Using Varied Nonfiction Sources and Different Literacy Strategies for Content-Area Learning
In this article, the importance of including different nonfiction sources and varied literacy techniques in content-area instruction is discussed. First, a definition of nonfiction is presented. Next, selected strategies for activating students’ prior knowledge; promoting an understanding of topic-specific vocabulary; encouraging text discussions and questions; and responding to nonfiction reading by means of writing, the creative arts, and extended research are presented. Interspersed throughout this article are three sample activities that are specific to a nonfiction text for implementation in a language arts/social studies, mathematics, or science class. It is emphasized in this article that nonfiction “can provide students with authentic reading experiences that connect with their lives and expand background knowledge needed to understand core content-area concepts.” (Olness, 2007, p. 5)
Bukowiecki, E.M. (2012). Using Varied Nonfiction Sources and Different Literacy Strategies for Content-Area Learning. In J. Cassidy, S. Grote-Garcia, E. Martinez, & R. Garcia (Eds.), What’s Hot in Literacy: 2012 Yearbook (pp. 17-23). San Antonio, TX: Specialized Literacy Professionals.
Virtual Commons Citation
Bukowiecki, Elaine (2012). Using Varied Nonfiction Sources and Different Literacy Strategies for Content-Area Learning. In Elementary and Early Childhood Education Faculty Publications. Paper 26.
Available at: https://vc.bridgew.edu/elem_ed_fac/26