Download Genre Study: Teaching with Fiction and Nonfiction Books (K–8)

Genre Study:
Teaching with
Fiction and
Nonfiction
Books (K–8)
International Reading Association
April 2013
Irene Fountas
Lesley University
Gay Su Pinnell
The Ohio State University
A Network of Processing Systems for Reading
Fountas, I. C. and Pinnell, G. S. (2010) The Continuum of Literacy Learning, Portsmouth, NH: Heinemann
Genre Study
Build a foundation of genre knowledge.
Readers enter texts with expectations for
the genre.
Writers construct texts with knowledge of
genre characteristics.
Genre Study:
• A process of shared inquiry that helps
students learn how to analyze the
characteristics of a genre.
• A process that helps students build a
foundation of genre knowledge.
• Readers enter texts with an expectation for
the genre.
• Writers construct texts with knowledge of
genre characteristics.
Biography Requires Readers to:
• Distinguish between true (authentic) biography and
fictionalized biography.
• Analyze texts and check documentation.
• Judge the authenticity of language and details – whether
they are authentic to the time and setting.
• Evaluate text for bias.
• Use tools such as pronunciation guides and timelines.
• Notice turning points, or when important decisions were
made.
Grades 2-3-4
A Structured Reader’s Notebook
• What kind of learning is supported?
• What kind of assessment information do
you see?
Readers’/Writers’ Workshop Structure
Minilesson
Independent Reading, Guided Reading, Book
Clubs
Group Share
Studying Genre
• Learning a process for building an
internal foundation of information about
types of texts.
What did you notice?
• A story about the life of a person who has made a difference
• A strong character who overcame adversity and made a contribution to
the world, to society
• The story can tell about the whole life or a part of the life
• The subject of the story is inspirational
• There are people of all cultures who have made contributions
• The stories of others take you to places that are unfamiliar
• The writer has done research but selected important parts to put into the
story--factual
• The story can be told in a narrative (for interest) and also in factual
statements as additional information
• The setting is critical to understanding the story
• In some—other literary elements were infused (poetry)
• Illustrations—well researched art—see factual info conveyed and also a
message, symbolism—and convey the setting, which is critical
Biography: Noticings
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Strong main character who works hard
Inspiring story and inspirational subject
Time and place important to story
Selected events that are important in telling
the story or communicating a message
Story communicates a larger message
Subject overcomes obstacles
Subject contributes to society
There is a conflict – eg. person vs. society
Authentic information provided by author
Create a working definition:
Working Definition
• A biography is the story of a strong,
inspirational individual overcame
obstacles and worked hard to make a
contribution to people’s lives.
Genre Study
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Collect a Genre Text Set
Immerse in Powerful Examples
Engage in Close Analysis
Construct a List of Characteristics
Construct a Working Definition
Read, Revisit, Revise
Readers’/Writers’ Workshop
Structure
Minilesson
Independent Reading, Guided Reading, Book Clubs
Group Share
Interactive Read Aloud as
Shared Literary Knowledge
• Reading Minilesson Examples
• Writing Minilessons: Mentor Texts
• Students can talk about their thinking and
write about their thinking
• Writing is a powerful tool for measuring
readers’ engagement with texts
• A reader’s notebook is a tool or vessel to
collect one’s thinking across the year
K-1 Blank Notebook
• Drawing and writing about books