OUR+PAPER!!

__Defining Nonfiction and its Benefits__

Nonfiction is defined as prose writing based on fact. When presented with a piece of prose, or factual information, an individual must first know how to read the information. Once the information is read and understood, the individual must determine what is and what is not fact in order to synthesize the absorbed information. Moss, emphasizes that in order to truly comprehend information or an idea, an individual needs to be able to connect, manipulate it in order to show an extension of knowledge. She compares a measure of student comprehension to individuals known for absorbing and manipulating information. Moss states, "Students need to develop the ability to understand and develop critical reading abilities associated with thinking like a mathematician, historian, or a scientist" (Moss 2005, p. 49). When individuals possess the skills to read, understand, and evaluate nonfiction information, they think critically of the world around them. As valuable as nonfiction is for instructing students in the way of these "expert thinkers," the limited resources utilized serve as roadblocks for deep understanding. The use of textbooks and lack of exposure serve as challenges for students when they are expected to take an evaluative stance of factual information.

The use of textbooks to teach content areas hinders students on their journey to becoming critical thinkers and making meaningful connections. According to Bryce (2011), challenges with textbooks include difficult technical vocabulary, dense presentation of concepts, superficial treatment of topics (p. 494). Additionally, the information delivered in a dry, uninteresting manner lacks organization and structural style, and often has author bias. Another reason why textbooks may not be adequate in the classroom is because in many instances, textbooks are used for up to ten years at a time and may not contain up to date information (Huck, 2007). Nonfiction trade books on the other hand, are constantly being created and updated in order to provide readers with the most accurate information. Another benefit of using a variety of nonfiction books versus one textbook is that while the textbook only gives one author's opinion (where the reader just assumes what the author wrote about is correct), nonfiction trade books allow students to compare books of the same topic and make observations about similarities and differences among texts. For example, when studying bumblebees, students may read April Pulley Sayre's //The Bumblebee Queen//, and compare the information with Sara van Dyck's //Bumblebees//. Needless to day, textbooks just aren't cutting it for our primary grade students to learn new content. With that being said, we must look beyond the textbook to find other nonfiction and informational sources.

Unfortunately, students are not experiencing nonfiction as often as fictional texts. Nell K. Duke is an educator and researcher for literacy development. In 2000, Duke found that "students spend an average of only 3.6 minutes on informational text per day" (p. 202). Infrequent exposure to authentic texts create holes in student understanding and leave them incapable of synthesizing information appropriately, or creating connections to other knowledge. Informational sources are clearly an untapped resource, and we wonder why this is so. One reason many teachers may not use nonfiction in the classroom is because they may not know the advantages to immersion and direct instruction of informational texts. Additionally, they may find it a difficult task to find and incorporate more nonfiction into the classroom.

One significant reason why nonfiction should be used in primary grade classrooms is that students are //motivated// by nonfiction. Young children are naturally curious and want to know about the world around them. Moss (2005) discusses this idea, citing Kletzien in that elementary students, when given a choice of reading material, chose informational texts almost half the time. Even struggling readers benefit more from nonfiction texts, since nonfiction texts explore specific topics of interest. Palmer and Stewart (2005) support Moss in stating that nonfiction, “motivates children as they search for answers to questions about their world” (p. 427). When students are passionate about material, they are more motivated to learn, thus they are far more likely to absorb material. When teachers take advantage of student curiosity and intrinsic desire for informational texts, students will meet more success for future learning and development. Flowers and Flowers promote nonfiction in the primary years as they found inquiry-based learning was more accessible to young children. It allows for children to conduct their own research to find the answers to their questions (Flowers & Flowers, 2009, p. 42). Not only is nonfiction motivating to children, but it is also an essential part of the building blocks necessary for future academic and career success. Therefore, students need to be exposed to nonfiction at an early age so they have time to develop the ability to read it. Although almost half of what students read in the primary grades is in the form of nonfiction, by the time they reach 6th grade, 75% of the reading material students will use in school will be informational (Moss in Hall & Sabey, 2007). If teachers expect students to read and respond to nonfiction text, then they must be taught how to do so. Seeing as nonfiction text has unique features (i.e. index, headings, table of contents, diagrams), students must be specifically taught //how// to read nonfiction. Introducing students to informational text at an early age gives them that much more time to read and respond to nonfiction text and thus develop the critical reading abilities required to read nonfiction. Not only will their educational reading be informational, but other reading in their lives will primarily be nonfiction. Examples include anything on the internet, newspapers and magazines, and any reading they may need to do in their future jobs (Hall & Sabey, 2007). Nonfiction reading material is also a source to help students acquire a larger vocabulary and knowledge domains in content areas such as science, social studies, and mathematics. Palmer & Stewart (2003) discuss that many school systems are heading towards thematic learning. For example, the month of October could revolve around the theme of autumn. With this theme in mind, there are so many nonfiction books about autumn and so many instances where students could learn new information by reading nonfiction. For example, students could read an informational book on leaves to answer the question, why do leaves change colors in autumn? Students could also find books that discuss how different animals prepare for winter during the fall. During this reading, students will be exposed to new terms such as harvest, migrate, foliage, frost, or hibernate. As stated before, students are naturally curious, and finding answers to some of their questions about autumn would be a great motivator for students to read and acquire new knowledge and vocabulary about autumn. Another reason to promote nonfiction in the primary classroom is due to an increase standardized testing and value placed on performance. According to the National Assessment of Educational Progress, by eighth grade over 70% of testing involves reading informational text to gain information or perform a task (Moss, 2004, p 46). Since most of the reading passages on standardized tests are nonfiction, students need not only exposure, but full immersion in nonfiction at an early age in order to understand the how to even approach these texts. Early exposure to and emersion in nonfiction increases their chances of academic success in the older grades where nonfiction and informational texts are part of everyday curriculum (Flowers & Flowers, 2009, pg. 42). Utilizing nonfiction in the early grades also prepares students to attack different text structures of nonfiction versus a narrative piece. Furthermore, student literacy with informational text more closely aligns with the skills required to navigate through the Internet. In our increasingly technological world, students will be spending more time online reading, researching, and exploring. A majority of the text they will be reading online is in the form of nonfiction. According to Schmar-Dobler (2003), "the ability to use the Internet to access information quickly, sift through volumes of text, evaluate content, and synthesize information from a variety of sources is central to success at school and in the workplace” (Schmar-Dobler, 2003, p. 82). It is our job as teachers to prepare our students to be able to read nonfiction text so they can transfer these task specific literacy skills into the digital world.

__Who specifically benefits from nonfiction and how?__ Nonfiction benefits all students regardless of age or gender. However, there are those students who futher benefit from the implementation of nonfiction into the classroom.

Implementing nonfiction text should begin in preschool and continue through the primary years. Exposing young students to nonfiction texts will build background knowledge they may not receive at home. However, teachers may feel that introducing nonfiction to young children is not developmentally appropriate and they will not reap any benefits from it. Duke (2003) feels that early introduction to nonfiction is beneficial to students and they are ready for the demands of nonfiction texts. Duke (2003) writes, "Perhaps the most important point to establish is that information text //is// developmentally appropriate for young children" ( pg.1). Young children have the desire and ability to comprehend nonfiction text that is read aloud to them. They often prefer nonfiction text over a traditional narrative text, because they feel motivated from learning new ideas. Students will show an increase in the reading and writing capabilities because they are interested in nonfiction texts. Williams (2009) writes, "This genuine interest in nonfiction should also improve overall reading performance" (pg. 248). When given the choice students will pick nonfiction. "Rather, children often select nonfiction, informational texts when given a choice (Duke, 2003, pg. 2). Duke (2003) notes the importance of vocabulary development during early childhood. By exposing young children to informational text we are increasing their vocabulary skills. Duke (2003) writes, "Thus informational texts may be particularly well-suited to contributing to young children's development of vocabulary and world knowledge" (pg. 3).

Boys tend to fair better with nonfiction texts. When given the choice boys will most likely choose nonfiction/information books. Duke (2003) points out, "Boys in general were more likely to select informational texts..."(pg. 2). They are interested in the topics nonfiction books present and are motivated to read more and for longer periods of time when given nonfiction books. Duke (2003) found the reading development of boys increased more as they were exposed to reading and writing that was nonfiction because boys prefer informational text.

Struggling readers also do better when given informational text as a choice. Informational text lends itself to different interest levels. It has been determined that if struggling readers are interested in what they are reading they will read more. "One might suspect then that making high-interest reading material available to students at risk or struggling to learn to read may be particularly important" (Duke, 2003, pg. 2). Duke (2003) also found that adults with dyslexia who were successful in reading did so because they read more informational text. These at risk readers found that topics of interest or ideas they were passionate about created opportunities for them to read. Again stressing the idea that if struggling readers read more they will be better readers.

A final benefit to note for all children is parents' involvement. Parents are more likely to read and discuss nonfiction books. They are more likely to ask questions and discuss new vocabulary with their children when reading nonfiction. Duke writes, "Parents may interact more around vocabulary and concepts when reading aloud informational text"(2003, pg. 3). Students will benefit from reading with their parents at home, giving them more opportunities and motivation to read.

Nonfiction is beneficial to all children at every age. Students who are exposed to the benefits of nonfiction beginning in preschool will have increased success with nonfiction and academics as they reach higher grades. Boys and struggling readers will find nonfiction motivating and interesting, increasing their reading success. It is clear from the research that we as teachers need to be introducing nonfiction into the classroom as early as possible. Now that this has been established, however, there are two very important questions left to be asked. One, how can we as teachers align nonfiction text use to the Common Core Standards issued by the State of Connecticut? Two-Once we are aligned to the standards, what strategies and activities can teachers use to best support the reading, understanding, and analyzing of nonfiction text. The next section serves to answer these two questions.

__Alignment to Standards __

The Common Core is a series of standards that aim to provide all states with the same core of learning on which to base instruction for K-12 students. The mission statement is "The Common Core State Standards provide a consistent, clear understanding of what students are expected to learn, so teachers and parents know what they need to do to help them. The standards are designed to be robust and relevant to the real world, reflecting the knowledge and skills that our young people need for success in college and careers. With American students fully prepared for the future, our communities will be best positioned to compete successfully in the global economy." With the gradual adoption of these standards in schools across the United States, the use of activities that are equally as streamlined is even more essential. Within the //Reading and Language Arts Standards//, there is a set of standards that are for reading nonfiction texts. The following standards are specifically designed for incorporating nonfiction, with a focus on grades Kindergarten, First, and Second. Expectations include identifying facts and details, and asking deeper probing questions.

Key Ideas and Details
This standard can be met through the use of a KWL chart before beginning a nonfiction unit. Students will state what they already know about the topic. Discuss what they would like to learn or ask questions about the topic and in the end answer the questions that were posed on the topic. After reading a nonfiction text the teacher can discuss whole group what the main topic was and some important details that support the main idea. A number of books are often read about one selected nonfiction topic. After reading two or three of these books connections can be made about the similarities throughout the nonfiction books. Text to self connections can also be made since nonfiction themes are often topics that we have experience with.
 * RI.K.1. With prompting and support, ask and answer questions about key details in a text.
 * RI.K.2. With prompting and support, identify the main topic and retell key details of a text.
 * RI.K.3. With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text.

Craft and Structure
Nonfiction books often present vocabulary words that are unfamiliar to students. Vocabulary notebooks should be used along with nonfiction books. This will allow students to point out any words they do not know and write down the definition. Pointing out these aspects with every book that is read will help students learn these features. Also when students are creating any writing piece remind them to include these features. This will give them more practice with recognizing these parts of a book. Just like the front and back cover and title of the book, the author and illustrator and their roles should be discussed every time you pick up a book. Repetition is how young children learn and by talking about the people that create the stories students will become familiar with the concept.
 * RI.K.4. With prompting and support, ask and answer questions about unknown words in a text.
 * RI.K.5. Identify the front cover, back cover, and title page of a book.
 * RI.K.6. Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text.

Integration of Knowledge and Ideas
Students need to understand and recognize that the words in the story and the pictures in a story work together to get the message to the reader. The pictures may provide details that the writing can not. As reading a nonfiction book the teacher should model observations that they are making about the illustrations and words. This will clarify this practice for students and they will begin to do so independently. While looking at text features the class would “talk about what they have found and why an author uses a specific text feature and what information can be read by looking at it.” (p. 41) Students can participate in “treasure hunts” for nonfiction text features. This activity consists of the teacher reading a nonfiction book. “Throughout the story the teacher will point out various text features such as a table of contents, labeled diagrams, text boxes and graphs. After the reading students will investigate other nonfiction books and go on a “treasure hunt” to look for similarities and differences of text features.” (p.41)
 * RI.K.7. With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts).
 * RI.K.8. With prompting and support, identify the reasons an author gives to support points in a text.
 * RI.K.9. With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Range of Reading and Level of Text Complexity
While reading a nonfiction book whole group the teacher will ask questions about the meaning of the book, and details. Through practices like this one students are beginning to gather information from a text and inform others. Even though this is done whole group it would be the first steps to a research project.
 * RI.K.10. Actively engage in group reading activities with purpose and understanding.

Grade 1

Key Ideas and Details
After reading a nonfiction text the teacher can engage students in questions and answers about the book. This can also be completed using a learning log format. Using a graphic organizer format students will pick out the main idea of the story and supporting ideas. Students can make text to text connections throughout similar nonfiction books or text to self connections of a part of the nonfiction book and their own life.
 * RI.1.1. Ask and answer questions about key details in a text.
 * RI.1.2. Identify the main topic and retell key details of a text.
 * RI.1.3. Describe the connection between two individuals, events, ideas, or pieces of information in a text.

Craft and Structure
Vocabulary notebooks or online collections of unfamiliar words will help students learn new words, the definitions, a sentence that uses that word and a picture. Text feature treasure hunts can be done to give students hands on experience in finding headings, table of contents, glossaries and other icons in nonfiction books. Students will learn how pictures and words portray different messages through the use of a chart. Students will complete the chart by picking out different parts in the story and what the author says about those parts. They will then look at the pictures and pick out any additional information. Students will learn that words and pictures tell similar information about the topic as well different and visualizing often helps gain the author’s message.
 * RI.1.4. Ask and answer questions to help determine or clarify the meaning of words and phrases in a text.
 * RI.1.5. Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to locate key facts or information in a text.
 * RI.1.6. Distinguish between information provided by pictures or other illustrations and information provided by the words in a text.

Integration of Knowledge and Ideas
Students will pick one part of the story and name the details and illustrations that address these parts of the book. The teacher will name the main idea of the book. The students will need to pick out the details that support it. Students can complete a venn diagram to pick out the similarities and differences in two nonfiction books on the same topic.
 * RI.1.7. Use the illustrations and details in a text to describe its key ideas.
 * RI.1.8. Identify the reasons an author gives to support points in a text.
 * RI.1.9. Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures).

Range of Reading and Level of Text Complexity
During guided reading students can gain experience with reading nonfiction text independently. If needed, the teacher is there to give support with unfamiliar words or concepts. Through this type of practice students are learning how to read information in order to gain an understanding.
 * RI.1.10. With prompting and support, read informational texts appropriately complex for grade 1.

Grade 2

Key Ideas and Details
Completing a graphic organizer on the who, what, where, when, why, and how about the nonfiction book will also provide an outline to a research project that may be done in the future. Students can create a podcast about the main idea of a nonfiction book and supporting details. This will not only be meeting the standard above but also be giving them practice using technology. Students can use a learning log in order to write down connections they made to the nonfiction text.
 * RI.2.1. Ask and answer such questions as // who, what, where, when, why //, and // how // to demonstrate understanding of key details in a text.
 * RI.2.2. Identify the main topic of a multi-paragraph text as well as the focus of specific paragraphs within the text.
 * RI.2.3. Describe the connection between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text.

Craft and Structure
Nonfiction texts often present words or phrases that students are unfamiliar with. Keeping a vocabulary journal or learning log to keep track of these new words can help students learn what they are, what the mean, and what topics they are associated with. As in earlier grades practice with picking out text features can be completed through a “treasure hunt”. It is essential that teachers label each feature and explain the purpose. After briefly modeling the treasure hunt idea students can continue this independently. As a reader it is important to understand that every book has a message. Whether it is to inform the reader about a topic, answer a question, explain, or describe it is our job as readers to understand the overall message of the book and what the author is trying to tell us. This can be completed through a learning log type format.
 * RI.2.4. Determine the meaning of words and phrases in a text relevant to a // grade 2 topic or subject area //.
 * RI.2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to locate key facts or information in a text efficiently.
 * RI.2.6. Identify the main purpose of a text, including what the author wants to answer, explain, or describe.

Integration of Knowledge and Ideas
Nonfiction texts often inform the reader about a topic that they did not know much about. Diagrams, text boxes and graphs clarify certain concepts. It is important for students to know what these images are for and how to read them to clearly understand nonfiction texts. Students need to understand that every fact that is stated needs reasons or details to support it. For example if a nonfiction book on plants states that a plant is a living thing students need to find evidence in the text that supports this. It may be that the plant needs water, it grows, it needs warmth or it needs air. All these details support the fact that a plant is a living thing. Through a graphic organizer such as a venn diagram students can pick out the similarities and differences from two texts on the same topic.
 * RI.2.7. Explain how specific images (e.g., a diagram showing how a machine works) contribute to and clarify a text.
 * RI.2.8. Describe how reasons support specific points the author makes in a text.
 * RI.2.9. Compare and contrast the most important points presented by two texts on the same topic.

Range of Reading and Level of Text Complexity
This standard can be practiced in the classroom through the completion of research projects. Students will be given or pick a nonfiction topic and they will read a variety of books, and internet resources in order to accurately inform their peers about the chosen topic.
 * RI.2.10. By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 2–3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

It is clear from research and standard alignment that integrating nonfiction into daily curriculum is essential in order to create and support an insightful, motivated, and critical thinker. As the standards move from Kindergarten to upper elementary levels, the amount of support shifts, and the expectation of student independence increases. However, the challenge still remains with incorporating nonfiction into a classroom with time constraints and standards. The question is, however, how do we do it? In the following section, we will discuss specific strategies and activities that can be used in any content area to bring nonfiction and informational resources into literacy instruction.

__Strategies for integrating nonfiction into curriculum__

Time constraints, standards, and testing are just a few obstacles between effective instruction of content areas and nonfiction. There are ever-changing theories on effective practice, which makes determining importance even more challenging. Additionally, teachers must determine the techniques to integrate content areas that are otherwise neglected. The following compilation of strategies are found to be effective for all grade levels and are easily differentiated.

Learning logs are a communication log between the teacher and the student. Students use this journal to record observations, quick writes, reactions. and questions. Prior to the reading of a passage, the students would be provided with a series of guide questions. During and after a passage, students can reflect on these guide questions within their designated learning log notebook. The learning log acts as a method of communication between student and teacher, which allows students to write freely without anxiety that their observations are being graded, and gives all participants an opportunity to express thoughts that can be shared with peers and encourage further research. Learning logs are versatile enough to tap into the metacognition of student learning, regardless of whether a student is asked to persuade, describe personal experiences and responses to stimuli, or to respond creatively and spontaneously (Richardson, 363). As students move into higher order thinking, questions can be less literal and more evaluative. These logs document student development and for teachers to monitor understanding. Time effective, simple, and engaging, learning logs stimulate thinking, and offer a space to record a variety of responses.

Graphic organizers are another effective tool students can use while reading nonfiction texts. Graphic organizers can allow students to better understand main idea, vocabulary, events, and data. Teachers can model how to use graphic organizers when developing summaries or determining the main ideas and details. Teachers and students can create their graphic organizers for activities before, during, and after reading. Graphic organizers include, KWL's, webs, Venn Diagrams, charts and graphs.

Readers Workshop is another valuable tool when integrating nonfiction. Reader's Workshop promotes the use of different genres to demonstrate and scaffold skills and strategies students will need in order to become successful readers. Using a focus point, students are guided with a mini-lesson and mentor text. The teacher will model a specific topic, discuss with the class in the forms of pair share and/or the whole group. Students will model their independence of the skill or strategy through their independent reading and small guided group work. Teachers will use their observations and student work to determine if a topic needs to be revisited.

Using Reader's Workshop while implementing a nonfiction unit of study is motivating to both student and teacher. Teachers will begin a unit by introducing what nonfiction is. By defining nonfiction students will be aware of how it is different from fictional pieces. Teachers may follow up by having students look through a variety of nonfiction books, magazines, and newspapers. Students will use the strategy of noticing to create a class list on what they notice about the nonfiction text. Units can continue with introducing and defining different features of nonfiction text. Teachers may approach these features by modeling in big books, on over head projectors, or using a smart board.In grade two, for example, students would be introduced to most features of text, going over the definition and examples of table of contents, bold face words, captions, labels, index, and glossary. Teachers may introduce skills like cause and effect, sequencing, compare and contrast, and author's purpose. Key comprehension strategies to use during a nonfiction unit are wondering (questioning) and noticing. These strategies will allow students to gain a deeper understanding of the text. Students will need to demonstrate an understanding of these features or strategies by utilizing them in their independent and guided reading books.

__Conclusion__ A strong presence of nonfiction within elementary classrooms promotes student independence. By taking advantage of students' natural curiosity and cognitive development, as well as scaffolding information in an engaging format using authentic texts, teachers can guide learners into finding their own independent and critical voice.