No Nonsense in Nonfiction

Nonfiction describes books of information and fact about any topic. Nonfiction tells a story but the facts and concepts are emphasized, with storytelling used as an expressive technique. It includes real people, places, and events.The facts and concepts must be truthful, verifiable, and understandable. Diaries, biographies, and memoirs are considered nonfiction. 

An example of a quality nonfiction book that focuses on current events is Trapped by Mark Aronson. The book follows the events that occurred in early August 2010 when a mine in Copiano, Chile collapsed. Thirty-three miners were trapped 2,000 feet below the surface for sixty-nine days. The author captivates the reader's attention through the multiple rescue attempts using various drilling equipment. With scarce resources and dwindling air quality, the miners with the support of family and rescue workers, were able to overcome psychological, physical, and environmental factors. The novel also include full-color photos, timeline of events, glossary, and notes. This is a story of hope and survival. 

Common subjects/topics for nonfiction include math. Math Curse by Jon Scieszka, illustrated by Lane Smith, is a humorous book that shows the math in our lives and provides math puzzles for the readers to figure out. This is a great book to use at the beginning of the year with students to help alleviate some anxiety that some students feel about math.  

Types of Nonfiction
Nonfiction is text in which the emphasis is on the facts and concepts being presented. It can use a narrative style to present these facts. Expository text is text that has the primary purpose “to communicate information so that the reader might learn something”. This type of text must follow a non-narrative text structure. Informational text is clearly organized. It has a table of contents, and it may have a glossary, a subject index, a bibliography, and appendixes.

To help students remember how nonfiction text may be organized, you can show this fun rap song:

Nonfiction books should be used more in the classroom. There are many outstanding books on virtually any topic and for a variety of readers. When students read nonfiction, they build background knowledge to then make more connections to other genres that they read. The formats of nonfiction make them interesting because they are reader friendly with strategically placed illustrations. The ideas are clearly developed and presented logically. The author’s expertise and resources are used to add detailed information. The writers use rich language and facts are current and complete. The prose can be used to model informational writing. Teachers who want their students to excel should add nonfiction to their classroom libraries. 

Getting to Know Each Other with Contemporary Realistic Fiction

Contemporary realistic fiction includes stories about people and events that could actually happen. An important literary element within this genre is characterization. Characterization can be considered the soul of literature. Readers connect and experience the story through the eyes of the character. They enrich their emotional experiences and grow to understand themselves and others more. By reading stories about people and events that could really happen, they themselves take a journey to self-discovery. For example, reading books that portray a character struggling toward adulthood allows readers to see themselves reflected and provide an opportunity for thinking about how they might respond to varied real life situations. As a young girl, I remember reading Are You There God? It’s Me, Margaret by Judy Blume. The book helped me sort through my own feelings about the issues I was going through. I was able to make connections about puberty and religious beliefs. 

More recent novels like Rules by Cynthia Lord, helped me understand autism more. I could put myself into the position of the main character, Catherine, and gain an understanding about the challenges she faced and how she learned about what was really important in life. By reading realistic fiction, a person can become more compassionate, more knowledgeable, and even recognize their inner strength.

Children's contemporary realistic fiction reflects the problems that exist in today's society like poverty and prejudice. It provides stories of courage that show characters with inner strength. For example in the novel, The Heart of a Chief by Joseph Bruchac, Chris is a 6th grade student who lives on a reservation and is Penacook Native American. His dad is battling alcoholism so he is being raised by his grandparents. Chris is aware of the gambling casino that people want to be built to help provide jobs and income for the reservation but he hates to see the natural beauty of the island destroyed. At school, Chris takes the lead on a school project to help people understand the racism that exists when people use Indian names for sports teams. He has never felt confident at school. Chris explores his own inner strength to be a leader and convince the school and the public about respect. These issues of casino gambling and offensive team sport names are contemporary. By reading stories like this, students can see how characters can grow and change and are affected by the world around them.

Literature Study + Writing = Success

Using Mentor Texts to Improve Writing:
       Many teachers use literature as a component of their writing program. Books can serve as mentor texts which model the qualities of good writing. Mentor texts are pieces of literature that teachers can use to help model quality writing to young writers. Mentor texts can be used in many ways and offer countless teaching possibilities on the craft of writing. They can help students examine sentence structure, discover figurative language, develop vocabulary, make connections, think about how a setting creates a mood, find examples of “showing, not telling”, understand how illustrations support the text, or construct an overall meaning.

       Mentor texts are important because they motivate students by demonstrating the technique, focus, and organization combined into one whole. A student can envision themselves as a writer and can imitate the strategies themselves to guide their own potential. A mentor text gives students an invitation to notice an author’s work which exposes them to an opportunity they might not have explored before. It sparks imagination and determination to empower a writer to try something new. Mentor texts serve as an exemplar and are inspirational to guide the writer on their journey to developing their own style. The combination of teacher, mentor text, and the writer’s own efforts produce quality writing.

      The book, Fox, by Margaret Wild and Ron Brooks, is a picturebook rich in content. The fable tells a story of Dog and Magpie who rely on each other. Along comes fox who is jealous and tries to form a wedge between the friendship of Dog and Magpie. Fox tries to convince Magpie that he is a better suited companion. Will Magpie give into temptation?

   This story is an allegory and takes the reader on an emotional roller coaster ride through love and belonging, temptation, risk and betrayal. The author uses sophisticated language, specific details, and an effective plot. The illustrations are in mixed media and collage with dark markings which expose the characters’ deep feelings.
     This mentor text can help students understand that in order to give life to their characters in a narrative, they need to understand the techniques in order to do so. A writer can develop a character through action, description, dialogue, and through the reactions of other characters.
     The exemplar also shows how setting can impact the plot of a story. Skilled writers learn that the setting can serve various purposes. The setting can create mood, build suspense, and reveal character traits.
     A third teaching point of using this book is to help students establish an effective conflict. The mentor text will explain the internal conflict of a fictional character. Understanding the internal conflict gives students the opportunity to write in an honest, authentic voice. There are many themes, or messages that emerge from the story so teachers can discuss the possibilities with students. Then, students can write an original narrative that addresses one of the themes in Fox.

 

Reflection of The Liberation of Gabriel King

When we think about what good readers do, making connections comes to mind. Students can make text to self, text to text, and text to world connections. I recently read the book, The Liberation of Gabriel King by K.L. Going.

The story is about a friendship that develops between Gabe and Frita. Both rely on each other to overcome their fears. The story takes place in 1976 in Georgia during the time period of integration. African Americans were still being discriminated against and many people of all nationalities stood up in defense. I made many text to self connections as I read this. It reminded me of growing up in Newburgh, New York, during the late 1970s. I attended the Magnet School program at Horizons-on-the-Hudson. The program was intended as a strategy for school desegregation and offered an alternative to the regular school assignment based on neighborhood proximity.  The school offered a specific theme of study and it attracted students with a diverse socio-economic background. I am proud to have been able to attend this school because it expanded my circle of friends. My elementary years included a multi-ethnic community and I gained an appreciation of cultural diversity. What mattered to me most was what was inside of people and not the outside. This perspective has shaped the kind of person that I am today, and I am thankful for this social and educational experience.

Our class had the chance to meet K.L. Going during her presentation about "Writing for Children and Teens: How Author and Reader Explore the World and Humanity". Ms. Going raised the question, "Why is it important to read?" Students read to understand perspectives. Reading allow us to explore who we are and where we come from. It starts a dialogue and raises questions. Reading helps us realize what we can become or what we can learn from. It may also provide healing, understanding, and empathy. Reading empowers students to be their best self. K.L. Going mentioned that her books rotated around core emotions and she focused on creating character driven books. One of her books, Fat Kid Rules the World, has been banned in certain communities for language and some sexual content. This brought up some thoughts about the right of society to ban books. I don't even think the internet is censored as much as literature. Who gives the right for people to decide what should be read or not read? Are we not a democratic society where we have the right to decide for ourselves? If reading allows the opportunity for students to start a dialogue, then isn't it better to discuss feelings rather than restrict them? We need to be able to reach all types of students and allow emotions to be both explored and released in a constructive way. 

Act I: Storytelling

Storytelling is an interesting method to communicate events in words and images by improvising or embellishing. Storytelling is not memorization but internalizing and visualizing a story. This craft meets the set of skills that are needed for literacy including making letter-sound correspondences, the ability to make meaning by making connections, and understanding language (syntax) which comes from oral language. The act of retelling stories can help make children aware of story schema and gain an understanding of narrative structure. Storytelling often uses kinesthetic activities which suit the physical needs of younger students. It can also motivate children and provides them with an aesthetic experience. 

For example, you can read the story Fox by Margaret Wild and Ron Brooks. The teacher will tell students that they will create a tableaux, or a retell of the story using still pictures created from human bodies and presented to an audience. Within their groups, have one student nominated as the 'sculptor' who moves the other group members into position and gives them instructions on where/how to look during the story retell. Tableaux can be used simply to communicate single ideas/emotions from the story: love and belonging, unity, harmony, power, temptation, betrayal, despair, and redemption. Groups can present their tableaux to the class.

A soundscape has a narrative structure and could be used to retell the story of Fox using sounds and silence. Have groups within the class take responsibility for the different stages of the narrative and then perform these in sequence.

Many urban students come from a culture of storytelling and therefore using it in your classroom is an effective strategy to build on literacy growth. Oral traditions are characteristic of descendants of West Africa and can be empowering to African American children.The oral act of storytelling encourages a sense of community and belonging, as well as preserving cultural roots.The book, The Girl Who Helped Thunder and Other Native American Folktales by James and Joseph Bruchac is an excellent collection of folktales to share with students. The teacher can be an oral storyteller and then students can create a play to retell the folktale. My favorite story from the book is "How Rabbit Got Wisdom" by the Creek or Muskogee people.
The very act of storytelling can fuel the writing process. Storytelling also meets the needs of gifted students through their cognitive, academic, creative, and social/emotional needs.

Storytelling can be used with a flannel board. For example, the story "Teeny-Tiny" is an English jump tale. In a jump tale, the final words are said suddenly as the storyteller jumps toward the audience. It is a perfect story for a novice storyteller like me. The story has a mix of frightening plot and ridiculous verbal style. I

Fun with Historical Fiction

Historical Fiction Presentation