Description: Providing opportunities for students to read or view multiple sources on a topic can deepen students ability to think critically while also expanding their understanding of a topic. This article includes quick tips for making this experience a regular part of your instruction.
Title: What Students Can Do When the Reading Gets Rough
Description: Describes a professional inquiry into how teachers can use the practices described in Johnston’s Choice Words (2004) to support students reading nonfiction. Includes an analysis of audiotaped and transcribed reading conferences with third grade students during a reading workshop period.
Title: Using Choice Words in Nonfiction Reading Conferences
Description: The inquiry described in this article is meant to extend the work of Johnston (Choice Words) and others, specifically in the area of naming the effective ways teachers use language during conferences with students who are reading nonfiction. In an effort to identify what might occur during this type of conference, I audiotaped, transcribed, and analyzed eight reading conferences with third-grade students who were reading nonfiction texts during a reading workshop.
Title: Teaching for Synthesis of Informational Texts with Read-Alouds
Description: Describes the assessment-driven instruction that facilitated third graders’ increased understanding of informational texts, as revealed in their written responses to texts during one school year. Includes examples of students’ written responses.
Sunday is an avid reader of new nonfiction for kindergarten through 12th grade. Her reviews include suggestions for the following:
How to use the reviewed book during an interactive read aloud
Prompts for student-led discussions about the book
Prompts for written responses
How to provide a book talk about the reviewed book during a reading workshop
How to use the reviewed book as a mentor text during writing workshop