Evelia,
I think one thing that happens with **some** nonfiction, when there are
lots of photos, is that kids skip the captions in the photos. If you
include social studies and science texts in this category, which they
are, those books often have lots of pictures. There are times when I
spend lots of times just on the captions, or the highlighted words, or
things like that.
Sometime having students ask questions about a subject can lead into a
discussion about what is important or what's not. For example, when I
was subbing yesterday, doing a lesson about George Washington, when
asking third grade students what questions they might have about George
Washington, one student asked, "How did his face get on Mount
Rushmore?" Now I think that's a very interesting question, but I
deflected it for this lesson by acknowledging how interesting of a
question it is, then "thinking out loud" that it wasn't really about
George Washington himself, but about the person who did the sculpting,
and then asking the student if the answer to this question would give
us more information about George Washington's life (he said no). Now,
in some cases I might include this question on the list (like if it
were my own class, for example, and I was going to have the children
doing a research project) but in this case I needed really focused
questions.
Determining importance is tricky because what's important to one person
might not be important to another person, and what's important in one
context is not so important in another context.
Just some thoughts...
Renee
On Feb 17, 2012, at 8:58 PM, evelia cadet wrote:
Is anyone aware of a great lesson/lessons to teach determining
importance in nonfiction? Thanks.
Evelia
Sent from my Windows Phone
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