Notice and Note: Reading Non Fiction
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The document provides guidance on using the Notice & Note reading strategy for comprehending non-fiction texts. It emphasizes adopting a questioning stance to read with an open mind and be prepared to be surprised. Key questions to consider include what surprised, what the author assumed was already known, and what was confirmed, challenged or changed. Specific techniques are outlined for dealing with unfamiliar vocabulary, visualizing processes, and identifying contrasts and perspectives in the text.
![Why might an author quote another person? Make
a list of five reasons below:
1. Using a Voice of authority (expert, professional)
lends credibility to the claim or argument.
2. Adding different perspectives broadens and
enriches the piece.
3. Including opinions also broadens and enriches
the piece.
4. [add from class list]
5. [add from class list]](https://image.slidesharecdn.com/noticenote-nonfiction-190227222126/85/Notice-and-Note-Reading-Non-Fiction-28-320.jpg)
![Does this seem like technical language for this
topic?
Technical language is the precise language of a discipline, such as
mathematics or physics. It’s sometimes called “jargon,” but more
often—when we’re in over our heads—it sounds like gibberish!
In mathematics, a Lie algebra (/li/ not /lai/) is a vector
space together with a non-associative multiplication called
“lie bracket” [x,y]. It was introduced to study the concept
of infinitesimal transformations. Lie algebras are closely
related to Lie groups, which are groups that are also smooth
manifolds…
If yes, you might need to reread an earlier chapter in the
text, get help from an easier text on the same subject, a
friend, or a teacher. Don’t give up!](https://image.slidesharecdn.com/noticenote-nonfiction-190227222126/85/Notice-and-Note-Reading-Non-Fiction-32-320.jpg)
Notice and Note: Reading Non Fiction
- 1. Notice & Note Non Fiction
- 2. The questioning stance Take a stance before you begin to read non-fiction. It shows your readiness to read. It’s like an outfielder getting ready to catch a ball. 3 Big Questions 1. What surprised me? 2. What did the author think I already knew? 3. What challenged, changed, or confirmed what I already knew?
- 3. What is non-fiction? Write a definition. Non-fiction is… What are some types of non-fiction texts? Make a list of ten examples of non- fiction writing. 1. 2. 3. 4. 5. 6. 7. 8. …
- 4. It is important to note that: Non-fiction is not necessarily “true” as it may contain opinions and examples of persuasion! One must adopt the questioning stance to see this.
- 5. Take this "Stance" to read non-fiction: "I will be surprised" This will help you see information as more than facts; you will see it as information that is new to you. The mind is like a parachute. It only works when it is open! 4 types of student surprise 1. New information (I didn't know that!) 2. Suspicious information (Really? Is that true?) 3. Clarifying information (Oh! Now I get it.) 4. A different perspective (I hadn't thought of it that way.)
- 6. Give me a thumbs-up if you’ve ever read a passage and said, “I don’t get it.” What is “it”? If you don’t know what “it” is, you can’t solve the problem! The Notice & Note strategy that will help is The Questioning Stance. The Big Question = What Did the Author Think I Already Knew? 1. The author thought I knew this word. Problem = vocabulary Solution = use the dictionary; ask a peer or adult the meaning of the word; context clues 2. The author thought I could picture this.
- 7. What Did the Author Think I Already Knew? (continued) 3. The author thought I already knew something about the topic. Problem = Prior Knowledge Solution = look back at your notes; RE-READ the chapter; discuss with peer/adult 4. The author thought I’d get how it happens. Problem = cause & effect; sequence of events Solution = look for cause & effect and sequence signal words (see handout & poster)
- 8. Let’s practice the visualization strategy. Read this passage: The air flows through a channel in the pedestal up to the tube which is hollow. The interior of the tube acts like a ramp. Air flows along the ramp, which curves around and ends in slits in the back of the fan. Then, the air flows along the surface of the inside of the tube and out towards the front of the fan. Main Problem - I don't get it! (I can't visualize it) Solution - draw a picture of the thing described above. Additional Problem - I don't know what a "pedestal" is! Solution - use the dictionary Look up the word you don’t know and then attempt to draw a
- 9. The air flows through a channel in the pedestal up to the tube which is hollow. The interior of the tube acts like a ramp. Air flows along the ramp, which curves around and ends in slits in the back of the fan. Then, the air flows along the surface of the inside of the tube and out towards the front of the fan. "pedestal" = a supporting base
- 10. The questioning stance for reading Non-Fiction What challenged, changed, or confirmed what I already knew? challenge = to question change = modify confirm = prove 1. We read nonfiction to learn something. 2. Learning is more than memorizing; it involves changing the way we think. 3. We can change in several ways. We can: *Confirm what we already thought *Modify our thinking *Change our minds completely
- 11. Have you ever thought you weren't going to like a new food and then you tried it and discovered that you did? You changed your mind. What would have happened if you did not try that new food? What if you tried the food and it was disgusting? This confirmed what you thought. What if you love bacon but you learned that livestock is often treated poorly? This might challenge your enjoyment of pig meat.
- 12. When a non-fiction author states something that is opposite to your own beliefs and experiences, or when the author presents contrasting information, You should Ask yourself: What is the contrast or contradiction, and why does it matter? Recognizing contrasts and contradictions will help with making comparisons, noting cause & effect relationships, identifying supporting details, finding the main idea, and reflecting on the author’s purpose.
- 13. Here’s how C&C can appear in printed texts. From a social studies textbook: Sparta was content to keep to itself and provided any assistance when necessary. Athens, on the other hand, wanted to control more and more of the land around them. “On the other hand” is the author’s signal that he/she is going to contrast Athens and Sparta. Key question – What is the Contrast & Contradiction and why does it matter?
- 14. From a science lab report: Even though the temperature dipped below 32 degrees Fahrenheit, the water did not freeze. The phrase “even though” gives the reader a clue that something unexpected happens. Key question – What is the Contrast & Contradiction and why does it matter?
- 15. From “Garana’s Story” – narrative non fiction: The sun has not yet risen over the rocky hills outside the city of Peshawar Pakistan. Loudspeakers from the top of the mosque (or Muslim house of worship) call out to the people, “God is great! It is better to pray than sleep! Come to prayers.” Ten-year-old Garana rises from a mat on the dirt floor of her family’s home. She puts on her black robe and covers her head with an old shawl. Then she walks to the mosque to pray. Key question- Do you see contrasts & contradictions between your life and Garana’s? What are they? Why does this matter?
- 16. When the author uses language that leaves no doubt , exaggerates, or pushes the limit, you should Ask yourself, why did the author say it like that? The answer will tell you something about the author’s point of view and purpose. Or, you might realize that the author is trying to pursuade your thinking.
- 17. Absolute & extreme words all / none never / always everyone / no one worst / best most / least completely, undoubtedly, no doubt, for sure, totally… Exaggeration (a.k.a. hyperbole) I laughed so hard that I nearly died! I’ll punch you so hard your mother will feel it. The coach exploded with anger.
- 18. What could be the speaker’s purpose in making these comments? 1. All eighth graders are scary. 2. That was the funniest movie ever. 3. I can’t wait for lunch. I’m starving. 4. It was the worst game ever. 5. But mom, everyone else is going to the party!
- 19. An example from an article about climate change: “No one on the planet will be untouched by climate change,” the Intergovernmental Panel on Climate Change announced. The report warned that climate impacts are already “severe, pervasive, and irreversible.” Key question – Why did the author say it like that? (Hint to answer the question – what is the author’s point of view and/or purpose?)
- 20. An example from a Ronald Bump political speech: “When other countries send us their immigrants, they’re not sending their best. They’re not sending hard-working people like you. They’re sending people that have lots of problems and they’re bringing those problems with them. They’re sending criminals! They’re bringing drugs, they’re bringing crime...” Key question – Why did the author say it like that? (Hint to answer the question – what is the author’s point of view and/or purpose?)
- 21. When you’re reading and you notice specific numbers, number words, or amounts, you should Ask yourself: Why did the author use those numbers or amounts? The answer might help you come to a conclusion, make a comparison, see the details, find facts, or recognize evidence.
- 22. From a report by Johnson & Corn (2014): The year 2014 marks the ninth year in a row that at least 20% of the bee colonies in the US have died. Because bees are so important to the pollination of fruits and vegetables, this is a problem. Any losses of more that 10% are considered significant. I notice several numbers and statistics used in this passage. Key question - Why did the author use those numbers or amounts?
- 23. When you’re reading and notice the author quoted a voice of authority, a personal perspective, or cited other words, You should Ask yourself, “Why did the author quote or cite this person and what does it add?” The answer will help you think about the author’s point of view, purpose, bias, or conclusions. These words can give you a perspective, facts and/or opinions, or a generalization.
- 24. Examples: 1. The death of bee colonies will have a huge impact on food supplies in the United States. Dr. Kenneth Atwater, an expert on strawberries, states: “One quarter of all strawberry crops will die if the bees don’t pollinate the plants.” “Why did the author quote or cite this person and what does it add?”
- 25. 2. The death of bee colonies will have a huge impact on food supplies in the United States. Bob Jonez, a regular citizen says, “I don’t care about bees. They’re annoying and I spray them when they’re in my garden.” It would seem that the average citizen doesn’t know much about this problem. “Why did the author quote or cite this person and what does it add?”
- 26. 3. The death of bee colonies will have a huge impact on food supplies in the United States. Simone McAbernathy, a local farmer, has a unique perspective on the topic. “If my crops die, my income will be affected. Less product equals less money.” The nearby farmer’s market will be similarly affected… “Why did the author quote or cite this person and what does it add?”
- 27. Why might an author quote another person? Make a list of five reasons below: 1. 2. 3. 4. 5.
- 28. Why might an author quote another person? Make a list of five reasons below: 1. Using a Voice of authority (expert, professional) lends credibility to the claim or argument. 2. Adding different perspectives broadens and enriches the piece. 3. Including opinions also broadens and enriches the piece. 4. [add from class list] 5. [add from class list]
- 29. When you’re reading and the author uses a word or phrase you don’t know, You should Ask yourself, “Do I know this word from someplace else?” Or “Does this seem like technical talk for this subject?” Or “Can I find clues in the sentence to help me understand?” The answers will help you decide if you need to look up the word or keep reading for more information.
- 30. Do I know this word from someplace else? If yes, this word probably has multiple meanings. Be careful. • First figure out the context. Context is everything! • What might cell mean to a biologist? A prisoner? Do these meanings have something in common or are they unrelated? • What might line mean to a soldier? An artist? A mathematician? Do these meanings have something in common or are they unrelated? If no, use a dictionary to look up the meaning, or ask a peer/adult.
- 31. Can I find clues to help me understand this word? Look back a few sentences or read on! There may be context clues. Figure out the meaning of the word “plek” by using context clues: I have to catch the plek. I hope that I am not late to the plek station. I think I need to find platform 7. Plek means – How did you know?
- 32. Does this seem like technical language for this topic? Technical language is the precise language of a discipline, such as mathematics or physics. It’s sometimes called “jargon,” but more often—when we’re in over our heads—it sounds like gibberish! In mathematics, a Lie algebra (/li/ not /lai/) is a vector space together with a non-associative multiplication called “lie bracket” [x,y]. It was introduced to study the concept of infinitesimal transformations. Lie algebras are closely related to Lie groups, which are groups that are also smooth manifolds… If yes, you might need to reread an earlier chapter in the text, get help from an easier text on the same subject, a friend, or a teacher. Don’t give up!