Reading Nonfiction Text in Science

Literacy in the Content Area

Welcome!

• Model research-based strategies integrating literacy instruction into content area lessons.

• Allow for collaboration time with your peers to share additional integration strategies and to apply learning from 1/17 and today to create an integrated lesson.

This morning we will:

Myths about Nonfiction reading and students

• Students learn everything they need to know about reading in their language arts class

• Students have sufficient prior knowledge to cope effectively with important information

• The processes involved in reading and comprehending efficiently in content textbooks are identical to those used from the basal readers

• Content reading means teaching phonics and other skills not directly related to their subject areas

• Teachers are information dispensers

• Bookmark Handout

Infusing Reading Instruction

• Nonfiction reading instruction is easily infused into science with the reading materials supplied in the kit

• Authentic use of nonfiction text• Student recognized the importance of using

reading strategies in all content areas• Science text gives a wide variety of text

structure used specifically in nonfiction text

Types of Reading Selections in Science Kits

• Discovery Decks-STC Kits• Student Reading Booklets-Foss Kits• Discovery Magazine• Energy Transfers Book• Student Lab Books-Reading Selections• Sixth Grade-Light Kit Student Lab Book

Content Specific Objectives:

Use Text Tools for nonfiction reading to gain science

information about electricity from kit based student reading

materials

Debrief

• What was a strength of this lesson?• How can you extend this lesson?

Managing The Reading

During Science Instruction• Assigned as home reading• Before and after science investigations to bring relevance and

reinforce science conceptual understanding• Completes the storyline of the science kits to see the progression

of investigations

During Language Arts Block• Can be used in reading flex groups• Part of reading center work• Read alouds during language arts direct instruction modeling

nonfiction text reading strategies

(to comprehend during reading)

•Use Decoding / Phonics•Predict/Infer•Create Mental Images/visualizing•Questioning•Summarize•Monitor and Clarify•Determining Importance•Make Inferences•Evaluate•Synthesizing•Reread•Adjust Reading Rate

STRATEGIES GOOD READERS USE

FOCUS SKILLS K – 6 Sequence Predict Outcomes Main Idea and

Detail Cause and Effect Fact and Opinion Make Judgments Classify /

Categorize Author’s Purpose /

Author’s Perspective

Narrative Elements Literacy Devices

Fantasy / Reality Draw Conclusions Make Inferences Summarize /

Restate / Paraphrase

Compare / Contrast Elements of Non-

Fiction / Text Structure

Graphic Aids Prefixes and

Suffixes Word Relationships

Your time to work

• Get into groups making sure you are not with someone that is on your grade level team

• Share ideas in you have used in your classroom to have students gather information from the reading materials

• Create student directed activities using science reading materials from your kit

Task for Today:

Apply learning from 1/17 and today to create an integrated lesson. Include a language arts objective and a content specific learning objective.

NPTechTool Wiki:

http://nptechtools.wikispaces.com(Click February 17th in the left margin.)

Resources from today are found:

Reflection