Scene 1

Sharon Turner and Brad Gearson are friends as well as co-workers. As a special education teacher, Brad assists Sharon in teaching her inclusion class of 6th grade science students at Bellingham Elementary School. The class is quite a mixture of students. Out of the 21 students, 7 work with a special education teacher. Their disabilities range from emotional disabled and learning disabled to physically disabled. Since Sharon and Brad work so well together, their teaching is very integrated. They are about to begin a unit on biographies and autobiographies of famous scientists. As they sit down to plan, Sharon expresses some concern.

"I've noticed that non-fiction writing tends to be a lot harder for kids. I'd really like to get them to connect to the text and learn to summarize. What are your thoughts?"

"I agree that non-fiction seems to be harder. It's probably because kids aren't getting exposure to this kind of writing, or they think non-fiction is boring. One thing we should do is make a little mini-library of non-fiction books and magazines for the kids. This way we could have some authentic reading materials in the classroom. Maybe they would even read some of them for pleasure," remarked Brad.

Sharon concurs. "That's a great idea! Now we need a plan for the structure of the unit and the materials we might need."

 

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to listen to a conversation between Sharon and Brad.

Reflections:

  1. Evaluate your personal feelings about non-fiction texts.
  2. Explain how exposure to non-fiction writings will help students connect text to self, text to text, and text to world.         
  3. What strategies that you already know would be most appropriate for this type of scenario? Support your assertions.         

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