Critical Reading in Science We will examine four approaches of critical reading that will foster better readers and increase the students ability to comprehend science. Dissecting the text. Marking the text. Paraphrasing Active reading strategies. These are AVID strategy suggestions that can be used to aid in our school wide goal of increasing student’s critical reading abilities. Teachers may utilize this information as they wish.

Dissecting the text in Science Timeline: 30-60 minutes AVID Methodologies: Writing Inquiry Collaboration Reading The purpose of this activity is to help students to generate questions as they read. Many reading selections are not written in reader friendly format, which makes it difficult for students to focus on the fantastic information we want them to be exposed to.

Dissecting the text in Science How to Orchestrate Lesson Provide a copy of the activity and the rubric for each student. (I will have a master for each teacher & you can make a class set.) Provide a copy of the reading for each student. (This will be curriculum based or department based reading selection.) Have students read activity directions, begin with the Before You Read activity. Have students predict what questions they think the text will answer. Come together as a class and ask 5-7 students to share one of their questions. This is a quick way to allow students to validate their ideas as well as hear different ideas. Have students read the selection quickly. Give them a time limit that will allow about half the students to finish. This read is to get the main idea that the article is discussing. Have students list the main ideas of the text. List on the board.

Dissecting the text in Science Instruct students that they will now reread the selection. This time they will highlight the main ideas and draw a line across the text when there is a shift in topic. For each line the student will generate a question that they think will be answered in the next section of the text. Give students time to read and dissect the text. Have students trade papers and read the questions that were developed. Each student should edit the other’s work. Provide a related reading for students to read and dissect at home or in class another day. Project Requirements and Rubrics There are several grading options for this assignment. One is that students get a homework grade that reflects completed work. Alternately, students can peer review each others work based on the rubric or you could collect and grade by the rubric.

Marking the Text This strategy has three distinct marks: Number the paragraphs Before you read, take a moment to number the paragraphs in the section you are preparing to read. The number should be written and circled near the paragraph indentation. Circle the key terms, Circle the key terms, cited author’s and essential words or numbers What is a key term? Repeated Defined by author Used to explain or represent an idea Central concept or idea Relevant to the purpose of one’s reading

Marking the Text This strategy has three distinct marks: Underline the author’s claims and other information relevant to the reading purpose. A claim is an arguable statement or assertion made by the author. Data, facts or other backing should support an author’s assertion. A claim may appear anywhere in text. A claim may not be explicitly expressed, reader may need to infer from evidence in text. The author may make several claims throughout text. An author may signal his or her claim, letting you know that this is his or her position. Ultimately, what students underline and circle will depend on your reading purpose.

Paraphrasing- How I Show What I Know Timeline: 20-30 minutes to draft 10-15 minutes to peer review 20 minutes to redraft (possibly homework) AVID Methodologies: Writing Collaboration Reading Concept Statement: If you can’t explain to someone else what you have read, then you did not adequately understand the material. This activity focuses on helping students paraphrase what they have read, which enhances their reading comprehension as well as their writing skills. Paraphrasing is really about thinking. Your translating the author’s said into words and ideas that make sense to you.

Paraphrasing- How I Show What I Know Lesson Plan: Select and photocopy a reading selection. It is best to start with short (easier) readings and work up to longer ones. Keep early ideas straightforward and clear. (This will be a curriculum based or department based reading selection). Provide a copy of the Student Handout “Paraphrasing-How I Show What I Know” with the attached rubric for each student. (I will have a master for each teacher & you can make a class set.) Have students begin writing their paraphrase in class. Ideally, this entire process should be done in class several times. There are fewer distractions and you are their to monitor their progress. Give students 10-15 minutes to write their first drafts. Allow students to peer review for 10 minutes. Send the paraphrase home to be redrafted. Set the due date and the requirements for word-processing at this time. Decide if you want the first draft with the final copy and tell students.

Paraphrasing- How I Show What I Know Project Requirements and Rubrics: Collect the final drafts and grade according to the rubric found on the student page. If you repeat this several times a marking period, have students select two for evaluation. Later in term, as students grow more adept at paraphrasing, first drafts will be graded should you choose to do so. If a student can paraphrase something they have read then they really understand it! I will distribute a science student sample of paraphrasing for your evaluation. As stated in the rubric, paraphrasing focuses on being able to extract the main idea and supporting details then develop a well written synopsis of the reading selection. Practice makes perfect for teacher and student alike!

Active reading strategies in Science Timeline: 20-30 minutes AVID Methodologies: Writing Inquiry Reading Concept statement: A problem that often accompanies unawareness concerning the text is passive reading. Students all too often read without paying attention. There are several active reading activities designed to engage students in reading by having them participate in small activities as they read the text. This is not to suggest all strategies listed are for all kinds of text. Be selective and realistic about your students talents and attention.

Active reading strategies in Science How to Orchestrate the lesson: Make an overhead or photocopy the students instructions. Select a reading for students to read. Have them read the section of the text. Have students choose two or three strategies from the list provided. They should complete one in class and one as homework or any combination you choose. They should complete these activities in their interactive notebooks or on a sheet of paper.

Active reading strategies in Science Project Recommendations: The most effective way to hold students accountable for active reading strategies is to assign them as class work or sometimes as homework. Students can earn participation points or homework checks as you see fit. If you use interactive notebooks, these assignments can be a significant part of the whole rather than be graded on their own. A simple didn’t attempt, attempted or successful could be the rubric.

Active reading strategies in Science Students who are not your stereotypical “readers and Writers” have a chance to really shine when using these strategies. You’ll be amazed at what some of your artists, poets and English language learners will produce for you when given these alternatives. Procedure: Science textbooks are often difficult to read. So these active reading strategies are tricks readers use to help them remember and make learning easier. Turn the titles, headings and sub headings into questions Create new titles, headings, subheadings,for each section Develop questions from reading, pictures or data Prepare a graph table or chart from the reading Write a a poem about a key term or idea

Active reading strategies in Science Strategies Continued Provide new examples or make connections to another science topic Create visual illustrations or drawings about the reading Evaluate a section of the reading Develop “what if” statements from the reading, pictures or data Relate the text to your personal experience Compose a metaphor or simile Create an analogy These strategies can be incorporated into interactive notebooks, individual or group work and can be used as formative assessments as students end the lesson for the day . You could look them over and clarify as bell work the next day. You will be amazed at the clarifications and how much this aids the students in their comprehension. I will distribute a couple science student samples of active reading strategies for your evaluation.

Sources AVID Center, 2003, The Write Path Science Teacher Guide Grades 6-12 AVID Center, 2003, Critical Reading. Marking the Text: Non-fiction (Argument).