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Integrating Science and Literacy. Using Non-Fiction Texts to Support the Components of Reading. Barbra Siebert, Science Program Specialist North East Florida Educational Consortium. The Science and Reading Connection?. Students need real world examples of text. - PowerPoint PPT Presentation
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Using Non-Fiction Texts Using Non-Fiction Texts to Support to Support
the Components of Readingthe Components of Reading
Integrating Science and LiteracyIntegrating Science and Literacy
Barbra Siebert,Science Program SpecialistNorth East Florida Educational Consortium
The Science and Reading Connection?
•Students need real world examples of text.
•Students need to know and understand that reading strategies are tools for learning that can apply to reading outside of the formal “READING” lesson.
•Students need practice using decoding, summarizing, predicting and other reading strategies as they explore non-fiction reading passages.
Why Nonfiction and Real World Topics ?
Struggling readers need to be motivated to read. Providing opportunities to use “real world” nonfiction
passages will appeal to their desire to learn about things which are of interest to them.
Struggling readers need to be motivated to read. Providing opportunities to use “real world” nonfiction
passages will appeal to their desire to learn about things which are of interest to them.
Alternative Types of Reading That Can Motivate Students to WANT to Read:
Magazine Articles
Newspapers
BrochuresInternet
Sites
MapsGraphs
Other Visuals
Why Nonfiction and Real World Topics ?
The most compelling reason to use real life text is the use of nonfiction text on state and national standardized
assessments.
The most compelling reason to use real life text is the use of nonfiction text on state and national standardized
assessments.
Which of the following skills can be addressed by using nonfiction texts?
Main Idea
Summarizing
Predicting
Developing Vocabulary
Using Graphic Organizers
Structural Patterns
Author’s Point of View
Building Schema
Questioning Compare and Contrast
Making Inferences
Supporting Details
Where Do I Find Other Kinds of Nonfiction Reading Materials?
Nature Centers
Water Management Districts
Forestry Offices
County Extension Offices
Web Sites
www.epa.gov
Look at your reading selection. Use a sticky note to list the skills from the previous list that could be taught using this item.
Can you think of other skills?
What are three key vocabulary words that students might need to know and understand before reading this item?
What is Science Literacy?
Science literacy is a way of thinking. It goes beyond teaching “basic facts”.
Systematic, explicit instruction of vocabulary needed for effective and sustainable comprehension.
Systematic, explicit instruction of vocabulary needed for effective and sustainable comprehension.
Explicit instruction of the steps and process of scientific inquiry.
Explicit instruction of the steps and process of scientific inquiry.
Assessment of student understanding of the impact of science and technology on individuals and society.
Assessment of student understanding of the impact of science and technology on individuals and society.
Before ReadingAssess Background Knowledge:
“What do you already know about THE WATER CYCLE?
KWLStudent
BrainstormedList
Whole GroupSmall Group Discussion
Drawing Diagram
Pre Test
Classic Rock
3 Dog Night
Jefferson Starship
Eric Clapton
ZZ Top
SCHEMA
Animalia Chordata Amphibia Anura
Animalia Chordata Amphibia Anura
•Amphibian
•Lays Eggs
•Grows Legs
Animalia Chordata Amphibia Anura
•Amphibian
•Lays Eggs
•Grows Legs
FROGS TOADS NEWT
Animalia Chordata Amphibia Anura
•Amphibian
•Lays Eggs
•Grows Legs
FROGS
Prior Knowledge - How do we activate it?
Front Loading Meaning – Using KWL(G)
“Frogs”
What We Know
What We Want to Know
Where Do I GO to find the answers?
Frogs lay eggs How many eggs does a frog lay? How long before they hatch?
Frogs live in wethabitats
How does pollution in run off affect frogs?
Frogs eat bugs What would happen if all the frogs died off in an area?
Of the 600,000 plus words in English: 13 words account for over 25% of the words in
print.
a, and, for, he, is in, it, of that, the, to was, youa, and, for, he, is in, it, of that, the, to was, you
100 words account for approximately 50%.
The Dolch Basic Sight Vocabulary contains 220 words (no nouns), was generated over 40 years ago, and accounts for 50% of the words
found in textbooks today.
High Frequency Words are Critical
Before Reading
Introduce Vocabulary:
PrecipitationPrecipitation
EvaporationEvaporation
CondensationCondensation
TranspirationTranspiration
Divide Words into Syllables
Make Flash Cards
Define Word Meaning
Word Games
Phonetic Spellings
Study of Affixes
Word Families
Science Journal: Picture Dictionary
Working with WordsWorking with Words
Front Loading Vocabulary
Teaching students the meaning of a word before they realize they need
to know a meaning of a word.
Making sure they have the meaning beforehand to aid in
comprehension.
Front Loading Meaning – Questioning the Vocabulary
Don’t know at All
Have seen or heard – don’t know meaning.
I think I know the meaning.
I know a meaning.
Directions: First, read the words from the vocabulary list silently or together. After you read each one, write the words from the bottom in the column that best describes what you know about each one.
Many dependent readers think of comprehension only as answering questions correctly after reading.
That’s too late.
Pre-reading strategies help struggling readers do what good
readers do…think all throughout the reading process, not just at the
conclusion.
During ReadingTeach Students How to Question and Think as They Read:
Overview of the "Think-Aloud" StrategyStudents need to think and ask questions while they
read; however, struggling readers do not always know to ask the questions that good readers
automatically ask. The "Think-Aloud" strategy helps students make predictions about the text; compare
and contrast events, ideas, and characters; visualize the information that is described in the text; and
make connections to prior knowledge.
During ReadingRead – Rate – Re Read:
Understanding Scale 1-5
Questions Answers
1st Reading
Independent
Cold Reading
2nd Reading
Guided Reading
3rd Reading
Partner / Small Group Reading
4th Reading
Independent
After Practice
1 2 3 4 5Didn’t
Understand Understood
A LittleCould
DiscussSome things
Understood Most
Understood ALL
Power Stickies – Note Taking is an Art Form
Information/Content – What do we do with it?Information/Content – What do we do with it?
Provide or require
students to have sticky note pads.
Have them do their “think alouds” on their sticky
notes.
They can manipulate
their stickies on top of their
desk to organize their
thoughts.
They can place their stickies on the page
that they read that generated the thought.
Have them go through math and science texts with a sticky pad.
As they read or work, have them write down words they don’t
know.
Have them write down confusing chapters,
paragraphs or pages.
They can get in groups with
students who have “same”
stickies.
Logographic Cues – Students can design their own to help them visualize their understanding of the text.
?
I need to re-read this section with someone else.
Come back and
read again.
Important fact or idea.
I have a question about his sentence,
paragraph, or word.
W
What does this word
mean? Add it to my
vocabulary list.
Visual Vocabulary – Students can design their own to help them visualize words in context.
Precarious
“What’s happening to Frogs?”
Weekly Reader
•Unstable
•Danger
•Uncertain
He was in a precarious position as he balanced on the edge of the cliff.
Building Vocabulary as you read with Book Marks
Mark my words
A bookmark for recording interesting, unusual words, or words critical to understanding while you read. Every five or ten days spend ten minutes reviewing what words students have recorded. Chart them, put them up, discuss what they mean.
Mark my words
A bookmark for recording interesting, unusual words, or words critical to understanding while you read. Every five or ten days spend ten minutes reviewing what words students have recorded. Chart them, put them up, discuss what they mean.
Marking Time
Take notes chronologically.
This is great for:
•Sequence of events in reading
•Timelines in history
• Steps in math
• Processes in science.
Marking Time
Take notes chronologically.
This is great for:
•Sequence of events in reading
•Timelines in history
• Steps in math
• Processes in science.
Question Mark
These bookmarks are for students to record their questions as they read.
Make sure they put the page number by the question so they can revisit that part of the text to see what caused the question.
Question Mark
These bookmarks are for students to record their questions as they read.
Make sure they put the page number by the question so they can revisit that part of the text to see what caused the question.
Mark the bold
Excellent for students to use while they read their content area texts. As students come across a boldfaced word, they record that word on the front of the bookmark.
They turn it over to the back and write what that term means in their own words.
Mark the bold
Excellent for students to use while they read their content area texts. As students come across a boldfaced word, they record that word on the front of the bookmark.
They turn it over to the back and write what that term means in their own words.
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