The Power of Perspective: Lessons for Engaging Critical Readers in Nonfiction Texts
Critical Thinking Series: Part 2
In part one of this series, we covered:
How there is so much information accessible but it can be filled with bias and inaccuracy
The importance of teaching readers to read and think critically as they absorb this information from all angles and perspectives
Determined the best way to do this is to teach them how to understand perspective in nonfiction texts
(If you didn’t read part 1, check it out here.)
A common description of the nonfiction text type in elementary schools is “informational texts on a topic that are based on real facts or events.” But even nonfiction texts (while based entirely on facts) are sometimes written from a particular perspective.
The first step to teaching students how to think critically is to understand that there is more to these texts than just facts, statistics, and true-life events. Nonfiction texts are written with different perspectives. This is what makes them so interesting…and tricky. Readers must consider the perspective of the author of the text and their personal perspective on the topic.
But how do we teach that?
The work of understanding perspective requires a lot of deep thinking, and depending on the topic, requires the reader to allow their perspectives to be challenged.
One way to teach students to do this deep thinking is by curating a text set with the intention of setting up students to experience an array of perspectives on a single topic. This experience is designed and guided by the teacher to give students an opportunity to think their way through the varying perspectives on a topic.
This mental act of holding more than one angle is what we sometimes refer to as holding space for “tension” or the discrepancy of information. This is a fairly common encounter when reading informational books because books are written by a human who writes from a specific perspective. This means readers of informational texts typically step into a (mental) disagreement with an author’s perspective (instead of their friends’). This experience gives students the freedom to grapple with bigger, often inferred, thoughts.
Included in this blog are two lessons that we hope will help you teach students how to understand perspectives starting tomorrow.
Lesson #1: Define and Understand Perspective
A simple entry into teaching readers to understand and define perspective is to begin with a “non-academic” shared experience. Start by designing an experience that sets up students to discuss the visual component of perspective - point of view or vantage point.
Our vantage point determines how we understand and process physical objects.
This is designed to begin with a pen to paper experience that sets up a discussion. We recommend using a physical object to introduce the concept. Once students have a literal understanding of perspective, you can guide them through the understanding of perspectives of more abstract concepts and topics.
This lesson invites students to sketch an object from their (literal) vantage point.
Try it:
This is an inquiry lesson that will lead to a co-constructed definition of perspective and why it’s important to our reading.
Start with an object placed in the center of the room with a blanket covering it, and place students in pairs surrounding the object.
Pro Tip: Try to find an object that has slight differences on all sides – like a vase of flowers, or a set of objects that would look slightly different from all viewpoints).
Explain to students that they will have a few minutes to sketch the object that is in front of them. Set a timer, unveil the object, and set them off to work. Walk the room to jot notes of what you’re observing students doing. Give them 3-4 minutes to add as many details to their sketch as they can.
Facilitate a class discussion about the process and the product. Compare sketches from different perspectives of the object. Help students understand the concept of perspective by discussing the differences in the sketches.
With students, co-construct a definition of perspective and how it impacts our reading. Sample definition: Perspective is created based on our vantage point, or point of view. Because we all had different vantage points – or perspectives – of the same object, our sketches all turned out differently. As nonfiction readers, we will read texts from our own perspective and the author might write from a perspective – or vantage point – that is different from ours. As a reader, we have to keep all of these perspectives in mind when we read.
Lesson #2: Become Aware of Perspectives
It’s rare that readers walk into nonfiction texts with a completely neutral stance about the topic.
Every reader brings something to the table – prior knowledge, feelings/reactions, beliefs about topics, etc.
Let me show you what I mean.
Below is a list of topics. As you read this list, spy on yourself and take note of what you’re thinking/feeling/reacting to as you read each topic.
Snakes
Bees
Politics
Recycling
What came up for you as you read those words? Did one topic on the list stand out as something you’d like to read, or conversely something you’d like to avoid reading? Why?
For me, when I read the word ‘snakes’ my interest piqued. I think snakes are fascinating and I have a little bit of background knowledge about them. I would walk into an article, podcast, or book about snakes with curiosity. Bees, on the other hand. No thank you. No books, podcasts, or videos for me. Based on some negative life experiences, I am much less open to different perspectives and information about bees.
It’s important to teach students to recognize and be aware of their personal perspectives when engaging with nonfiction texts because our personal points of view impact how we interact with information.
One way nonfiction readers can do this is by asking themselves 'Is this information from the author challenging my current perspective or confirming it?’ Understanding how the information presented connects with personal perspectives on the topic helps the reader to recognize reactions they may be having. The perspective of the author may ‘rub’ against some core beliefs of the reader and that will make the text challenging to read. Conversely, the reader and author may share a perspective confirming the thoughts the reader had coming into the text.
How do we help students recognize the perspective they bring to their reading about a particular topic?
Just ask them!
Even the youngest of learners know how they feel about certain topics and the reasons why they feel that way. Spend 10 minutes in a kindergarten classroom and ask them how they feel about literally anything and you’ll quickly experience readers who are thinkers.
Try It:
Choose a topic that has an array of perspectives (i.e. rats, sharks, spiders, World War II).
1. Present the topic and ask students to internally react to the topic. Have them track their thoughts and reactions. (For an extra fun experience, present a topic that has an “ick” factor and get ready to listen and watch the reactions!)
2. Give students an opportunity to talk with one another about how they feel about the topic using question prompts such as:
• “What is your perspective, or point of view, on ____?
• How do you feel about this topic? Why do you feel that way?”
• What is your point of view on….what experiences have you had that impacts your point of view?
3. Invite students to share their perspectives on the topic and create a chart (see an example below).
4. Select and read a text that is written from a clear perspective. For example, The Truth about Great White Sharks.
5. As you read, periodically pause, and check in with students to see if the text is confirming or challenging their perspectives. In your writing, model for students how to jot in their notebooks ways they can stretch their thinking about the perspective of the author, and their own perspective. A few examples of sentence starters are:
• I used to think ________ , but now I think _________.
• The author's perspective is _________.
• I agree with this part because _______.
6. Set up a collaborative conversation (partners, small groups, entire class) for students to discuss ways in which their thinking is being confirmed or challenged using evidence from the text. After reading the text, set aside a few minutes for students to discuss their thoughts. Coach students to discuss their thinking. You might ask if they’ve changed their perspective based on the information they read or if the text and author’s perspective strengthened theirs. A few sentence starters to model and coach students to use during their conversation are:
• At first I thought…but now that I read the text written by…I think…
• My initial thought was…and now that I’ve read…I think…because…
• I haven’t changed my perspective, but now that I’ve read…I learned…
This lesson is beneficial because it helps students to understand that an important part of being a nonfiction reader is to identify and understand perspectives. It is important to understand that multiple viewpoints exist about nearly every topic, and it’s okay to have our own views challenged as we grapple with new information.
When it comes to teaching students about perspective, the key is (as with all instruction) to give them many opportunities to practice and apply this skill. The more students practice understanding different perspectives, they build muscle memory for understanding others’ points of view and accepting them as valid.
Identifying and understanding perspectives should become a common practice whether the class is reading nonfiction texts, listening to podcasts, or watching videos. The next step to teaching students to become critical readers and thinkers is to teach them how to determine if bias exists, but that’s coming up in part 3 of this series.
We want to raise a generation of humans that understand that their perspective is just one of many.
We want to raise a generation of humans who feel okay living in a little bit of respectful tension when opposing views arise.
We want to raise a generation of humans who can see a topic from all sides, spot bias, call it out (in others and themselves), and have civil dialogue.
In part 3 of this blog we are going to tackle bias. What it is and how to spot it.
To read more about understanding perspectives and for many, many more lessons, check out What Do I Teach Readers Tomorrow? Nonfiction by Gravity Goldberg and Renee Houser. Click here to purchase. ).
