Reading informational texts and other types of nonfiction becomes increasingly more important as our students progress through middle school. In high school and especially in college, students are expected to read large amounts of complex text and retain the information. The shift from “learning to read” to “reading to learn” generally begins in middle school.
As such, I try to include informational texts as often as possible in my class–even when we are studying fiction! For example, when we are studying The Witch of Blackbird Pond, we read a lot of texts that provide historical context for the novel. When we read Freak the Mighty, we read about learning disabilities. The more students are exposed to and work with informational texts, the less foreign it will feel to them. They will gain confidence in their ability to read these (seemingly) more difficult texts.
Strategies for Reading Informational Texts
Of course we don’t just *read* the informational text. All along the way, I am teaching my student strategies for navigating these texts! For example, on of my favorite strategies to use is teaching students about annotating a text. Annotating really helps students engage and interact with the text, which helps them retain the information so much better! This is an especially useful skill for students who plan to go to college!
Another strategy that I like to arm students with is SQ3R. SQ3R is a five-step approach to reading a text and serves as a great self-check for students to use to ensure they are comprehending what they are reading. The steps of SQ3R are 1) Survey; 2) Question; 3) Read; 4) Recite; and 5) Review.
Using Text Features as a Strategy
Generally, I like to begin the year teaching students how to identify and use Informational Text Features to aid their comprehension of nonfiction texts. Many students might be familiar with these text features, but I am often surprised at how many middle school students haven’t quite grasped how to use them to their advantage.
For about a week, I like to immerse my students in using informational text features.
We identify text features.
We explain how each text feature helps readers.
Sometimes, we even compose our own writing that includes text features!
By the end of this short unit, students are incredibly familiar with informational texts and know exactly how to use the features for their own benefit!
Text Features as Test Prep
While I usually complete these text feature activities with my students at the beginning of the school year, I also like to revisit them at the end of the year in preparation for any end-of-year exams we may have. Reading and Language Arts exams often include several nonfiction and informational texts and like to ensure my students are prepared!
What strategies do you like to use to help your students approach informational texts?
Until next time!
Brenna (Mrs. Nelson)