Reading Strategies for Science

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Reading Strategies for Science

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Using the Resource
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Introduction
Understanding the Resource

• Research about Academic Vocabulary
• Nuts and Bolts Vocabulary Development
• How to Use the Product
• Correlation to Standards

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Theory Overview of Strategy
Understanding the Resource

• Background information
• General explanation of strategy
• Directions for the Teacher

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Step-by-Step Directions
Understanding the Resource

• Detailed directions
• Suggestions for Differentiation

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Concrete Example Lessons
Understanding the Resource

• Makes the abstract strategy more concrete
• Sample lessons are given for K-2 3-5 and
  6-8

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Student Reproducibles
Understanding the Resource

• Completed examples
• Blank templates in two formats, digital
  blackline master

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Strategies

• Vocabulary
• Accessing Prior Knowledge
• Using Predicting and Inference
• Think Alouds Comprehension Monitoring
• Questioning Strategies
• Summarization Strategies for Science

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Using Building Prior Knowledge in Science

• What is Prior Knowledge?
• Researchers have established that learners build
  a schema (or mental representation), of what they
  learn to organize their prior knowledge on a
  topic.
• This means that new information one acquires must
  be associated with and connected to the prior
  knowledge one already has.

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New Info into Prior Knowledge

1. Assimilation When a learner comes across new
   information they can incorporate it into their
   existing organizational structures
2. Accommodation Sometimes it is necessary to
   alter their schema slightly to accommodate the
   new information.
3. Restructuring Learners cannot make sense of
   what thy are learning within existing schema.

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Assimilation of Knowledge

• Read the scenario on p. 65 of your book.
• Can you think of a similar scenario that has
  happened to you or in your class?
• Turn discuss with an elbow partner for 3
  minutes.

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What is Prior Knowledge?

• Attitudes
• Beliefs about self as learner
• Awareness of interests strengths
• Motivation desire to learn
• Experiences
• Everyday activities that relate
• Events in life that provide background
• Family community experiences they bring to
  school
• Knowledge
• Of learning task
• Of content
• Of topics
• Of concepts

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Using Building Prior Knowledge

• The best way to build prior knowledge is to
  create shared learning experiences.
• Demonstrations
• Role playing or physically acting out concept
• Hands-on activities
• Independent research
• Debates
• Visuals
• Read alouds
• Free writing (recording observations)

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Think Sheet Strategy p. 84

• Enables students to compare contrast
  pre-reading ideas w/ post reading understandings.
• How it works
• Present the main topic student will be reading
  about. Ask students to generate questions they
  have about the topic. (My Questions)
• Ask them to explain what they hope to learn.
  Then ask them what they already know about the
  topic. (My Thoughts)
• As students read they record important ideas from
  the text in the last column on the Think Sheet.
  (Text Ideas)
• Look at the examples on p. 86 in your book.

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Let's Try It!
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Article Title How does Salmonella Get Into
Eggs?
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Predicting Inferring in Science

• Text Subtext Strategy p. 93
• When students make inferences while reading they
  make connections to what they already know, to
  other information they have read, and to their
  general knowledge of the world around them. The
  take what they see and infer information that
  is not directly stated in the reading.

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Text Subtext

• Teachers can begin the explicit instruction of
  inferential reasoning by allowing students to
• interpret body language
• facial expressions
• pictures in reading books
• Photographs
• and short predictable stories.

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Text Subtext

• Begin the activity with teacher modeling and
  demonstration.
• Conduct a read aloud with a section of text.
• Locate a quote that will enable students to infer
  and interpret its meaning.
• Write the quote on the board and model for
  students how to restate in their own words.
• Ask students to study the two statements and
  explain what information they can infer.

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Text Subtext
Restate the reading selection in your own
words Like a lot of other ecosystems in America,
non-native species have hurt the Great Lakes. An
attack of Asian Carp could endanger the Great
Lakes ecosystem and cost a lot of money.
Quote from the reading As with many great
ecosystems across the county, invasive species
have harmed the Great Lakes, and an invasion of
Asian Carp threatens to be particularly
ecologically and economically damaging.
Subtext People are worried that the Asian Carp
would cause danger to the Great Lakes ecosystem.

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Let's Try It!
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Text Subtext
Restate the reading selection in your own words
Quote from the reading
Subtext
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Coding the Text p. 135

• Self-monitoring during reading is essential for
  students.
• Codes
• ? I am confused/I dont understand
• M - I want to learn more about this
• - This is important
• N - New information
• C - Connection
• TH - Theme of the text
• AHA - Big idea of the text

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Question Journal p. 139

• Informal, but effective and useful way to help
  students learn questioning skills.
• Designate a section of their science journals to
  be the Question Section.
• Have students fold the pages of the journal in
  half, to form a t-chart.
• On one side of the t-chart record questions about
  the text before, during, after reading.
• On the other side of the t-chart record possible
  answers

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Let's Try It!
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Expoplanet Found
Before Reading Questions Possible Answers

During Reading Questions Possible Answers

After Reading Questions Possible Answers

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Rank-Order Retell

• Students need to learn how to evaluate the
  information in a science selection to determine
  the most important ideas, moderately important
  ideas, and the least important ideas to summarize
  effectively what they have read.
• How it works
• Students are given strips of paper to write down
  important information as they read. Once they
  finish reading the sort the strips into three
  categories most important, moderately important,
  and least important.

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Let's Try It!
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Rank-Order Retell p.149
Most important ideas
Moderately important ideas
Least important ideas
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Explore your resource!

• Next time we come together share one of the
  strategies you tried with your class.
• What went well?
• What was tricky to you?
• Best response from your students
• Obstacle your students struggled to overcome
• Next time I would.