Expository Text
Dr. Peterson
Nonfiction
1. Primary Source Documents 2. Narrative Nonfiction 3. Non-Narrative Nonfiction
Types of Nonfiction Materials
Primary Source Documents Where to find primary source documents
Textbooks/Trade Books Newspapers and periodicals Governmental agencies Schools and libraries Community agencies Newspaper archives Radio and television stations Museums and art galleries Local businesses Homes Flea markets, antique shops, Recollections of people (e.g., journals, diaries, notes, etc.) The Internet CD-Roms
Pike, K., & Mumper, J. (2004). Making nonfiction and other informational texts come alive. Boston, MA: Pearson.
Evaluating Primary Source Documents
Pike, K., & Mumper, J. (2004). Making nonfiction and other informational texts come alive. Boston, MA: Pearson.
Narrative Nonfiction
Biographies Autobiographies Diaries/Memoirs Informational stories Poetry
Non-Narrative Nonfiction
Reference books (i.e., dictionary,
encyclopedia, atlas, etc.) Cook books How-to books Alphabet and Counting Books (some of these can also be narrative nonfiction) Concept/Content-Specific books (i.e., math, science, social studies, etc.)
What Do Expository Texts Look Like?
Text Features
Headings Boldface print Use of capitals to Bullets Captions Italics Labels Varied type/font
styles indicate degree of Call-outs or side bars Changing colors in importance headings to indicate (information placed Titles outside of regular text) importance Subheadings Framed information Highlighted information Textual cues/signal words
What Do Expository Texts Look Like?
Graphic Features/Visuals
Diagrams Cross-sections Photographs Illustrations Can be color or black/white
Graphs Timelines Figures Charts Word bubbles
Tables Maps Graphic
organizers Overlays Cut-aways
What Do Expository Texts Look Like?
Text Organizational Features
Preface Index
Glossary
appendix
Table of contents Pronunciation key
Benefits of Using Informational Books
Builds background knowledge and develops concepts Provides in-depth, accurate information about a topic Enhances vocabulary Familiarizes students with the writing style of
expository texts Provides models for writing succinctly Facilitates purposeful, authentic learning Promotes inquiry, discovery, and active learning Enhances visual literacy
Role of Nonfiction in Developing Reading and Study Skills
By exposing students to informational texts, students have the opportunity to develop the following reading and study skills: Gather information Organize and summarize information Synthesize what they have learned Locate facts Analyze vocabulary Determine fact from fiction Determine fact from opinion Compare/contrast information Use information to determine accuracy of texts
Using Nonfiction in the Classroom
Pre-reading
Activate and build
During Reading
After Reading
background knowledge Motivate learners Skimming the text Recording what was Setting a purpose for Reading purposefully to learned reading Reporting what was answer questions or Discuss the access discover information learned features (table of Summarizing Discussing content contents, index, glossary, Visualizing Applying/extending the etc.) contents Creating vocab lists Provide an overview of Rereading the text Answering questions
Locating information Answering questions Recording information Summarizing
Challenges of Informational Text
Readers have insufficient prior knowledge
about content area topics Readers are unfamiliar with the organizational text structures of expository writing. Authors of content area materials tend to us a dense style of writing and include many ideas in a short space. The writing can lack logical connectives and transition words, which hinder understanding.
Challenges of Informational Text
When logical connectives and transition words are
included to show relationships of ideas, they are often not explained to students. The vocabulary is technical and specialized. Students may not understand how to use such organizational features such as diagrams, timelines, and the like. Since the texts are written to inform, rather than to entertain, motivation and interest may be affected. Students are frequently required to apply or demonstrate what they have learned.
Evaluating Nonfiction Materials
Accuracy
Organization
Checking copyright dates Credentials of author Inaccuracies Authors research process Avoidance of stereotypes Authenticity of facts and details Scope and depth of information Inclusion of multiple perspectives
Checking for clarity of presentation Logical development Clear sequence of information Ways the author uses to grab and hold the readers attention The means the author uses to assist readers to navigate successfully through the information
Evaluating Nonfiction Materials
Writing Style
Design
Checking for ways the author combines words, form, and content in presenting the information Use of vivid, interesting, and stimulating language and descriptions Effectiveness of leads and conclusions in enhancing the reading text Use of age-appropriate vocabulary Explanation of complex and technical terms Tone in presenting the content
Visual appeal of the text Readability Illustrations that accompany the text Appropriateness of placement of illustrations and chosen format
Evaluating Narrative Nonfiction
Organization and structure- How was the story organized? Visuals/illustrations and text or forms of writing? Authors involvement with the subject- Does the author bring the subject to life and make it matter to the reader? Setting- Did you get the feeling that you were in the place being described. Qualities of writing- Does the author create a mood conducive to wanting to explore the subject further? Emotional impact- Does the information entice us and make us want to know more? Imaginative impact- Does the book open up new possibilities and new ways of thinking? Vision of the author or attitude toward the topic- Does the author make the world seem like an amazing place by bringing up interesting-to-explore mysteries, which show how complex the world is. Are interesting and speculative questions raised? Does the author makes us see the world as a place of interest, filled with fascinating information? Authenticity- Is the book based on solid research? How did the author learn about the subject? Design and illustrations- information is made accessible through placement of illustrations and through the way the book is designed. Design elements include type size, kinds of fonts, and titles and subheads.
Expository Text Structures
1.
1.
Descriptive text structure Describe the topic, telling the reader what it is like, and where to find it The author uses photographs and words to help signal the reader to a description which might include an increased attention to our senses in order to bring the topic to life. e.g., Whales by Seymour Simon Sequential text structure Events are in time or include an order of events in a procedure which are explained when using a sequential text structure. Authors who are interested in explaining how things happened over a period of time will often use chronological order of events. e.g., A Picture Book of Helen Keller by David Adler; biographies and many historical books
Expository Text Structure
3. Comparison text structure
Comparing two or more ideas Authors may compare two topics, subjects or objects to provide clarity of the concepts. e.g., The Sun, the Wind, and the Rain by Lisa Westberg Peters 3. Cause/Effect text structure Many events in history or natural phenomena happen as a result of other events. Often multiple events can occur from a single cause, which makes the relationships more complex. Authors who use cause/effect writing patterns are seeking to answer the questions What happened? And Why? e.g., Animals Nobody Loves? by Seymour Simon
Expository Text Structure
5. Problem/Solution text structure Causes people to look for solutions and act upon them. Authors explain an event that is a problem for the people involved. Questions often answered are: What was the problem? What did people do to solve it? Similar to cause/effect, the main difference between them is that cause/effect relationships occur in nature as well as in inanimate objects such as machinery. Problem/solution relationships occur only when people are involved. e.g., Garbage! Where it Comes From, Where it Goes by Evan and Janet Hadingham
Effective Nonfiction Read-Alouds
Select nonfiction that you are interested in and ones
that captivate your students interests. Utilize a variety of nonfiction materials in your readaloud sessions. Prepare for the read-aloud by reading the selection prior to reading it to the students. Provide a meaningful, purposeful introduction to the selection before reading aloud (e.g., discussing the author, style of writing, content, key vocabulary, organization of text, etc.) Depending on your purpose, decide whether to read the entire text, read only parts of the book, or read the text out of order.
