Reading In Reading In Content CoursesContent Courses

Strategic Science Teaching © 2012 Used with Permission from the Los Angeles County Office of EducationLos Angeles County Office of Education http://sst.lacoe.edu

KWLKWLKNOW

What do I already KNOW

about the topic?

WANT

What do I WANT to learn about

the topic?

LEARNED

What did I LEARN about

the topic?

SchemataSchemata:: Have You Got It? Have You Got It?

1. People “construct” meaning in

their life based on their store of

memories: everything they have

ever

1. sensed

2. experienced

3. learned

SchemataSchemata:: Have You Got It? Have You Got It?

1. Schema = HOW people organize and

store information in their heads. It

reflects1. experiences

2. attitudes

3. values

4. conceptual understanding

5. skills & strategies

that readers bring to a text situation

SchemataSchemata:: Have You Got It? Have You Got It?

1. Schema provides mental shortcuts

to help us absorb the bombardment

of stimuli from a complex world.

SchemataSchemata: How it Functions: How it Functions

Schema functions in 3 ways:

1. Gives a framework to understand

reading and fill in gaps

2. Helps readers organize text information

and REMEMBER what’s been read

3. Helps readers elaborate information

involving deeper levels of insight,

memory judgement and evaluation.

1. Read the passage and fill in the blanks with words that make sense to you.

2. Answer the questions using sentences.3. Get in pairs and read passages to each

other. 4. Find out if any groups have the exact

same wording on their pages. 5. Share your responses aloud or in pairs. 6. Have a class discussion on what

problems or strategies students have when dealing with a science text.

SchemataSchemata:: Have You Got It? Have You Got It?

Read & Fill in Missing WordsRead & Fill in Missing WordsThe questions that p ________ face as they raise c______ from in________ to adult life are not easy to a_____. Both f______, and m________ can become concerned when health problems such as co________ arise any time after the e__ stage to later life. Experts recommend that young c_______ should have plenty of s ______ and nutritious food for healthy growth. B______ and g____ should not share the same b ______ or even sleep in the same r____. They may be afraid of the dark.

Adapted from Madeline Hunter

Read & Fill in Missing WordsRead & Fill in Missing WordsThe questions that poultrymen face as they raise chickens from incubation to adult life are not easy to answer. Both farmers, and merchants can become concerned when health problems such as coccidiosis arise any time after the egg stage to later life. Experts recommend that young chickens should have plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark.

Adapted from Madeline Hunter

Reflecting on SchemataReflecting on Schemata

1. How did you decide what the passage was about?2. Did the passage make sense when you finished?3. Do you think there may be an alternative way to

fill in the blanks?4. Listen carefully to the original passage.5. What are your thoughts and reactions?6. When reading your science book, what problems

do you have with the text? What might help you understand the text better?

7. Do you use any reading strategies that help you understand the text? What are they?

Answer in complete sentences and get ready to share your work

• An important part of rigorous courses is learning to learn.

• SQ4R is one strategy that can help students get the most out of their texts.

• SQ4R will assure that they don't just "do it," when it comes to reading– Students will derive as much as they possibly can

out of the experience.

To understand & remember

Why am I reading this?

I'd better use some specific strategies to attack this material:

it's complicated!

What am I reading? A textbook or article

• Having A Conversation with Yourself

• Overview: quickly look for the main idea or unifying theme

– Table of Contents

– Introduction/Summary; first sentence of each paragraph

– Headings (memorize if possible)

– Pictures, charts, diagrams, etc.

– Vocabulary lists, notated print, captions, etc.

Have a conversation with yourself:• How is the text organized?

• What do I know about the topic already?

• What do I expect it to talk about?

• Do I need to use some kind of graphic organizer like a concept map?

• Establish a purpose. Begin to think about the material.

– Turn headings and subheadings into questions.

– Read all questions within the chapter/text.

– Try to guess at the answers.

• I can use context clues to figure out what words probably mean.

• I can look for familiar word parts if it doesn't slow me down

• I can look it up now if it seems to be important to understand the rest.

• I can ask someone what it means.• I can write it down & look it up later

Have a conversation with yourself:

• to answer questions– Carefully read (in

manageable chunks) to answer questions.

– Correct incorrect guesses from early questioning.

– Note important details, relationships

1. What are the unknown vocabulary words? Can I figure out what they mean?

2. Are there sentences that don't make any sense?

3. Are there concepts that are unfamiliar?

4. Is the writing hard to follow? Are the sentences too long? Do they jump around?

5. Am I getting lost in details and missing the big picture?

6. Am I confused because the parts don't seem connected?

• Answers to questions with the book closed– State orally answers to

questions.

– State key facts and concepts.

– Reread any areas which are unclear.

• Take notes!– Take accurate notes on

basic concepts.

– Create a graphic organizer

– Prepare a study sheet for exams.

– Use outline or Cornell Note format

• at short intervals– Review notes.

– Be able to answer all questions.

– Predict test questions and answer them.

• Does my graphic organizer make sense?

• Have I missed any important ideas or vocabulary?

• Can I paraphrase the main ideas from memory?

• Can I apply the info to a new situation?

Have a conversation with yourself:

Model & Encourage Model & Encourage Reading the TextbookReading the Textbook

• Model the SQ4R method of reading a text. Question aloud, overhead notes– Assign a chapter to read on their own

• Take Cornell notes on the chapter• Grade the questions they generate

OR

• Let them use their notes on a quiz

3 Reading Activities3 Reading Activities

1. Scanning Races1. Improving speed & comprehension

1. Make Golden Sentences:1. Learning to paraphrase

1. Anticipatory guide:

1. Creating Higher-level Questions

2. Using Cornell notes backwards

Scanning RacesScanning Races

1. Using a teacher-generated question

sheet, READ an article as quickly

as possible, filling in answers.

2. Raise your hand and shout “DONE”

when finished with all

questions

3. Be prepared to share

out to the group!

Golden SentencesGolden Sentences

1. Read an interesting article.

2. Distill the entire piece down to one

to two key sentences.

1. Use the sentences to make a

poem

3. Be prepared to share

out to the group!

Significant StatementsSignificant Statements

1. Individually1. Write 3 significant statements about

an article you’ve read.

2. Remember to paraphrase,

not plagerize

2. In a small group• Write 3 GROUP significant

statements after sharing individual

ones

Significant StatementsSignificant Statements

3. In a small group1. Create a poster

illustrating your 3 group

statements.

2. Include pictures,

examples, diagrams

4. Get ready to share

your work!

Anticipatory GuideAnticipatory Guide

1. Use the sheet of teacher-generated

questions to create Cornell notes

2. Take one question at a time, read a

section in the article

and take notes

3. Continue until you have

finished the article & filled in the

notes.

DesignedDesigned byby

Anne MabenAnne MabenAP Science CoachAP Science Coach