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1、UsingGenretoHelpStudentsLearnfromWhatTheyReadEmilyKissner”Thetitleofthebookwe'llbereadingtodayisThePuffinsAreBuck!”Itoldmy4thgradereaders.MWhatdoyouthinkwelllearnfromthisbook?"Silencefellasmystudentsfrowned.Becausetheyhadnotopicknowledge,theycouldn'tgeneratemea
2、ningfulpredictionsaboutwhattheymightlearnfromthebook・ThenIshowedthemthecoverofthebook・nThisbookisaboutakindofanimalcalledapuffin/11toldstudents.Suddenlythemoodchanged・Handsshotupandabuzzofconversationbegan.MPuffinsarebirds!11onestudentsaid.HIbetwellfindoutwhatt
3、heyeat,Hsaidanother.nlwonderwheretheywent?”anotherstudentmused・AstudentwhosefamilyspeaksnoEnglishventuredshyly,nMrs・Kissner,itlookslikeinformationaltext/'Oncemystudentsrealizedthatwewerereadinganinformationalbook,theygeneratedawiderangeofpredictionsandquestions
4、・Althoughtheydidnothavebackgroundknowledgeaboutpuffins,theydidhavebackgroundknowledgeoninformationaltextaboutanimals.Theyusedtheirunderstandingofafamiliargenretohelpthemlearnfromanewtext・Morespecifically,studentswererelyingonwhatiscalleda"textualschema”一ageneri
5、cunderstandingofwhattoexpectfromvariousformsofdiscourse(Andersonetal.,1983).Anunderstandingoftextgenrecanhelpstudentsineverygradelearnfromtext.Evenbetter,genrediscussionscanhappenineverycontentarea・Howcanteachershelpstudentsunderstandandusegenrestolearnfromtext
6、?TeachtheWord'Genre**Whatisgenre?Simplyput,agenreisaformoftextthatusesaparticularformatandstructure(Duke&Purcell-Gates,2003).Fromtheprimarygrades,studentsneedtoknowthattherearedifferentkindsoftexts,eachwithitsownfeatures,purposes,andconventions.Evenveryyoungstu
7、dentscanlearnthatnarrativetexttellsastory,persuasivetextiswrittentopersuadeareader,andinformationaltextiswrittentogivethereaderfacts.UsingthewordMgenreugivesstudentsawaytoorganizeandtalkabouttheirobservations・HelpStudentsRecognizeDifferentGenresOncestudentsknow
8、thattherearedifferentgenres,theyneedtofindouthowtonavigatethrougheachkindoftexttofindtheinformationtheyseek・Inmyclassroom,groupsofstudentsbecameexpertsonvariousnonfictiongen
