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Welcome to Reading to Learn In Science by kwt12236

VIEWS: 7 PAGES: 84

									Welcome to Reading to Learn
                 In Science



                 Presenter
                                Deborah Brendel
                             Science Consultant
              Region 10 Education Service Center
                  Deborah.Brendel@region10.org
                                 (972) 348-1512
Characteristics of Poor and
Successful Readers:
Poor Readers        Successful Readers
Have a relatively    See themselves as
 low self-esteem       agents able to
                      actualize their
                      potential.
“Once a student leaves high
school, 90% of his reading
will be informational reading.
Only 10% of his reading will
be for pleasure.”
               —Willard Daggett
Lexlie Chart w/Jobs
Average high school graduate is 1150L
Job                Reading Requirement
Surveyor                1370L
Farmer                  1210L
Hotel Manager           1230L
Housekeeper              910L
Mechanic                1010L
What‘s the best way to improve
reading performance?
   Teach reading through Content Areas
   Students read rather than teacher
    lecture
   Challenge all readers (even the best)
    by: expose to new vocabulary and
    difficult syntax; expose to challenging
    literary features; monitor CONSTANTLY!
   Where do you fit?
      Experience                                 Know and      Could teach
     with reading
       strategies   Never heard    Know a few       teach        my peers
                     of reading      reading       several         about
 Years in
 Education
                     strategies.   strategies.     reading        reading
                                                 strategies.    strategies.
Hot Off the
   Press
(1-5 years)
 Armed and
Experienced
(6-19 years)
Experienced
  Veteran
(20 + years)
         Average Retention Rate



Audio-Visual
 Demonstration Discussion groups
Lecture
Practice by doing Reading
Teaching others
           Lecture

              Reading


  Audio-Visual


 Demonstration




 Discussion groups



 Practice by doing



Teaching others
Goals – because students are reading the
wrong stuff and they don‘t understand
it… today we will…
   Provide background basic to
    teaching reading in science.
   Facilitate hands-on
    experience with reading
    strategies (vocabulary,
    organizational, active, and
    reflection).

          What are your goals?
Today‘s Agenda
   Introduction
   Background Information
   Framework for Lesson Planning
   Hands-on Experience with Strategies
   Evaluation
Think-Pair-Share
Consider a situation in which you
are obligated to read and
comprehend something that you
may not initially want to read.
Brainstorm a list of strategies that
you use to help you focus and
complete your reading.
                HO, p. 17
Let‘s try:
The Batsmen were merciless against the
 Bowlers. The Bowlers placed their men
 in slips and covers. But to no avail.
 The Batsmen hit one four after another
 along with an occassional six. Not once
 did their balls hit their stumps or get
 caught.
Here is the kicker!
   Prior knowledge is the MAIN
    determinant of comprehension and
    what is reading in science?

COMPREHENSION!
Effective readers…
   Locate key information.
   Distinguish between
    main ideas and
    supporting details.
   Modify reading
    behaviors when faced
    with difficulties.
   Construct meaning as
    they read.
Students struggle with…
   Organizing ideas as they read.
   Making meaningful connections.
   Persevering through reading material.

Science
       Tackling vocabulary.
       Decoding symbols.
       Reading at the text level.
       Understanding text organization.
Why me?

   You‘re already doing it!
   You know the content.
   Fine tuning and/or adding to your
    collection of strategies can help all
    students reach high standards.
 What are your goals for your
 students?




Understand the content.   Become independent learners.
The key is to…
Integrate reading instruction in
ways that support teaching and
learning in science!
Activate Your Schema




        Complete HO, p. 18
Guiding Principles
Basic to Teaching Reading in the Content Areas
Billmeyer and Barton. 1998


    Schema Theory
    Prior Knowledge
    Metacognition
    Reading and Writing
    Collaboration
Schema Theory
Prior Knowledge
Metacognition


 Learning is not developed
 from the OUTSIDE-IN, but
 from the INSIDE-OUT.
Reading and Writing




              Generate ideas, organize,
   Read.      draft, and revise.
Collaboration
Learning increases when students
collaborate in the learning process.
Before Reading
   Activating background
    knowledge
   Investigating Text Structure
   Setting a Purpose for Reading
   Predicting Text Content
   Reviewing and Clarifying
    Vocabulary
Activating Prior Knowledge
   Myth vs. Fact
   Anticipation Guides
   Cloze Directions
   Word Walls
   Semantic Webs and Word Sorts
   Partner Finds
Content vocabulary instruction
is designed to…
   Increase reading comprehension.
   Develop knowledge of new terms
    and concepts.
   Develop deeper understanding of
    familiar terms and concepts.
   Improve range and specificity in
    writing.
   Help students communicate more
    effectively.
      Vocabulary Strategies
                                Pages
Strategy                                     HO        TRIS
                               from…

Concept Definition Mapping   pp. 50 & 52   pp. 19   pp. 50–52

                             pp. 53, 54, &
Frayer Model                               pp. 20–21 pp. 53–56
                                  56

Semantic Feature Analysis    pp. 58 & 60    p. 22   pp. 58–60

Student VOC Strategy         pp. 64 & 65    p. 23   pp. 64–65

                                           Sticky
Word Sort                    pp. 67 & 68            pp. 69–71
                                           Notes
    Vocabulary Jigsaw
   Expert Groups            Home Groups
Become an expert on      Explain your assigned
your assigned            strategy. Share with
strategy. Develop at     the rest of the group
least one example,       at least one example
and discuss how the      and discuss possible
strategy could support   benefits of
learning in science.     incorporating the
                         strategy.
Visualization
   ―Visualizing is a comprehension strategy that
    allows readers to make the words real, like
    playing a movie of the text inside your head.‖
                  Keene and Zimmermann,
                   1997
   ―Visualization is a key strategy used by
    proficient readers.‖
                  Pressley, et. al., 1989
Let‘s see
When readers visualize, they are actually
 constructing meaning by creating
 mental images. Good readers become
 ‗wordstruck‘ by the movie they watch in
 their mind.
                    Harvey & Goudvis,
                     2007
Will the visuals help you
remember the 10 KEY social
studies vocabulary words?

Number a sheet of paper from 1 to 10.

As you see each picture appear, write the
vocabulary word that goes with it.
 Reflection

“After talking about visualization,
          I’m thinking….”
                or
 “A new thought I have about
        visualizing is ...”
Reflective Pause
   How can these vocabulary
    strategies…
       Address the demands of No Child
        Left Behind ?
       Address the needs of struggling
        readers, students with special needs,
        and/or English language learners?
       Be shared with parents so they have
        tools to support their children?

                     HO, p. 24
      Vocabulary Quiz


Complete
HO, p. 25
Research on Text Structure
Dickson, Simmon, & Kameenui. 1995.



   Well presented physical text
    assists in reading comprehension.
   Student awareness of text
    structure is highly related to
    reading comprehension.
   Explicit instruction in text
    presentation and text structure
    aids in reading comprehension.
Organizational strategy
instruction is designed to…

   Develop an understanding of text
    presentation.
   Develop an understanding of
    organizational patterns.
   Help students to locate, organize,
    and recall important information.
   Help students to make connections.
Text Presentation
Organizational Patterns
Informational Text
Billmeyer and Barton. 1998.


   Chronological Sequence
   Comparison/Contrast
   Concept/Definition
   Description
   Episode
   Generalization/Principle
   Process/Cause-Effect
                              HO, p. 26
What‘s the pattern?
Handout,
pp. 27–33
During Reading
   Establish purpose for each part of the reading
   Self-Monitoring
   Visualizing
   Summarizing
   Confirming, rejecting predictions
   Identifying and clarifying key ideas
   Questioning self
      Create a Graphic Organizer



HO, p. 34
Student Example

                             Cold-blooded
               Turtles        vertebrate
  Lizards                                    Lungs & dry
                                                skin

 Snakes       4 Groups      Reptiles
                                                  Scales

 Crocodiles

              Alligators
                                             Live on
                                             land &
                            Tough           lay eggs
                           covering
 Graphic Organizers & Patterns

                    Body Temperature
   Structure             Control
                                        Breathe




  Body                                    Reproduce
Covering



                                       Groups
               Habitat
           Graphic Organizers & Patterns
                                  Cold-blooded

    Vertebrate
                                                              Lungs
                             Body Temperature
            Structure             Control
                                                     Breathe


Scales                                                                 Most lay eggs
                                  Reptiles
           Body                                        Reproduce
         Covering                                                           Some born
                                                                              alive
Dry skin

                                                    Groups
                        Habitat                                         Turtles
                                     Alligators &
                 Land                 crocodiles
                                                                  Lizards
                                                     Snakes
Windshield Check

      Clear, let‘s cruise!
      It‘s raining, let‘s slow down.
      Pull over, a truck just went by!
Learning Log

   What did you learn?
   How can you apply what you
    have learned to your
    instruction?



                HO, p. 35
Active reading instruction is
designed to…

   Help students strategically
    interact with text.
   Develop metacognitive skills.
   Help students construct meaning
    as they read.
Anticipation Guide
   Fill in the ―Me‖ column on p. 40.
   Triad: Each person should read one of
    the three readings (pp. 41–49) and fill
    in the ―Text‖ column on p. 40.
   Discuss your answers in your triad.
Activity

Draw a picture of the moon as
seen in next slide.
Hands-on Activity




                 Turn out the lights!
                 We need volunteers!
SQ3R

Complete the SQ3R chart
on p. 37 while reading
pp. 38–39.
K-W-L
   Use the information from the
    hands-on activity and information
    from any of the readings to
    complete the K-W-L chart on p.
    50.
Other Active Reading
Strategies
   DR/TA (p. 51)
   Group Summarizing (p. 52)
   Pairs Read (p. 53)
   Reciprocal Teaching (p. 53)
   Problematic Situation (p. 53)
   Proposition/Support Outline (p. 53)
   Think Aloud (p. 54)
After Reading
   Assessing if purpose of reading was met
   Paraphrasing important information
   Identifying the main idea and details
   Making comparisons
   Connecting
   Drawing conclusions
   Analyzing
   Reflecting
Reflection strategy instruction
is designed to…
   Extend meaning through
    discussing, questioning,
    and/or writing.
   Help students summarize,
    evaluate, and apply
    information.
   Reflection Strategies

Strategy         Pages from…           TRIS
Discussion Web   pp. 112 & 114   pp.   111–113
Learning Log      pp. 115–117    pp.   114–116
QAR               pp. 118–120    pp.   117–119
QtA               pp. 121–122    pp.   120–121
RAFT              pp. 124–125    pp.   122–123
Reflection Assignment
   Read about your assigned strategy.
   Prepare a 60-second commercial that ―sells‖
    your strategy. It could be…
      A description of the strategy, or

      An example of how to use the strategy.
      Final Reflection

• Think about what you observed.
• What were the steps in the process?
• What does this have to do with
Science?

“After talking today, I’m thinking….”
               or
    “A new thought I have is ...”
Commitment Papers




         HO, p. 55
Thank you!

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