Critical Reading in Science

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Critical Reading in Science

• We will examine four approaches of critical
  reading that will foster better readers and
  increase the students ability to comprehend
  science.
• Dissecting the text.
• Marking the text.
• Paraphrasing
• Active reading strategies.
• These are AVID strategy suggestions that
  can be used to aid in our school wide goal of
  increasing students critical reading abilities.
  Teachers may utilize this information as they
  wish.

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Dissecting the text in Science

• Timeline 30-60 minutes
• AVID Methodologies
• Writing Inquiry Collaboration
  Reading
• The purpose of this activity is to help students
  to generate questions as they read. Many reading
  selections are not written in reader friendly
  format, which makes it difficult for students to
  focus on the fantastic information we want them
  to be exposed to.

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Dissecting the text in Science

• How to Orchestrate Lesson
• Provide a copy of the activity and the rubric for
  each student. (I will have a master for each
  teacher you can make a class set.)
• Provide a copy of the reading for each student.
  (This will be curriculum based or department
  based reading selection.)
• Have students read activity directions, begin
  with the Before You Read activity. Have students
  predict what questions they think the text will
  answer. Come together as a class and ask 5-7
  students to share one of their questions. This
  is a quick way to allow students to validate
  their ideas as well as hear different ideas.
• Have students read the selection quickly. Give
  them a time limit that will allow about half the
  students to finish. This read is to get the main
  idea that the article is discussing. Have
  students list the main ideas of the text. List
  on the board.

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Dissecting the text in Science

• Instruct students that they will now reread the
  selection. This time they will highlight the
  main ideas and draw a line across the text when
  there is a shift in topic. For each line the
  student will generate a question that they think
  will be answered in the next section of the text.
  Give students time to read and dissect the text.
• Have students trade papers and read the questions
  that were developed. Each student should edit
  the others work.
• Provide a related reading for students to read
  and dissect at home or in class another day.
• Project Requirements and Rubrics
• There are several grading options for this
  assignment. One is that students get a homework
  grade that reflects completed work. Alternately,
  students can peer review each others work based
  on the rubric or you could collect and grade by
  the rubric.

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Marking the Text

• This strategy has three distinct marks
• Number the paragraphs
• Before you read, take a moment to number the
  paragraphs in the section you are preparing to
  read. The number should be written and circled
  near the paragraph indentation.
• Circle the key terms,
• Circle the key terms, cited authors and
  essential words or numbers
• What is a key term?
• Repeated
• Defined by author
• Used to explain or represent an idea
• Central concept or idea
• Relevant to the purpose of ones reading

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Marking the Text

• This strategy has three distinct marks
• Underline the authors claims and other
  information relevant to the reading purpose.
• A claim is an arguable statement or assertion
  made by the author. Data, facts or other backing
  should support an authors assertion.
• A claim may appear anywhere in text.
• A claim may not be explicitly expressed, reader
  may need to infer from evidence in text.
• The author may make several claims throughout
  text.
• An author may signal his or her claim, letting
  you know that this is his or her position.
• Ultimately, what students underline and circle
  will depend on your reading purpose.

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Paraphrasing-How I Show What I Know

• Timeline 20-30 minutes to draft
• 10-15 minutes to peer review
• 20 minutes to redraft (possibly homework)
• AVID Methodologies
• Writing Collaboration Reading
• Concept Statement If you cant explain to
  someone else what you have read, then you did not
  adequately understand the material. This
  activity focuses on helping students paraphrase
  what they have read, which enhances their reading
  comprehension as well as their writing skills.
• Paraphrasing is really about thinking. Your
  translating the authors said into words and
  ideas that make sense to you.

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Paraphrasing-How I Show What I Know

• Lesson Plan
• Select and photocopy a reading selection. It is
  best to start with short (easier) readings and
  work up to longer ones. Keep early ideas
  straightforward and clear. (This will be a
  curriculum based or department based reading
  selection).
• Provide a copy of the Student Handout
  Paraphrasing-How I Show What I Know with the
  attached rubric for each student. (I will have a
  master for each teacher you can make a class
  set.)
• Have students begin writing their paraphrase in
  class. Ideally, this entire process should be
  done in class several times. There are fewer
  distractions and you are their to monitor their
  progress. Give students 10-15 minutes to write
  their first drafts.
• Allow students to peer review for 10 minutes.
• Send the paraphrase home to be redrafted. Set
  the due date and the requirements for
  word-processing at this time. Decide if you want
  the first draft with the final copy and tell
  students.

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Paraphrasing-How I Show What I Know

• Project Requirements and Rubrics
• Collect the final drafts and grade according to
  the rubric found on the student page. If you
  repeat this several times a marking period, have
  students select two for evaluation.
• Later in term, as students grow more adept at
  paraphrasing, first drafts will be graded should
  you choose to do so.
• If a student can paraphrase something they have
  read then they really understand it!
• I will distribute a science student sample of
  paraphrasing for your evaluation. As stated in
  the rubric, paraphrasing focuses on being able to
  extract the main idea and supporting details then
  develop a well written synopsis of the reading
  selection.
• Practice makes perfect for teacher and student
  alike!

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Active reading strategies in Science

• Timeline 20-30 minutes
• AVID Methodologies
• Writing Inquiry Reading
• Concept statement
• A problem that often accompanies unawareness
  concerning the text is passive reading. Students
  all too often read without paying attention.
  There are several active reading activities
  designed to engage students in reading by having
  them participate in small activities as they read
  the text. This is not to suggest all strategies
  listed are for all kinds of text. Be selective
  and realistic about your students talents and
  attention.

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Active reading strategies in Science

• How to Orchestrate the lesson
• Make an overhead or photocopy the students
  instructions.
• Select a reading for students to read. Have them
  read the section of the text.
• Have students choose two or three strategies from
  the list provided. They should complete one in
  class and one as homework or any combination you
  choose. They should complete these activities in
  their interactive notebooks or on a sheet of
  paper.

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Active reading strategies in Science

• Project Recommendations
• The most effective way to hold students
  accountable for active reading strategies is to
  assign them as class work or sometimes as
  homework. Students can earn participation points
  or homework checks as you see fit.
• If you use interactive notebooks, these
  assignments can be a significant part of the
  whole rather than be graded on their own. A
  simple didnt attempt, attempted or successful
  could be the rubric.

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Active reading strategies in Science

• Students who are not your stereotypical readers
  and Writers have a chance to really shine when
  using these strategies. Youll be amazed at what
  some of your artists, poets and English language
  learners will produce for you when given these
  alternatives.
• Procedure
• Science textbooks are often difficult to read.
  So these active reading strategies are tricks
  readers use to help them remember and make
  learning easier.
• Turn the titles, headings and sub headings into
  questions
• Create new titles, headings, subheadings,for each
  section
• Develop questions from reading, pictures or data
• Prepare a graph table or chart from the reading
• Write a a poem about a key term or idea

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Active reading strategies in Science

• Strategies Continued
• Provide new examples or make connections to
  another science topic
• Create visual illustrations or drawings about the
  reading
• Evaluate a section of the reading
• Develop what if statements from the reading,
  pictures or data
• Relate the text to your personal experience
• Compose a metaphor or simile
• Create an analogy
• These strategies can be incorporated into
  interactive notebooks, individual or group work
  and can be used as formative assessments as
  students end the lesson for the day . You could
  look them over and clarify as bell work the next
  day. You will be amazed at the clarifications
  and how much this aids the students in their
  comprehension.
• I will distribute a couple science student
  samples of active reading strategies for your
  evaluation.

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Sources

• AVID Center, 2003, The Write Path Science
  Teacher Guide Grades 6-12
• AVID Center, 2003, Critical Reading. Marking the
  Text Non-fiction (Argument).