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November 14 2019

Nonfiction and the C. I. A. Approach: 3 Things I've Learned

Nonfiction and the C. I. A. Approach

Everyone has that genre that they avoid.  For most of my life, it was the genre nonfiction.  Maybe I didn’t have a topic I was interested enough in, maybe I didn’t know how to read nonfiction well, or maybe school had spoiled the nonfiction reading experience for me (this is probably most likely).  But what I do know is that nonfiction is now one of my favorite genres, and I think writing the Read Side by Side Reading Program and the C. I. A., Collect-Interpret-Apply, approach to reading gave me a whole new perspective.  As we celebrate nonfiction this month, let me share 3 things I have learned.

June 29 2018

Nonfiction in Unit 5.1, Earthquake Terror

Get the full list of nonfiction links students will access during the 5th grade C. I. A. Unit of Study, Earthquake Terror. Click on the links to view and print each nonfiction article in this unit and book club!

May 30 2018

Nonfiction Pairings: Esperanza Rising

Get the full list of nonfiction links students will access during the 6th grade C. I. A. Unit of Study, Esperanza Rising. Click on the links to view and print each nonfiction article!

May 30 2018

Nonfiction Pairings: The Children of the Dust Bowl

Get the full list of nonfiction links students will access during the 6th grade C. I. A. Unit of Study, The Children of the Dust Bowl. Click on the links to view and print each nonfiction article in this unit and book club!

May 30 2018

Nonfiction Pairings: The Westing Game

Get the full list of nonfiction links students will access during the 6th grade C. I. A. Unit of Study, The Westing Game.  Click on links to view and print each nonfiction article in this unit and book club!

April 24 2014

Background Knowledge for Streams to the River

We are starting Streams to the River this month just as we are finishing our Native American unit in Social Studies.  This year we studied the Pacific Coastal People in a Story Path.  This curriculum leads the students through an interactive story about the Native Americans in our region of Washington.  At the beginning of the unit the classroom creates the “setting” of the story by building a bulletin board.  I made the connection to CIA’s first quadrant focus on story elements (setting, character, and problem).  The next part the students learn about the people of the NW Coast along with their village (long houses), jobs, and lifestyles.  The class then has the first white traders come and that leads to settlers coming in and claiming the land as their own.  This part focuses on the early 1800’s just after the time of Lewis and Clark’s Expedition.  The last part of the Story Path leads to relocation of the village onto a reservation.  I feel that this was a good background experience to have before we started Streams to the River.  Now my students have an understanding about what it was like for Native Americans to encounter “white men” for the first time.  I have been referencing this Story Path experience as we have started Streams.  During the lesson of comparing and contrasting the Shoshone and Minnetarees. I also brought in the local Coastal tribes and talked about their lifestyles of hunting/gathering, building long houses, and using salmon and cedar as their main natural resources.

February 1 2014

Background Knowledge in Streams

One reason I love the third CIA unit for 4th grade, Streams to the River, River to the Sea, is the opportunity to integrate Social Studies content and skills throughout the book.  Students use skills like reading maps, making and using timelines, and of course learning about the explorers and Native Americans of the Northwest.  They will start using these skills as we build background knowledge for the book.

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