Jennifer Cox & Mary Truka, Sumner County Schools

Making the Shift to Non-Fiction Reading

RAN CHARTS a sample chart and steps to follow
jennifer.cox@sumnerschools.org; mary.truka@sumnerschools.org


RAN (Reading and Analyzing Non-Fiction) Chart
See: Tony Stead (2006). Reality Checks: Teaching Reading Comprehension with Nonfiction K-5. Ontario,
Canada: Pembroke Publishers Limited.
This chart is arranged for animals, but you can change the left column to whatever you like. Weather?
Clouds, storms, etc. A famous person? Volcanoes? Natural Resources (we decided to do one resource at
a time and then combine the information). Just play with the topic and what you have to learn and
figure out how you can best help the kids organize the facts.

TOPIC



What We
Think
We Know

We Know
This is True!


New Facts!


We Dont
Think This
Any Longer
X

WONDERING
?


Characteristics


Where ---
Live!




What --- Eat!





Life Cycle





Interesting
Facts!





Jennifer Cox & Mary Truka, Sumner County Schools
Making the Shift to Non-Fiction Reading
RAN CHARTS a sample chart and steps to follow
jennifer.cox@sumnerschools.org; mary.truka@sumnerschools.org


I. Getting Started
1. Pick topic keep it narrow
2. Select books as many as possible; vary levels. Poems?
3. Internet sources: Zoos, National Geographic, Nature, primary sources (Library of Congress), etc.
This can be a vacuum on your time, so limit things!
4. READ, read, and read more. Determine purpose, information and academic vocabulary you want
kids to learn, question path you will take with students (go from big picture to details).
5. Word wall or anchor chart academic vocabulary.
6. Make RAN chart. The bigger the better.
7. Supplies: Post-its in bright colors, big paper, markers, clip boards for older kids
You are ready to go!
II. Its a Matter of Time
Time allocation differs depending on class needs.
How many days can you devote to the project? How much time per day?
Remember, RAN combines what you now departmentalize into smaller blocks of time
Reading & Researching: inferring, predicting, questioning, synthesizing
Discussion throughout
Writing process
III. Day 1 Launch
KEY: Teacher is moderator and questioner, not provider of information
Build chart, explain its purpose, how it works. Make sure kids can explain it to you.
Practice Turn & Talk, quiet/return to group signals (remember, it will get noisy and that is good).
Begin What We Think We Know and Wondering. If schema is low or non-existant, show a video
or read a book first to provide some point of discussion. Use T&T from start for brainstorming.
Jennifer Cox & Mary Truka, Sumner County Schools
Making the Shift to Non-Fiction Reading
RAN CHARTS a sample chart and steps to follow
jennifer.cox@sumnerschools.org; mary.truka@sumnerschools.org


If time, read a book aloud and model Post-it process with students. Get them THINKING!
IF students vocabulary is developed, try the Alphabox for enriching vocabulary about the
subject. Otherwise, wait a bit on this.
IV. Day 2 Younger Kids
Student Research: In front of chart with kids on rug and teacher in chair, read aloud to them,
pull facts out of the kids (not the book!) as you read. No telling of facts by teacher!!!; teacher
only asks guiding questions. The questions reinforce what learning you want to happen.
Add/subtract to wonderings as needed; move What We Think We Know sheets to We Know or
We Dont Think This Any Longer categories. Add New Facts. With younger kids, teacher does
writing but students post the notes.
Use T&T throughout for building knowledge/reinforcing learning. Example: after posting several
new or confirmed facts, have kids T&T and restate what they have learned.
At lessons end or during day, have kids journal about what they have learned. This can take
different forms depending on age of students.
You are the guide. Check to see that RAN chart topics are filling up. If there are gaps, plan on
filling them next session with other readings, videos, internet visits
HAVE FUN: Dont forget to read a realistic fiction book to them at another time. As you are
reading, question using their non-fiction knowledge to enrich the story. Post enriching
vocabulary. Highlight academic vocabulary they use correctly.
Day 2 Older Kids
Student Research: older kids work in groups of three, no more (first time through) with clip
boards, books; rotate reading/note-taking.
Guide reading in books with Post-its placed on pages where you want them to find certain
information. Put questions on the Post-its. Remember, you guide them, they find it!
They take notes, discuss, review, share with other groups: design as you wish.
End session with promise to share info next session as a whole group.
Dont forget to show some video during day to keep interest short bursts. Also, big kids like to
be read to, too!
Jennifer Cox & Mary Truka, Sumner County Schools
Making the Shift to Non-Fiction Reading
RAN CHARTS a sample chart and steps to follow
jennifer.cox@sumnerschools.org; mary.truka@sumnerschools.org


V. Share Knowledge Days
Younger Kids:
You have guided them through the research by reading to them, letting them walk through and
read books, see videos, etc. Chart is complete and you are ready to write. Remember, it is
important to let the kids walk through the non-fiction books on their own to see pictures, read
what they can, etc.

What assessment do you want now? A picture of the life cycle? A short power write? Sentence
completion? Poem recitation? You pick.
Older kids:
First time through, gather as group with teacher as scribe. Build RAN chart. Allow each student
group to contribute. Use up their facts, get them on the chart.
Remember, lots of T&T. Example: T&T on three characteristics you discovered. Then, begin
Post-it process.
This may take one or two days depending on time allowed.
III. Writing Days:
Younger Kids: Chapter by chapter
Arrange Post-its on big paper for one topic.
Talk through the facts. Let kids discuss order.
Write together on big paper; T&T for sentence development. Challenge vocabulary choices,
sentence structure. Cross out, add in: use a good writing process with them! Make them think!
Post on wall for all to read.
Repeat until you have done each chapter.
Decide how youll type up the work a book? Consider having kids read a portion to you as you type it
up for them.


Jennifer Cox & Mary Truka, Sumner County Schools
Making the Shift to Non-Fiction Reading
RAN CHARTS a sample chart and steps to follow
jennifer.cox@sumnerschools.org; mary.truka@sumnerschools.org


Older Kids same as for younger kids!
Arrange Post-its on big paper for one topic.
Talk through the facts. Let kids discuss order.
Write together on big paper; T&T for sentence development. Challenge vocabulary choices,
sentence structure. Cross out, add in: use a good writing process with them! Make them think!
Post on wall for all to read.
Repeat until you have done each chapter.
Decide how youll type up the work a book? Consider having kids read a portion to you as you
type it up for them.


Other ideas:
Individual or Small-Group RAN Chart:
Take two legal-sized folders, tape together. Mark RAN chart on them and laminate. Presto! It folds up
and protects the notes as the kids work on a project. I leave the left column of topics open so we can
use the chart for different topics.