Blog 9- Support and Challenges in Nonfiction and fiction texts

Nonfiction text	Stomp Out Bullying
Text Structure (compare contrast, problem/solution, sequence, etc…)	Support- The text is outlined in a problem/solution format. If students know what the structure is, it will help them comprehend the text more.
Vocabulary	Challenge-When using nonfiction text at the 7th grade level, you can expect for there to be higher level vocabulary as well. Students who have not had previous exposure to it can struggle with meaning in the text.
Text Features (pictures, captions, headings, subtitles, side bars, etc…)	Challenge- Students who do not understand the purpose behind text features and can get confused as to what they are for. Support- Visual aids help paint a visual image. Titles and headings can provide a main idea for the students, so they understand what is happening. Bolded words can provide definitions and highlight key vocabulary content.
Authors Purpose	Challenge- This text gave facts about bullying and what you should do if you see it happening. This can be confusing to students if they are not familiar with persuasive techniques. Some students may not understand that the author really wanted them to stand up to bullies and not just know the facts.
Point of View	Support-This was easy as it was a 3rd person. The author was informing about bullying. One person talking.
Content	Support- No matter where you are from, you have seen or heard of bullying in one form or another. This content can cross cultural barriers.

Fiction Text	The Lottery- Shirley Jackson
Plot	Challenge- This story can be very hard to follow because nothing is just stated. Students need to be able to infer a great amount in this story. I think that the biggest part that they will struggle understanding is that Tessie dies at the end. Also, that the lottery is bad.
Characters	Challenge - There were many characters in this story and it could be hard to remember who the main character was. Support- Even though there were a lot of different characters, all of the characters were relatable.
Vocabulary	Challenge- This higher level text provided vocabulary that was hard for even English speaking students. No matter who was reading this, they would more than likely struggle with the vocabulary. Students can possibly get caught up with the notion that the lottery is something good because the way it is used today (win millions).
Point of View	Support- 3rd person. You could follow who was talking and when it transferred to another person. You knew all thoughts.
Setting	Support- Some of our ELL students came from villages in Africa, so they were able to understand the unique dynamics that go on inside of one. Setting stayed the same through the entire story.
Figurative Language	Challenge- Many examples of figurative language are used in this text. Students need to have background knowledge in order to understand these.

Blog 8 : Sheltered Instruction for Reading

Before

·         Explicitly describe lesson of the day ·         Instructions provided verbally and written ·         Goes over goal for the day and tells what they should do by the end of the day. ·         Reviews reading strategies ·         Teacher writes students responses on board. ·         Preview key vocabulary and writes on board and gives context for the vocabulary. ·         Pictures are being provided to the students on the vocabulary. ·         Goes over each vocab word and shows the pictures/synonyms/short stories about the words/integrates native language ·         Preview story-looking at pictures/ summarizing story/ give the big idea and main concepts of the chapter so the students can make connections. ·         Make predictions on title or illustration ·         Group work ·         Connect the book to students background

During

·         Set expectations (verbally and written) ·         Ask for clarification for students to explain. ·         Read slowing articulating each word. ·         Explicitly teach strategies. ·         Scaffold- remind/question ·         Allow wait time ·         Point out connections for student if they cannot make their own ·         Allow students to explain their connections to the text and possibly give examples (sing the song)

After

·         Review key vocabulary/ reading strategies/ learning objectives ·         Give time to interact with the text ·         Shelter the view ·         Provide opportunities for clarification, hands on activities and group work. ·         Connect to BK, ask questions and visualize on sticky notes

Reflection

All of these activities are great. Many of these strategies can be used for ALL of your students. I use these activities when I teach my special education students. I really like how they made a point to explain that we need to use kid friendly explanations for the higher level skills that they need to be able to do.