Download Decoding Scientific Text

Decoding Scientific Text
Winston-Salem Forsyth County
Schools
Reading in the Content Areas
Objective & Rationale
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Essential Question: What are strategies to help
students decode scientific text using knowledgebuilding and cognitive dimensions?
 Students who struggle to decode will also struggle
to comprehend text.
 Scientific textbooks have the 3rd highest lexile
score of content area books.
 Therefore, science teachers must engage
students in direct learning of decoding and
comprehension strategies in order for them to be
successful.
Winston-Salem Forsyth County
Schools, 2007-2008
Agenda
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What does the research say?
Knowledge-Building Strategies
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Cognitive Strategies
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Cloze Reading
Jargonectomy
Redaction
Identifying Visuals
Cornell Notes
Jigsaw Activity
(Relay Race)
Implications for Classroom Application
Winston-Salem Forsyth County
Schools, 2007-2008
The Dimensions of
Classroom Interaction
Adapted from the Reading Apprenticeship Framework, 2004
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Social Dimension
 Investigating relationship
between literacy and power
 Sharing reading problems
and solutions
 Noticing others’ ways of
reading
Personal Dimension
 Developing reader identify
 Developing metacognition
 Developing fluency and
stamina
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Knowledge-Building Dimension
 Building knowledge structures
(schemata)
 Developing word construction
and vocabulary
 Developing discourse-based
knowledge
Cognitive Dimension
 Getting the big picture
 Using problem-solving strategies
to aid comprehension
 Monitoring comprehension
Winston-Salem Forsyth County
Schools, 2007-2008
Cognitive Strategies
Adapted from R. Payne, 2002
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Cognitive Strategies can be divided into
three groups (see handout for complete list):
 Input: quantity and quality of data
gathered (Knowledge-Building)
 Elaboration: efficient use of the data
(Cognitive)
 Output: communication of elaboration
and input (Cognitive)
Winston-Salem Forsyth County
Schools, 2007-2008
Constructs of Science Content
Adapted from R. Payne, 2002
Science Course
Construct
Biology
Identifying living systems and relationships within
and among those systems
Chemistry
Bonding
Physics
Using matter and energy through math applications
Earth Science
Identifying and predicting physical phenomena
These constructs help inform what is important to the
curriculum.
Winston-Salem Forsyth County
Schools, 2007-2008
The Knowledge-Building
Dimension
Written word + prior experience =
knowledge building
 Primary skills involved:
 vocabulary acquisition
 word decoding
 text structure
 Result: discipline-specific language
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Winston-Salem Forsyth County
Schools, 2007-2008
Knowledge-Building:
Cloze Reading
The Cloze technique requires students
to be actively involved in the reading
process.
 Strategic word omission asks students
to supply the missing information
themselves.
 This strategy can be used when
learning new information or reviewing
material.
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Winston-Salem Forsyth County
Schools, 2007-2008
Knowledge-Building:
Cloze Reading
Read the assigned passage.
 Try to fill each blank with the correct
word.
 Use context clues to help you.
 When you think you have the passage
complete and correct, raise your hand.
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Winston-Salem Forsyth County
Schools, 2007-2008
Knowledge-Building:
Cloze Reading
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Word Bank:
 chordates
 dorsal
 embryos
 gills
 muscles
nerve
 tail
 throat
 pharyngeal
 phylum
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Winston-Salem Forsyth County
Schools, 2007-2008
Knowledge-Building:
Cloze Reading
Members of the phylum Chordata are called chordates. To be classified as a
chordate, an animal must have four key characteristics, although these
characteristics need not be present during the entire life cycle.
The hollow nerve cord runs along the dorsal (back) part of the body.
Nerves branch from this cord at regular intervals and connect to internal organs,
muscles, and sense organs.
The notochord is a long supporting rod that runs through the body just
below the nerve cord. Most chordates have a notochord only when they are
embryos.
Pharyngeal pouches are paired structures in the throat (pharynx) region.
In some chordates—such as fishes and amphibians—slits develop that connect
the pharyngeal pouches to the outside of the body. These slits may then
develop gills that are used for gas exchange.
At some point in their lives, all chordates have a tail that extends beyond
the anus. The tail can contain bone and muscle and is used in swimming by
many aquatic species.
Winston-Salem Forsyth County
Schools, 2007-2008
Knowledge-Building:
Jargonectomy
Scientific jargon, or vocabulary, can
overwhelm struggling readers.
 Using context clues to break down
jargon into more familiar terms aids in
decoding the text.
 Having students decode text
themselves empowers them to decode
on their own.
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Winston-Salem Forsyth County
Schools, 2007-2008
Knowledge-Building:
Jargonectomy
Read the assigned passage.
 On the lines provided, break down the
highlighted terms into more familiar
words.
 You may work on your own or with a
partner.
 When you have finished, raise your
hand.
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Winston-Salem Forsyth County
Schools, 2007-2008
Knowledge-Building:
Jargonectomy
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chordates: members
of the phylum
Chordata
life cycle: time from
birth to death
hollow: unfilled
dorsal: back
internal: inside
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notochord: long
supporting rod
pharynx: throat
gas exchange:
breathing
extend: sticks out
aquatic: water
Winston-Salem Forsyth County
Schools, 2007-2008
Knowledge-Building:
Redaction
Redaction is the act of reducing
something.
 Textual redaction helps students
eliminate unnecessary information and
focus on the essential ideas.
 This strategy may take significant
guided practice before students can
redact independently.
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Winston-Salem Forsyth County
Schools, 2007-2008
Knowledge-Building:
Redaction
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Read the assigned passage with about 150
words.
Rewrite the passage and reduce to about 75
words.
Determine what additional words can be
removed. *This step is crucial to demonstrate
understanding of redaction.
Write one sentence that summarizes the
entire passage.
Winston-Salem Forsyth County
Schools, 2007-2008
The Cognitive Dimension
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Retainable comprehension = decoding +
application
Primary skills involved:
 Mental models
 Organization
 Repetition
 Comprehension
The Result: Improved understanding of
content area
Winston-Salem Forsyth County
Schools, 2007-2008
Cognitive: Identifying Visuals
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Developing mental models is a reading skill
that many struggling readers lack.
Reading a passage followed by identifying
visuals is one way to track this skill.
Providing the correct visuals for students
ensures that they are working with accurate
information.
The visuals can also be used as review
material prior to assessment.
Winston-Salem Forsyth County
Schools, 2007-2008
Cognitive: Identifying Visuals
Read the assigned passage.
 Label the visuals so that they reflect the
ideas in the passage.
 Determine what details helped you
decide the order (use hi-liter).
 When you are finished, raise your hand.
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Winston-Salem Forsyth County
Schools, 2007-2008
Cognitive: Cornell Notes
Note taking is an important skill for all
students.
 Struggling readers need support in
organizing information.
 Cornell note taking method provides
structure and ease of information
interpretation.
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Winston-Salem Forsyth County
Schools, 2007-2008
Cognitive: Cornell Notes
Read the assigned passage.
 Using the model as a guide, complete a
page of notes.
 Share your notes with a partner and
compare.
 When you think you are finished, raise
your hand.
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Winston-Salem Forsyth County
Schools, 2007-2008
Cognitive: Cornell Notes
Topic: Blood Vessels
Vocabulary/Cues:
Notes:
aorta
major artery carrying blood leaving heart
arteries
“superhighway”
carry blood from heart to tissues
carry oxygen-rich blood
thick walls that withstand pressure of heart contractions
capillaries
“side streets & alleys”
smallest blood vessels
walls = 1 cell thick
cells pass through single file
bring nutrients and oxygen
absorb carbon dioxide and waste
veins
“main streets”
carry blood to heart
large veins contain valves to keep blood moving
many located near skeletal muscles
exercise keeps blood moving (especially against force of gravity)
Summary:
Three types of blood vessels, arteries, capillaries, and veins,
move blood through the circulatory system.
Winston-Salem Forsyth County
Schools, 2007-2008
Cognitive: Jigsaw
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Repetition is crucial for information to move
from short term to long term memory.
The jigsaw activity provides several
opportunities for students to hear the same
information.
The accountability of the peer teaching
method helps struggling readers experience
success.
Winston-Salem Forsyth County
Schools, 2007-2008
Cognitive: Jigsaw
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In your assigned group, read the passage.
Complete your group task:
 A: Complete the vocabulary definitions
 B: Write a brief summary of the passage (5
sentence maximum)
 C: Complete a KLW Chart
 D: Create a web of main idea and details
 E: Generate questions for review
Winston-Salem Forsyth County
Schools, 2007-2008
Cognitive: Jigsaw
When all groups are finished with their
part, relocate to your “jigsaw” group.
 In your new group, share the
information from your old group.
 Answer any clarifying questions.
 The result: each student has a complete
handout for this passage.
 Prepare for a short quiz (just kidding!).
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Winston-Salem Forsyth County
Schools, 2007-2008
Cognitive: Relay Race
Students need to clearly comprehend
what they have read.
 Identifying main idea and details is one
strategy for checking understanding.
 Adding an element of competition or
“fun” can improve student engagement.
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Winston-Salem Forsyth County
Schools, 2007-2008
Cognitive: Relay Race
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Read the assigned passage. Do NOT discuss the
passage with your peers.
When prompted by the teacher/facilitator, complete
the following steps:
 Student 1: write the main idea on the line provided
 Student 2-end: write a detail to support the main
idea
When your group has completed the “race,” raise
your hands.
Alternative: Fan Activity
Winston-Salem Forsyth County
Schools, 2007-2008
Cognitive: Relay Race
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Sample responses:
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Main idea: Zebra mussels are a nuisance in our
waterways.
Details:
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few natural enemies
reproduce rapidly
attach to any surface
form layers up to 20 cm thick
caused structural damage
threaten ecology of aquatic community
displaced mollusks
depleted food of many fish species
Winston-Salem Forsyth County
Schools, 2007-2008
Classroom Implications
Decoding Scientific Text: Strategies for
the Classroom Handout
 Direct reading instruction in science
classrooms will improve students’
understanding of the subject
 Teaching reading does not mean losing
precious content-area time

Winston-Salem Forsyth County
Schools, 2007-2008
Contact Information
Let me know what strategies you try!
 Alexandra Hoskins, RCA Program
Specialist
 [email protected]
 336.727.2358 x34216
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Winston-Salem Forsyth County
Schools, 2007-2008
References
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Fernsten, Linda, and Sandra Loughran. “Reading into Science:
Making it Meaningful.” Science Scope 31.1 (Sept. 2007): 28-30.
EBSCOhost database. 10 October 2007.
Kitts, Kathy. “Reading in Science: Targeted Learning Skills.”
Northern Illinois University (2006). http://jove.geol.niu.edu. 17
October 2007.
Pauk, Walter. How to Study in College (2001). New York:
Houghton Mifflin.
Payne, Ruby K. Learning Structures (2005). Highlands, TX: aha!
Process Inc.
Strategic Literacy Initiative. “The Reading Apprenticeship
Framework.” www.wested.org/stratlit/about/ra-2pg.pdf. 11
October 2007.
Winston-Salem Forsyth County
Schools, 2007-2008