非虚构时代？

What to do?
UL
i
Choosing a common theme for learning was helpful for us. We identified the core goals and objectives for content, critical thinking, reading, and
In world geography they worked on
searched landforms, and searched for
How often have you heard these
comments? Sometimes it seems as if
mapping with terrain models, re-
each sentence which would prove that
"What's your purpose in skimming? What are you looking for?" We finally determined that since we
they had chosen the correct word as
the key fact of the paragraph. This was also modeled on the over-
vidual papers. The only paper marked
was to be the group sheet. Presentation. Within the next 25minute block the students had to
Copyright ©1993
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have many sources to check?"
ence, world geography and English
were tied together. In science the stu-
mine whether the given material
would be helpful?" "We could read it through."
dents learned about space, space
which the students could use for this
tion seems to get relegated to other
content areas.
older students know how to tackle
The assumption seems to be that
Ul
research assignments. That research, however, may or may not have been guided. These students may or may not have learned strategies and they may or may not have transferred knowledge gained to future assignments. Does the following complaint sound familiar? "Why are we doing reading in [name any content area]
Skills in context Our idea was to teach reading research strategies in context. What use is a skill taught in isolation? We needed to establish a format
and future research and so we de-
nonfiction. After all, they've had many
cided to adapt the Project Read
Report Form method to suit our purposes. I was to model the strategy
travel, planets, and the place of our
"That would work, but what if you
502 Journal of Reading 36:6 March 1993
International Reading Association 7031 -461 0/93/US$1 .25 + .00
However, what else will they need for continued success in school, and to
function in their future careers? They'll
clues about their new planet. In English they worked on vocabulary, outlining, and reading strategies for
Time for nonf iction?
Noreen M. McAloon
■ ■■
o
I/I
111
IHi "What's important to know?" "Is this a good source to use?"
"Everything seems important!"
planet in the universe. They did research and built and launched rockets.
then discovered that the pages noted
in the index included one picture page, one map, and one single line reference to the topic. We discussed the need to determine whether the material chosen
other necessary strategies. For instance, we had a group of students learn about the Earth and other planets using a space detective theme. Sci-
actually gave information about our needed topic. The subject "How might you deter-
research. In each classroom students
learned how to work in cooperative
groups.
need nonfiction. Biographies and
how-to books are often their only nonfiction sources. Further use of nonfic-
see divergent paths.
A one-page passage about landforms was given to the students. We
discussed times when we had thought we had found the perfect resource and
class?"
then take students through it via
ent structure. As the lesson unfolded,
guided practice to provide a consistindividual differences were recon-
ciled. The variati those students who could
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our students have no idea how to start
u
looking for important information.
Students seem to have become proficient at enjoying, comprehending, and responding to literature. Hurrah!
landfo'rms would pop up often. Referlandmasses, and tablelands. We conreference material for our purpose. The students also examined the article's title to determine what type of in-