A guide to bringing nonfiction into the curriculum in third through eighth-grade classrooms, with strategies and ideas for reading nonfiction, conducting research, and writing reports.

Booktalking Nonfiction: 200 Sure-Fire Winners for Middle and High School Readers will provide an introduction to selecting and writing booktalks for nonfiction books with a focus on unique informational texts and biographies and autobiographies. A booktalk is a summary of a book presented in a way that would interest someone in reading the book described. Why non-fiction? Because the Common Core Standards Initiative, which most states have adopted, requires that 70% of the materials students read be from the category of informational texts it is especially important to focus on nonfiction when sharing books with students. Here’s everything you need to do just that. Chapters cover selecting, writing, preparing, and presenting booktalks, special tips for high-interest, low-level books, and using non-fiction in the library and the classroom. Two hundred ready-to-present booktalks arranged by genre are also included. Genres include animals, famous people, sports, crime and serial killers, movies and television, religion, war, history, and the supernatural.

Presents tools, including lessons, activities, and graphic organizers, for teaching children in grades K-2 how to understand and write nonfiction; covers using research tools, conducting whole-class research, sharing resources, and editing and compiling.

New Nonfiction Film: Art, Poetics and Documentary Theory is the first book to offer a lengthy examination of the relationship between fiction and documentary from the perspective of art and poetics. The premise of the book is to propose a new category of nonfiction film that is distinguished from – as opposed to being conflated with – the documentary film in its multiple historical guises; a premise explored in case-studies of films by distinguished artists and filmmakers (Abbas Kiarostami, Ben Rivers, Chantal Akerman, Ben Russell Pat Collins and Gideon Koppel). The book builds a case for this new category of film, calling it the 'new nonfiction film,' and argues, in the process, that this kind of film works to dismantle the old distinctions between fiction and documentary film and therefore the axioms of Film and Cinema Studies as a discipline of study.

After reading nonfiction passages about science, geography, or history topics, students answer multiple-choice and short-answer questions to build seven essential comprehension skills.

Exploring Nonfiction with Young Learners explores the four basic nonfiction structures that the youngest learners are most likely to encounter: descriptive, recount/collection, procedural, and explanatory texts. This book also includes information to help teach four, more complex structures that younger readers sometimes encounter during read-alouds: comparison, response, causation/cause and effect, and persuasive genres. This book is organized to help plan lessons using each type of nonfiction structure. Strategies and suggestions for activities to use before, during and after reading are included. Templates and graphic organizers are also provided in order to facilitate planning, and offer additional resources. Detailed information about each text structure as well as mentor texts to illustrate each type is included. Text structures, as well as text access features, are defined and located in easy reference charts. Whole class and small group planning ideas are included throughout the book in order to allow for differentiation. Additionally, assessment ideas, sample think-alouds, lesson planning templates, and sample lessons with completed graphic organizers are included for each text structure.

Writing nonfiction represents a big step for most students. Most young writers are not intimidated by personal narrative, fiction, or even poetry, but when they try to put together a "teaching book," report, or persuasive essay, they often feel anxious and frustrated. JoAnn Portalupi and Ralph Fletcher believe that young nonfiction writers supply plenty of passion, keen interest, and wonder. Teachers can provide concrete strategies to help students scaffold their ideas as they write in his challenging genre. Like the authors' best-selling Craft Lessons: Teaching Writing K-8, this book is divided into sections for K-2, 3-4, and middle school (grades 5-8) students. These divisions reflect various differences between emerging, competent, and fluent writers. In each section you'll find a generous collection of craft lessons directed at the genre that's most appropriate for that particular age. In the K-2 section, for example, a number of craft lessons focus on the all-about or concept book. In the 3-4 section there are several lessons on biography. In the 5-8 section a series of lessons addresses expository writing. Throughout the book each of the 80 lessons is presented on a single page in an easy-to-read format. Every lesson features three teaching guidelines: Discussion--A brief look at the reasons for teaching the particular element of craft specifically in a nonfiction context.How to Teach It--Concrete language showing exactly how a teacher might bring this craft element to students in writing conferences or a small-group setting.Resource Material--Specific book or text referred to in the craft lesson including trade books, or a piece of student writing in the Appendixes. This book will help students breathe voice into lifeless "dump-truck" writing and improve their nonfiction writing by making it clearer, more authoritative, and more organized. Nonfiction Craft Lessons gives teachers a wealth of practical strategies to help students grow into strong writers as they explore and explain the world around them. Be sure to look at the When Students Write videotapes too.