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.