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FROM READING TO WRITING: EMPOWERING K-5 STUDENTS THROUGH NONFICTION LITERACY

Kylie Brigham

Emmie Scheffler

Elizabeth Petroelje Stolle

GRAND VALLEY STATE UNIVERSITY

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Think about yesterday’s reading block. How much time did students spend reading nonfiction?

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NONFICTION LITERACY

Students in early grades engage with informational texts for less than 4 minutes per day (Duke, 2000; Wright 2018).

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Many educators still subconsciously treat nonfiction as:

BUT . . . .

Nonfiction is not harder reading.

It is different reading.

HARDER

LESS ENGAGING

A LATER

PROBLEM

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WHY NONFICTION MATTERS

Research shows informational texts support:

Vocabulary and academic language growth
Background and domain knowledge
Critical thinking and evidence-based reasoning

(NCTE, 2023)

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Limited access to nonfiction disproportionately affects students who rely on school for academic language and background knowledge.

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FROM READING TO WRITING

Reading nonfiction helps students analyze ideas.

Writing nonfiction helps students synthesize and communicate understanding.

Together, they build:

Comprehension
Clarity of thought
Disciplinary literacy skills

(Graham & Hebert, 2010)

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What role does vocabulary instruction play in nonfiction reading?

Up to 60% of the variance in reading comprehension is driven by word meanings (Stahl & Nagy, 2006).

Think about those same children from earlier in the presentation and how much time you spent engaging in reading nonfiction text with them. Now think about how much of that time was spent on vocabulary instruction. If you could just hold up the number with your fingers - how many minutes? [take audience responses]

Vocabulary is only one of the five pillars of reading. Why are we focused on this?

Knowledge of word meanings account for 50 to 60 percent of the variance in reading comprehension (Stahl & Nagy, 2006). When Stahl & Nagy talk about variance, they are essentially saying that if you lined up 100 students who struggle to understand a nonfiction text, 60 of them aren't struggling because they can't decode the words—they are struggling because they don't know what the words mean. And research shows that simply seeing these words over and over again or having them printed on a word wall with a definition is not sufficient to support comprehension (Manyak et al., 2021).

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Multifaceted Vocabulary Instruction

+

Word Consciousness

Vocabulary Talk Moves

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Promoting Word Consciousness

“Word of the Day” vs. “Word-Rich Environment”

Addressing Quality, Quantity, and Strategy:

Image rich/examples
Purposeful repetition
Bridge past learning with new content
Interactive

(Manyak, et al., 2021)

When we talk about promoting word consciousness, we’re shifting away from stagnant teacher-created word walls with resources students never use and shifting to addressing the quality, quantity and strategy dimensions of our vocabulary instruction.

Keeping important vocabulary in circulation and letting students interact with those words is an important consideration. For younger learners, having concrete visuals and examples help solidify their understanding. For students of all ages, considering how words connect and live in networks helps students understand relationships and build on preexisting knowledge.

These are a few examples from classrooms I’ve worked in over the years. In one example, students worked with descriptive adjectives on a continuum that shows more or less intensity using paint chips. In another, students created example sentences and visuals to accompany words and definitions posted on a “living” word wall. Older students mapped connections between vocabulary words by creating a “flow chart” of sorts that emphasizes the relationship between words.

These examples are more or less scaffolded depending on the grade level, but what they all have in common is that they are accompanied by visuals or examples and they are interactive. It might not necessarily look “Pinterest pretty” but it is functional and rooted in student engagement. There is a clear effort to bridge past learning with new content and these words “live” in the classroom.

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Which Words Matter?

Function

36 weeks of instruction — 5-10 words per week*

Bird

Eat

Keratin

Adapt

Specialized

Gizzard

Skimmer

Habitat

Incubation

Diverse

Tools

Strong

Raptor

Efficient

Behavior

Probing

Evolution

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Which Words Matter? Selection Process

Tier 1	Tier 2	Tier 3
Bird	Behavior	Keratin
Food	Function	Skimmer
Eat	Specialized	Gizzard
Strong	Adapt	Incubation
Tools	Diverse	Raptor
Sharp	Efficient	Probing
Hard	Habitat	Evolution

This process, of course, isn’t an exact science, but I’ve taken the words from the previous slide and placed them into tiers.

Tier one words are more basic and typically don’t need in-depth coverage, while tier 3 words are usually technical or domain specific. They may need special mention in context, but are unlikely to be seen again in instruction.

Tier two is the “sweet spot” for vocabulary instruction. Understanding tier two words is where the meaning of the text lives. These are high-utility words that students are likely to see again and again in different contexts.

While a student might need to know what ‘keratin’ is to understand the biology of a bird’s beak, that knowledge is specialized (Tier 3). In contrast, a word like ‘function’ is a Tier 2 powerhouse because it travels across the curriculum. Students need a strong grasp of that word to explain why a math equation works, the purpose of different government branches or how different parts in a system work together to make something run. And as they see that word introduced in more contexts, their understanding of what it means becomes more nuanced.

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Talk Moves That Strengthen Word Knowledge

Elaborate and Clarify
Support Ideas with Examples

(Zwiers & Crawford, 2011)

So now that we’ve selected words for instruction and created an environment that promotes word consciousness - the big question is what do we do with them?

Vocabulary can be a starting point for thinking and talking, which leads to greater comprehension. After some pre-teaching (saying the words, acting them out, and using them in sentences) students can use words to jumpstart conversation. We will focus on using two academic talk moves outlined in Zwiers & Crawford’s text, Academic conversations, and make some slight changes to those protocols to tailor them to specifically address important tier two vocabulary words. This conversation placemat can be used with students or as a teaching guide to support these conversations. You will use these in just a moment to try some of them out.

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Vocabulary Talk Moves

(Zwiers & Crawford, 2011)

Elaborate & Clarify

The Goal: moving from simple to deep understanding

Vocabulary Connection: students use tier two words to ask/answer questions more precisely

Application: 💬whole class/small group discussion

❓questioning

📚using analogies

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Vocabulary Talk Moves

Supporting with Evidence

The Goal: grounding thoughts in concrete examples

Vocabulary Connection: require students to link ideas and visuals to key vocabulary

Application: 📝Pre-writing

📚Considering strength of examples

(Zwiers & Crawford, 2011)

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Modeling Talk Moves

Student A: "The bird has a big beak."

Tier 2
Behavior
Function
Specialized
Adapt
Diverse
Efficient
Habitat

Talk Move (Clarify): "Can you clarify why this bird’s beak is so big? How is it specialized to help the bird eat its favorite foods?"

Talk Move (Evidence): “Where in the text does the author show the function of the macaw’s big beak?

Gamify it: Challenge students to use the most vocab words!

So let’s see this in action: teachers can model vocabulary use and utilize vocabulary talk moves by responding to students’ questions and requiring students to answer by providing an explanation with a target word or by defining a word using an example.

Here’s an example of how this can be used with the vocabulary words we’ve already identified. A student may observe “That bird has a big beak.” If you want students to clarify, you might say: "Can you clarify why this bird’s beak is so big? How is it specialized to help the bird eat its favorite foods?"

If the goal is to push students to cite evidence, you might try: “Where in the text does the author show the function of the macaw’s big beak?

Eventually, students can be taught to ask these types of questions in response to their classmates, too. You may even try challenging students to use as many vocabulary words as possible in their responses to each other.

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Modeling Talk Moves

Quotation Negotiation

Idea: Diverse beak shapes allow birds to survive in their specific habitats.

“Over time, all life changes. We call this process evolution.”

“Sparrows hop along like little kangaroos, pecking at things that look tasty.”

“Long, thin bills help hummingbirds reach the energy-rich nectar they need to survive”

“Like toucans, hornbills grow large, brightly colored bills”

This strategy can also be reversed. Instead of starting with evidence, the teacher can provide a concept or main idea, and students must identify the strongest evidence to support it. In the “Quotation Negotiation” strategy (Zwiers & Crawford, 2011), small groups of students are given a main idea along with slips of paper containing different pieces of textual evidence or examples. Through discussion, they evaluate and decide which evidence best supports the given concept.

The main idea here is Diverse beak shapes allow birds to survive in their specific habitats. They then have four examples to consider.

Take a second to read all four examples. [Read in head and add extra ten seconds]

Hopefully students are able to identify the pink example as the most supportive. And once students reach that consensus, they could also consult the text to find more examples to support the main idea and list them together. If you find that students aren’t able to do this, or if there are differing responses, that can lead to a fishbowl discussion with more opportunities to clear up misconceptions.

The point is that you have the freedom to choose what feels most supportive in your context.

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Try It Out!

Tier 2
Behavior
Function
Specialized
Adapt
Diverse
Efficient
Habitat

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Scaffolding Discourse: Making Word Connections Explicit

(Zwiers & Crawford, 2011)

“Connect-the-Word” Activity

Differentiation Options:

Select one target word. Fill in the blank template with other connected words, examples, or images from the text.

Distribute pre-created word pairings. Use talk stems to support discussion.

Adapt + Survive
Efficient + Specialized
Behavior + Habitat

The last strategy we will look at today is one more way students can demonstrate that words don’t live in isolation, but within networks of connected ideas. This is the idea behind the “connect-the-word” activity.

An example organizer is included on this slide, but any type of organizer will work, including venn diagrams, or simple t-charts. The target word is in the middle. In this case, the word ‘democracy’. Supporting words are added in the white squares, and then the diamond shapes are used as space for students to justify the connections between the words. This can be a little tricky, so there are some differentiation options:

Older students can be provided with a target word and then they complete the rest of the template by filling in connected words and examples.

A less demanding version of this task is for students to work with pairs of words and use discussion to connect them, using examples and visuals as they see fit. Some example word pairings from our tier 2 word set are included on the slide.

The great thing about this activity is that it’s not focused on finding a “right” answer, but concerns itself with having students make logical connections based on what they know.

Take a couple minutes to think about the strategies outlined here. If you teach lower elementary, try out option number two with a partner. If you work in upper el, think of a really important term or concept you’re teaching right now and put on your “student” hat. What words would you connect with that concept? How would you choose to organize them? [3 mins]

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Synthesis: From Talk

to Paper

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Using mentor texts to better picture and replicate nonfiction writing goals

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Nonfcition Writing

Using Mentor Texts

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Nonfcition Writing

The Case for Mentor Texts in Nonfiction Writing

1. Show what real nonfiction looks like� Authentic examples of structure, vocabulary, and text features.

2. Connect reading and writing� Students learn to read like writers.

3. Support every stage of writing� Planning → Drafting → Revising → Editing.

4. Make writing instruction authentic� Students study real texts, not artificial formats.

5. Build independence� Students begin noticing and using craft moves on their own.

(Anderson, 2022)

“Nonfiction can be challenging for students because it includes complex vocabulary, varied text features, and organizational structures that are very different from fiction. Yet students are expected to read and write more nonfiction as they move through school.

One challenge is that many school writing models—like the traditional five-paragraph essay—don’t resemble the nonfiction texts students encounter in the real world, such as articles, informational books, or digital texts.

Mentor texts help bridge that gap. They give students authentic examples of what effective nonfiction looks like. When students analyze these texts, they begin to understand structure, vocabulary, and author decisions.

Mentor texts also help students read like writers. They begin to see how reading and writing are connected and realize they can apply what they notice to their own writing.

Finally, mentor texts support every stage of the writing process. Over time, students internalize these craft moves and begin making intentional writing choices independently.”

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Reflective Questions to Guide Text Choices

Community

Will students find this text interesting and appealing?

How could this text be used to nurture the learning goals of your students?

Curriculum

How does this text align to and integrate current literacy goals?

Could this text extend and support learning beyond the writing block?

Identity

Whose voices and experiences does this text reflect, honor, and celebrate?

How will this choice expand or enhance the set of texts I have already shared with students?

Note: Always enjoy featured texts as a community of readers first! Then, revisit the text, repurposing it as a mentor texts for any number of instructional priorities or goals.

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(Koutrakos, 2022)

Three Essential Classroom Practices

Investigating through Inquiry

Direct Instruction

Guided Practice

(Anderson, 2022)

To supplement tier 1 instruction and get students ready to write on their own. You are already probably doing most of these things. But the fact of the matter is that mentor texts will help both you and your students visualize and conceptualizing not only nonfiction craft moves, but the nonfiction writing process.

Investigating Ideas through inquiry
Center on a high-interest topic
Students will engage in mini-inquiries to hone in on craft moves
Building Vision via Modeled and Guided Practice
Shared writing to encourage students to “play with language, experiment with words, and take risks in a supportive environment with teacher guidance,” (Dorman & Dougherty, 2014, p.25)
This is really important for nonfiction units because it creates a low stakes environment for students to build independence while still being supported.
Direct instruction
use mentor texts to hone on specific writing skills and explicitly teach our students through a strategy session

These practices build independence over time.

Students move from noticing → understanding → trying it themselves.

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Guiding Inquiry: What can we find out about notoriously gross animals in only a few minutes?

Ask students to group themselves based on animal they wish to learn more about.
Students explore the text like researchers. They gather ideas, study structure, and examine content.
Write about their animal using an expository writing graphic organizer.

💭What else?

To follow up on this inquiry, students may:

Write a short reflection sharing what they learned and took away from this session (formative assessment)
Compare researched animals with a partner (comparison text structure, text features, language etc.)
Debate whether an animal is truly disgusting or not (argumentative text structure, text features, language etc.)
Word choice inquiry: which words leads to the “ewwww” feeling while reading? (language & vocabulary)

Investigating Ideas through Inquiry

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What craft moves can students investigate?

What craft moves should students replicate?

Investigating craft moves through Inquiry

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Guiding Inquiry: How do nonfiction authors use key vocabulary to teach readers?

1. Study the Text� Students notice where authors place key vocabulary:

In sentences
In captions
In glossaries
In text features (diagrams, word boxes)

2. Name the Craft Move and chart the pattern

3. Transfer to Student Writing� Students ask:

Where can I be more precise?
Should I define this word?
Would a caption or diagram help?

Investigating craft moves through Inquiry

Instead of telling students to ‘add vocabulary,’ we use mentor texts to show them how real nonfiction authors use content words intentionally.

We reread a short section and ask: Where does the author use important vocabulary, and why there? Students notice patterns — in captions, glossaries, diagrams, and precise word choice within sentences.

We chart those noticings and name the craft move: authors place key vocabulary where it helps readers understand the topic.

Then we transfer that thinking to student writing. Instead of saying, ‘Add bigger words,’ we ask, Where would a precise term make this clearer? Should this word be defined? Would a caption or diagram help?

Mentor texts help students see that vocabulary is:

Intentional�
Strategic�
Used to clarify ideas

Mentor texts highlight purpose and help students move from inserting vocabulary to making intentional craft decisions — and that’s what builds independence.”

Source: Koutrakos, P. A. (2022). Mentor texts that multitask, K-8: A less-is-more approach to integrated literacy instruction. Corwin.

p.169

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Focus: create a written response to the text by choosing a related claim that you can support using text evidence

1: Study the mentor text to generate ideas

2: co-construct the writing

3. Reread and edit writing with focus on recently taught spelling and grammar rules

Why This Matters

Students see:

How strong arguments are built
How evidence supports a claim
How writers make decisions
The nonfiction writing cycle in action

Using Mentor Texts to Lead Shared Argument Writing: Building Vision

The teacher models while students contribute ideas. They don’t just follow directions —� they watch writing happen and help build it. Shared writing makes thinking visible and writing moves concrete.

Students see the entire writing process unfold and watches how the teacher uses the mentor text to focus on specific writing moves. For this example, the focus is on claim + evidence structure. We will revisit the mentor text to generate ideas, work together to construct the writing using evidence from the mentor text, and then edit/revise. The mentor text is used in every step of the writing cycle to help create vision for nonfiction writing.

These shared writing experiences are short, about 15 minutes in lengths, which allows us to break writing into manageable sessions. This approach builds confidence before independent writing. This can even be done in a small group for extra practice for students who need it!

Source: Koutrakos, P. A. (2022). Mentor texts that multitask, K-8: A less-is-more approach to integrated literacy instruction. Corwin. P. 166-167

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✅ Check-up

You will likely want to follow up with this cycle of shared writing with direct instruction of how to do the work you modeled throughout the shared writing process.

💭What else?

During the shared writing cycle, you might focus also choose to focus on:

Creating an interesting hook and/or crafting a satisfying ending
Purposely infusing content-area vocabulary used in the mentor text

Using Mentor Texts to Lead Shared Argument Writing: Building Vision

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(Anderson, 2022)

Direct Instruction

1. Name what you are teaching

2. Explain its

importance

3. Show example of writing technique or convention in mentor text

4. Read example aloud

5. Describe how author uses technique or convention

6. Model a strategy students can use to transfer to their own writing

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Today I want to talk about how you can write strong leads in your nonfiction pieces by hooking your reader right from the start. Doing this will make readers want to keep reading and learn more about your topic.

Let’s take a look at how Jess Keating hooks the reader in the text about the snot otter.

(Reads aloud.)

I noticed that Keating did not start with just facts. Instead, the author began with a funny and surprising sentence that grabs our attention. It sounds a little like a joke or a song, which makes us curious. Then, right after that, the author tells us the name of the animal and gives us real information about where it lives.

So the author uses two kinds of details in the lead—a playful, engaging sentence and an interesting fact—and mixes them together. By doing this, the author makes us laugh a little, feel curious, and want to keep reading to learn more about this unusual animal.

How can you do this? When you start your nonfiction piece, ask yourself, “How can I grab my reader’s attention? Should I start with a surprising fact? A question? A funny or interesting sentence?” Then, after you write your first line, make sure you add an important fact about your topic. As you draft, keep asking yourself if your beginning would make someone want to keep reading. If not, try adding a stronger hook to pull your reader in.

Look for these direct instruction moves in this lesson:

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(Koutrakos, 2022)

Three Essential Classroom Practices

Investigating through inquiry

Direct Instruction

Guided Practice

(Anderson, 2022)

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Any questions?

Kylie Brigham

Emmie Scheffler

Elizabeth Petroelje Stolle

GRAND VALLEY STATE UNIVERSITY