
As you move into your final units and begin planning for next year, consider these tips:
For example, you might model the strategies you use to:
As you mull over these considerations, connect with your colleagues to extend and redesign instruction that will help students tackle increasingly more complex nonfiction texts.
Adams, M. J. (2009). The challenge of advanced texts: The interdependence of reading and learning. In E. H. Hiebert (Ed.), Reading more, reading better: Are American students reading enough of the right stuff? (pp. 163–189). New York, NY: Guilford.
Allington, R. (2002). You Can't Learn Much from Books You Can't Read. Educational Leadership, 60, 16-19.
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