Using Non-Fiction Texts to Support the Components of Reading

1. Integrating Science and Literacy Using Non-Fiction Texts to Support the Components of Reading Barbra Siebert, Science Program Specialist North East Florida Educational Consortium

2. 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.

3. 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. Alternative Types of Reading That Can Motivate Students to WANT to Read: Newspapers Maps Graphs Other Visuals Magazine Articles Brochures Internet Sites

4. 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. Which of the following skills can be addressed by using nonfiction texts? Main Idea Using Graphic Organizers Summarizing Structural Patterns Predicting Author’s Point of View Making Inferences Developing Vocabulary Supporting Details Building Schema Questioning Compare and Contrast

5. Where Do I Find Other Kinds of Nonfiction Reading Materials? Nature Centers Water Management Districts Forestry Offices County Extension Offices Web Sites

7. www.epa.gov

12. 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?

13. 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. 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.

14. Before Reading Assess Background Knowledge: “What do you already know about THE WATER CYCLE? Pre Test KWL Student Brainstormed List Drawing Diagram Whole Group Small Group Discussion

15. ZZ Top Eric Clapton Jefferson Starship SCHEMA 3 Dog Night Classic Rock

16. Animalia Chordata Amphibia Anura

17. Animalia Chordata Amphibia Anura • Amphibian • Lays Eggs • Grows Legs

18. Animalia Chordata Amphibia Anura • Amphibian • Lays Eggs • Grows Legs FROGS TOADS NEWT

19. Animalia Chordata Amphibia Anura FROGS • Amphibian • Lays Eggs • Grows Legs

20. Prior Knowledge - How do we activate it? Front Loading Meaning – Using KWL(G) “Frogs”

21. High Frequency Words are Critical 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, 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.

22. Before Reading Working with Words Divide Words into Syllables Make Flash Cards Define Word Meaning Word Games Phonetic Spellings Study of Affixes Word Families Science Journal: Picture Dictionary Introduce Vocabulary: Precipitation Evaporation Condensation Transpiration

23. 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.

24. Front Loading Meaning – Questioning the Vocabulary 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.

25. 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.

26. During Reading Teach Students How to Question and Think as They Read: Overview of the "Think-Aloud" Strategy Students 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.

27. During Reading 1 2 3 4 5 Didn’t Understand Understood A Little Could Discuss Some things Understood Most Understood ALL Read – Rate – Re Read:

28. 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. Provide or require students to have sticky note pads. Have them do their “think alouds” on their sticky notes. 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. Information/Content – What do we do with it? Power Stickies – Note Taking is an Art Form

29. 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. Important fact or idea. Come back and read again. What does this word mean? Add it to my vocabulary list. I have a question about his sentence, paragraph, or word. W ?

30. Visual Vocabulary – Students can design their own to help them visualize words in context. He was in a precarious position as he balanced on the edge of the cliff. • Precarious • “What’s happening to Frogs?” • Weekly Reader • Unstable • Danger • Uncertain

31. Building Vocabulary as you read with Book Marks 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. • 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. 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.