Quality nonfiction

Using quality nonfiction

This portion of the reading holds significant importance to me as an educator.  As my graduate studies come to a close in the LLSS department, I take away some invaluable lessons with regard to curriculum that needs to be sensitive to students’ and not marginalize anyone. One area of continued discussion has been the inaccuracies of social studies curriculum. I have to say, that before graduate school, I honestly had no idea. This saddens me greatly. I was operating from my secondary Discourse that I had learned in school. “Columbus sailed the ocean blue….” I clearly remember my third of teaching and I would read stories of Columbus to the children, we would color the three ships: The Nina, the Pinta, and the Santa Maria. Then we would cut them out, proudly display along with our completed sentences. (Don’t forget your capitals and periods) Oh goodness…..

To this day, I struggle A LOT with how to approach teaching certain periods in history to second graders. So, to be honest… I don’t. I know that is not good but I don’t know how, so I would rather not teach them inaccurate history at all. I know if I taught older students, they would be better equipped to compare texts and books.  They would be able talk about why history is presented in one way but there are truths that are not represented in books for students to date. I approached Christopher Columbus this year and just shared what is true. He was an explorer.  He was searching for riches and got lost. He thought he was sailing one way and ended up somewhere else. I showed a map to the students to pinpoint his travels and we talked about mapping skills and how to read a map. I will say that the Scholastic News, current events, my students receive each month are as accurate as I have found. (The bad side of him was left out but he wasn’t depicted as a good man either) Christopher Columbus was depicted as an explorer looking for riches.  My question is how I do I approach controversial topics with my young students. I do not want to be the teacher that teaches them inaccurate information and they grow up believing something that is untrue. I did and was floored to find out, LATE in life, otherwise.

The authors state, when choosing nonfiction books, it is a multilayered process and one must examine the merits of the books , as well as how the book will work with the students and curriculum. (I interpret that as making sure it is sensitive to students and doesn’t marginalize anyone.)

First layer: Examining accuracy, the organizational structure, style, access and visual features, and the formats

Second layer: Examining the role of the use of the nonfiction in the curriculum, and determining how the book fits the needs of the students

The reading outlined steps to take in selecting high quality expository text for your classroom.

·         Accuracy Noting and checking the copyright date, the credentials of the author, author bias, inaccuracies, the author’s research process, the acknowledgments, avoidance of stereotypes, authenticity of the facts and details, the scope and depth of the information, inclusion of multiple perspectives

·         Organization clear presentation, logical development, clear sequencing of information, ways the author grabs attention of reader and the way the author supports the reader in navigating the text

·         Writing Style ways author combines words, form and content to present information, the use of vivid and stimulating language, effectiveness of leads and conclusions, age appropriate vocabulary, tone used

·         Design attractive and visual appeal, readability, illustrations that compliment text

With all of that, it is still difficult to select quality nonfiction text.  I have found that my biggest hurdle has been age appropriate and accurate text. I know many teachers; I myself was one, operated from a schooled Discourse that was inaccurate. How do we combat that and teach our children the truth and what is considered appropriate for each age and grade?