RM Winter 2017

graphics. Also, student-created and community-based texts such as brochures, pamphlets, or advertisements may be inexpensive sources of graphics-rich texts for K-5 lessons. Below, we describe two lessons from elementary classrooms in which we have been working. The lessons were designed to help students learn to focus appropriately on graphics in persuasive text. Second-Grade Lesson. One of us (Nicole) attempted to help second graders learn to interpret graphics in persuasive text using the text, We Need Insects! (Prokos, 2005) [ CCSS: RI.2.7, RI.2.8]. Nicole began by displaying copies of pages from different persuasive texts on a document camera and asking what readers can learn from reading the pages. Nicole introduced the key idea (“Sometimes writers put information in pictures not found in the words, and readers look for and learn from these pictures”) and shared her thinking about selected graphics in the displayed pages. Then Nicole established the lesson purpose by saying, “Today, we are going to look for and learn from the pictures in persuasive text so that you can learn from the pictures in your books when you when you are doing research for your Safe Schools project.” To introduce the text, Nicole claimed some people think insects are annoying and asked for students’ opinions about insects. Then Nicole read the title, told students that Anna (the writer) believes we need insects, and asked students to listen for her reasoning. After reading the first page aloud, Nicole modeled looking for and learning from a graphic on the first page: “In this picture, there are ants. They are working together to carry a grasshopper somewhere. Anna has been talking about how insects help nature. I think this is an example of when she said insects can be food. Maybe the ants are going to eat the grasshopper.” As the read aloud continued, Nicole encouraged students to share their thinking using questions such as, “What new information can we learn from this picture?”, “We just read about this. What is this example showing us?”, and “What are these insects doing? How is that helpful to us?” When the read aloud was finished, Nicole asked students to share Anna’s reasons for believing insects are needed. Then Nicole reviewed the key idea, displayed chart paper that said “Safe schools are important!”, and shared one reason in support of the thesis statement. Next, Nicole passed out sticky notes and asked students to draw their most important reason for needing safe schools and put it under the statement. When most of the students were finished, Nicole reread the statement and asked them to share their sticky notes. Nicole ended the lesson by reminding students of the key idea and inviting them to look for and learn from the pictures when reading persuasive texts during their project. Fourth-Grade Lesson. During a teaching demonstration, one of us (Nicole) taught another lesson focused on graphics in persuasive text. The goal was to model how students could be taught to integrate graphics

which can be used in lessons are widely available online, including Anti-Bullying Elementary School Video ( https://www.youtube.com/ watch?v=Fg8wxcepAxM ), Children’s Speeches ( https://kidsessays. com/childrens-speeches/ ), How Can You Help Save the Earth? ( https://www.youtube.com/watch?v=mWCPLUVCfg0 ), and PSA By Kids For Kids ( https://www.youtube.com/watch?v=-HP-0ixkz6A ), Read Alouds, Discussions, and Comprehension Strategy instruction As elementary students engage in authentic literacy activities, read alouds, discussions, and comprehension strategy instruction can offer opportunities to (a) see how expert readers attend to graphics, (b) understand the role of graphics in persuasive text, and (c) collaborate with teachers and peers to integrate graphics with ideas in written text (e.g., Duke & Martin, 2015). Teachers can introduce the focus on graphics, model how graphics are integrated with ideas in written text, and provide feedback on students’attempts to focus appropriately on graphics. Finding high-quality persuasive texts intended for elementary students is foundational to using read alouds, discussions, and comprehension strategy instruction to help students focus appropriately on graphics in persuasive text. Figure 2 lists published texts which are well-suited to a focus on

Reading Matters Teaching Matters

FIGURE 2. Examples of Persuasive Text Trade Books for Elementary Readers

Trade Book

Overview

Burnham, K. (2007). Save energy. St. Catharines, Ontario: Crabtree.

Explains why it is important to conserve energy and offers suggestions about ways to conserve energy.

Cleveland, M. (2005). Try it! Parsippany, NJ: Celebration Press. Fridell, R. (2008). Protecting Earth’s water supply. Minneapolis, MN: Lerner Classroom. Fowler, A. (1990). It’s a good thing there are insects. New York, NY: Scholastic. Gordon, S. (2002). Keeping clean. New York, NY: Children’s Press. Green, J. (2002). Why should I recycle? Hauppauge, NY: Barron’s. McCormick, R. (2005). Eat your vegetables! Parsippany, NJ: Celebration Press. Parker, J. (2008). Disappearing Forests . New York, NY: Weigl Publishers. Parr, T. (2001). It’s okay to be different . New York, NY: Little, Brown and Company. Rockwell, P. (2006). Why are the ice caps melting?: The dangers of global warming. New York, NY: Collins. Stead, T. & Ballester, J. (2002). Should there be zoos: A persuasive text. New York, NY: Mondo.

Seeks to convince readers to be open to trying new things. Argues that fresh water is an important but limited resource and needs to be safeguarded.

Showcases how insects help people.

Explains why and how people can cleanse themselves. Showcases the recycling process and its importance. Offers reasons for including vegetables in snacks and meals. Seeks to convince readers that trees are an important natural resource which needs to be protected. Showcases that people are not the same and that these differences are good.

Argues that it is important to stop or slow global warming.

Is a compilation of fourth graders’ essays about whether and why zoos are or are not necessary. Seeks to convince readers that good manners are important. Explains why the rain forest needs to be protected from destruction.

Thomas, P. (2006). My manners matter. Hauppauge, NY: Barron’s. Silver, D. M. (1993). Why save the rain forest? Herndon, VA: Silver Burdett.

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