From: Cappiello, Maryann <mcappiel_at_lesley.edu>
Date: Thu, 22 Mar 2012 13:50:46 +0000

I've enjoyed the discussion this month on nonfiction a great deal, and fina lly have a few minutes to chime in again. The discussion has focused on dif ferent types of nonfiction texts, and the different structures, approaches, and perspectives used by authors and illustrators. I think it is equally important to consider the perspectives that teachers bring to nonfiction wh en they consider using it in the classroom, particularly in light of the ne w Common Core State Standards. Each informs the other, and teachers and chi ldren need to know that different types of nonfiction texts may work best d epending upon their goals. I think teachers need to have professional devel opment opportunities to learn more about nonfiction literature itself, in a ll of its manifestations, but also for the varied roles it can play in clas srooms beyond the two most traditionally relied on.

When I am working with middle school teachers in our graduate program in li teracy, or in a professional development context, most of them, but not all , are most comfortable using nonfiction in two very traditional ways: as a way to build background knowledge in preparation for reading a novel (this is often the case with middle level language arts teachers) or as a resourc e (along with short texts such as articles and websites) for research proje cts/papers, in which case they rarely expect students to read an entire boo k, but rather do index-based reading

I tend to focus on four perspectives for reading nonfiction: content, inqui ry, writing, and pleasure. Sometimes, students are asked to read nonfiction for the content it offers. In that case, a full immersion in one chapter-l ength text at the middle level, or several on a topic to compare and contra st (either individually or in small groups, makes sense, to get a deep sens e of the content you are exploring. Middle school language arts teachers ma y feel less comfortable with the immersion into content, so a way to begin is to consider the content of science or social studies, and transition bac k into more integrated curriculum at the middle level (as opposed to the ju nior high model that has re-emerged recently). When reading nonfiction for inquiry, students are exploring books for the purpose of doing research in the traditional sense, but also as inquiry mentor texts, drawing on authors who model inquiry, something Myra Zarnowski has written about expertly in the Journal of Children's Literature. Whe n reading for writing, students ar e drawing on all of the different modes of organizing and framing nonfictio n that they see in children's & ya nonfiction as a model for their own writ ing. The more diverse an array of writing they can read, the better off the y will be in making the right choices for matching their own content to the right structure and format. Finally, students need opportunities to read n onfiction for pleasure, particularly at the middle school level, to develop stamina for longer and longer texts. If you can't find yourself in nonfict ion, I think you can't be open to taking on the demands of more difficult a nd challenging nonfiction, or formats that you are not initially drawn to. I always encourage my students (teachers) to find the nonfiction text most interesting to them, for I find that serves as a catalyst for exploring the field in-depth with conviction. Once offered that model, they can offer th at model to their students. What I love to read about is not always what my stude nts love to read about, and I think that is particularly the case wit h nonfiction. But, once I find nonfiction that I love, it's easier to read the nonfiction texts that other people recommend or require, and in turn, I discover books I might not ever explore on my own, and I can appreciate wh at they offer, or at least read them with greater success.

It is so exciting to consider the range of reading opportunities available now for middle and high school readers, and the ways in which their teacher s can harness those opportunities for classroom learning. But the teachers need to know about the books and the teaching moves that they can make, and that has not been a priority before in classrooms with regard to nonfictio n. They will depend on school librarians (if they still exist at their scho ol) and public librarians where school librarians are not available.

I spent the past weekend teaching a portion of my nonfiction course to teac hers who all work in the same Massachusetts school district. Within the gro up, I had three middle level science teachers. Their content knowledge, and their goals for the course, to find engaging texts to use to supplement th e textbooks they have and model scientific literacy, were a catalyst for al l of the teachers in the class. There is so much nonfiction can offer at th e middle level, both in picture book and chapter book form.

Thanks to all for the rich food for thought over the past few weeks.

Best, Mary Ann

Mary Ann Cappiello, Ed.D. Associate Professor Language & Literacy Division Coordinator, Collaborative Internship Partnership Graduate School of Education Lesley University

www.classroombookshelf.blogspot.com

Office Phone: (617) 349-8603 Office Location: 2-054 University Hall

Mailing Address: 29 Everett Street Cambridge, MA 02138
Received on Thu 22 Mar 2012 01:50:46 PM CDT