1. Teaching Reading in Science
CHS Science Department PLC Workshop
November 16, 2011

2. “Most students arrive at the science teacher’s classroom knowing how to read, but few understand how to use reading for learning science.” Santa, Havens, Harrison (1996)

3. Interpret scientific symbols and diagrams
In addition to the general reading skills needed to comprehend narrative text, readers of science text also must be able to apply the following knowledge and skills.
Understand specialized vocabulary terms and phrases that are unique to science
Understand vocabulary terms and phrases that have different meanings when used in science
Interpret scientific symbols and diagrams
Recognize and understand organizational patterns common to science texts
CONTINUED…..

4. Make sense of text structure and page layout that may not be user friendly
Infer implied sequences and recognize cause-and-effect relationships
Infer main ideas and draw conclusion that may not be explicitly stated
Use inductive and deductive reasoning skills

5. Four steps that science teachers can follow to plan vocabulary instruction:
Identify specific learning goals for the unit
Develop each unit’s vocabulary list based on these goals
Determine the level of understanding students need for the listed terms
Select appropriate vocabulary development strategies
READ PAGE 4 OF HANDOUT

6. Strategic Processing and Metacognition
Metacognition – thinking about one’s thinking
In terms of strategic reading and reflection in science, metacognition encompasses:
The knowledge the reader has about science text, science reading, and science reading strategies
The skill to read science text and use science reading strategies
The understanding about why and when to use science reading strategies

7. Desired Image of an Efficient, Successful Reader of Science Text Material
Page 6-8 of Handout:
Read 2 points below each of the following headings: Science Reading, Science Text, Science Reading Strategy

8. Surveying students to help develop your science reading strategies
Page 9 of Handout
Read Questions 1-10

9. Common components of instructional models that help students to construct meaning
Page 10 of Handout
Read Phases 1-5

10. Reading Strategies
Strategies for the Three Phases of Cognitive Processing:
Vocabulary Development
Informational Text
Reflection Strategies

11. Concept Definition Mapping
Concept Definition Maps are graphic organizers that help students understand the essential attributes, qualities, or characteristics of a word’s meaning. Students must describe what the concept is, make comparisons, tell what it is like, and cite examples of it.

14. Predict; Locate; Add; Note (PLAN)
PLAN is a study-reading strategy for informational text that helps students read strategically. PLAN is an acronym for four distinct steps that students are taught to use before, during, and after reading.

15. PLAN Step one of four: Predict
The first step is to predict the content and text structure; students create a probable map or diagram based on chapter title, subtitles, highlighted words, and information from graphics.

16. PLAN Step two of four: Locate
The second step is to locate known and unknown information on the map by placing checkmarks next to familiar concepts and question marks next to unfamiliar concepts; this causes students to activate and assess their prior knowledge about the topic.

17. PLAN Step three of four: Add
The third step, add, is applied as students read; they add words or short phrases to their map to explain concepts marked with question marks or confirm and extend know concepts marked with checks.

18. PLAN Step four of four: Note
Note is the fourth step; after reading, students note their new understanding by using this new knowledge to fulfill a task. This reinforces their learning and ensures that they have fulfilled their purposes for reading.

22. Step Four
Apply Chapter 12 knowledge to answer review questions on Sources of Energy.

23. Role/Audience/Format/Topic (RAFT)
The RAFT strategy employs writing-to-learn activities to enhance understanding of informational text. This technique encourages creative thinking and motivates students to reflect in unusual ways about concepts they have read.

24. RAFT
Role of the writer: What is the writer’s role: reporter, observer, eyewitness?
Audience: Who will be reading this writing: the teacher, other students, a parent, people in the community, an editor?
Format: What is the best way to present this writing; in a letter, an article, a report, a poem?
Topic: Who or what is the subject of writing: a famous scientist, a prehistoric cave dweller, a reaction to a specific event?