Fiction vs. Non-Fiction

Blog #9:
     It is important to teach ELLs the differences between fiction and non-fiction so that they begin to approach text with a specific purpose in mind.  They need to know WHY they are reading what they are reading, and depending on the genre that purpose will be different.  ELLs, who have the incredible challenge of learning a new language and content in that language, need to be explicitly taught about text structures in order to  successfully learn while reading fiction and non-fiction.
     ELLs must be taught that the main purpose of fiction is to tell a story and that these texts are usually "pretend" or not real.  Fiction has a beginning, middle, and end, with characters, a setting, problem, and solution.  Sometimes there is an "author's message" from which we can learn.  On the other hand, the main purpose of non-fiction is to inform or to help the reader gain information.  The text is organized is a unique way using certain text features such as: Table of Contents, Labels, Captions, Photographs, Maps, Cut-Aways, Comparisons, Index, and Glossary.  Non-fiction often has different types of print as well.

The following graphic organizer (T-chart) illustrates the differences between fiction and non-fiction.  

FICTION

The features of fiction that will serve as a support to ELLs are the illustrations to enhance understanding and help students understand what is happening in the story.  The Contents (for chapter books) may also help ELLs to organize information.

A feature that may be challenging to ELLs is dialogue, and knowing which character is speaking.  ELLs would need direct instruction regarding "talking marks" and how to read dialogue.

NON-FICTION

     Photographs in non-fiction will support ELLs in understanding the text. The Table of Contents, Titles, and Headings will help students know the topic and sub-topics as they read. Captions will help with pre-reading activities and to clarify information concerning a photograph. [Note: For some cultures, text may not be structured that way, and so ELLs may need instruction around captions, their purpose, and how to read them.] The Index may prove helpful in finding specific information quickly, but again, ELLs may need explicit instruction explaining its purpose before it serves as a helpful feature.
The Glossary could help ELLs with new vocabulary as long as they had instruction on how to look up unknown words in the glossary.

     Features in non-fiction that may be more challenging for ELLs are Maps and learning how to read them using the Key.  Charts and diagrams could also be tricky if they do not know understand their purpose.  The structure of non-fiction and how it is written could be challenging for ELLs if they are use to fiction and seeing writing in typical paragraph format. 

     Once students understand the various features of fiction and non-fiction text, instruction and learning can begin! It is essential that teachers model for ELLs what good readers do when reading both genres. 

For more information on how to increase comprehension and teach non-fiction to ELLs, visit the following website! http://www.colorincolorado.org/article/29035