Pose the Big Question: How do I read informational texts about
science with understanding? First, I introduce students to
nonfiction text features. I gather a big book that has most (or
all) of the nonfiction text features that I want my students to
notice. I read the selection to my students. What do you notice?
We spend a few days noticing nonfiction text features and
labeling how these nonfiction text features help us as a reader.
(Debbie Miller’s book, Reading With Meaning, has examples of how
nonfiction text features help readers if you need ideas or
wording.) Next, the students read lots of individual books with
examples nonfiction text features in them. I encourage my
students to work with a partner. The partner pairs mark their
findings with a sticky note. Finally, the students add their
learning to charts around the room showing what the variety of
nonfiction text features are and why readers need to pay
attention to them. Since several high stakes tests require
retelling, some teachers are explicitl