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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 • • • • • • • • • 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 1. 2. 3. 4. 5. 6. 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
