Making connections with nonfiction texts
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This document provides an overview of strategies for using nonfiction texts to build reading skills and critical thinking. It discusses using Bloom's Taxonomy and making text-to-self, text-to-text, and text-to-world connections to move beyond literal comprehension. The presentation also explains how reading nonfiction aloud can develop fluency, vocabulary, background knowledge, and transfer of skills to independent reading.
![“[Students] can regurgitate text on a
literal level, but increasingly, they
have trouble with heavier
intellectual lifting” (Gallagher, 2009)](https://image.slidesharecdn.com/makingconnectionswithnonfictiontexts-111112084413-phpapp01/85/Making-connections-with-nonfiction-texts-7-320.jpg)
Making connections with nonfiction texts
- 1. Reading Strategically, Thinking Critically: Making Connections with Nonfiction Texts Presented by Dawn M. Little, M.Ed. Dlittle@linkstoliteracy.com Twitter: @linkstoliteracy Blog: www.teachingwithpicturebooks.wordpress.com www.slideshare.net/linkstoliteracy
- 2. Builds fluency, vocabulary, background knowledge, and comprehension An efficient way for students to expand their vocabulary and concepts and share and understand texts (Sharer, et al., 2005) Meets the Common Core Standards Why read nonfiction aloud?
- 3. Reading Strategically: Using Nonfiction to Make Connections
- 4. “The most general approaches to higher-order thinking is the Anderson and Krathwohl (2001)division of learning into learning for recall and learning for transfer” (Brookhart, 2010)
- 5. Text-to-Self Text-to-Text Let’s move Higher Order to. . . Thinking Skills and Text-to-World Connections Literal Connections
- 6. Creating Evaluating Analyzing Applying Understanding Remembering Thinking Critically: Using Bloom’s Taxonomy to Make Connections
- 7. “[Students] can regurgitate text on a literal level, but increasingly, they have trouble with heavier intellectual lifting” (Gallagher, 2009)
- 8. We want students to be able to transfer knowledge of a skill or strategy to their independent reading and content area reading.
- 9. Activator: Who do you think we will read about today? With the person next to you, discuss who you think the read aloud may be about.