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Interdisciplinary Reading

Interdisciplinary Reading. Pete Garcia Daniel Robison Jennifer Slater Sartartia Middle School. Why does reading matter?.

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Interdisciplinary Reading

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  1. Interdisciplinary Reading Pete Garcia Daniel Robison Jennifer Slater Sartartia Middle School

  2. Why does reading matter? • "[L]iteracy is the most basic currency of the knowledge economy we're living in today. Only a few generations ago, it was okay to enter the workforce as a high school dropout who could only read at a third-grade level. Whether it was on a farm or in a factory, you could still hope to find a job that would allow you to pay the bills and raise your family.” --President Obama

  3. Why doesn’t just the ELA teacher teach reading? • Students need skills to read and comprehend content-based text. • Skills needed depend on the content and text. • Background knowledge and content provide an essential link between what students understand and what they read. (Prince George’s County Public Schools)

  4. How do I teach reading?Strategy Instruction • Comprehension monitoring • Cooperative learning • Graphic organizers • Story / text structure • Question answering • Question generating • Summarization • Multiple strategies Adolescents and Literacy: Reading for the 21st Century, Kamil

  5. How do I teach reading?Common Reading Strategies • Read, read, read • Backwards Book Walk • Double Entry Journals • KWL • Margin Notes • Partner Reading • QAR (Question-Answer Relationship) • Read, Write, Pair, Share • SQP2RS (Survey, Question, Predict, Read, Respond, Summarize) • Vocabulary, vocabulary, vocabulary (Navigating the ELPS, Seidlitz)

  6. PLAN with a Focus • Predict • Locate • Annotate • Note

  7. Predict • Predict content and structure of the text before reading. Students create questions and make observations based on text title, subtitles, and graphics. How will this text add to the Focus Question?

  8. Locate • Locate on the text the known and unknown information before reading. Students place checkmarks by known information and list question marks by unknown information.

  9. Annotate Annotate during reading. • Explain unknowns and confirm known information • Look for power vocabulary words and key concepts • Write mini-summaries of sections • Note “a-ha” moments • Ask questions where confused • Connect to previous knowledge • Make inferences and draw conclusions

  10. Note • Take Note of new understanding. After reading, students should write a summary and answer the Focus Question.

  11. Example of PLAN

  12. Example of PLAN continued

  13. Reading Strategies Resources • Inspiring Teachers • Reading across the Curriculum • Teaching Strategies for Reading

  14. Reading Resources • http://www.sciencenewsforkids.org/ • http://www.nationalgeographic.com/ • http://www.history.org/ • http://www.howstuffworks.com/ • http://www.newsela.com/

  15. Science – Fiction vs. Fact? • "The life-enhancing potential of science and technology cannot be realized unless the public in general comes to understand science, mathematics, and technology and to acquire scientific habits of mind. Without a science-literate population, the outlook for a better world is not promising.“ -American Association for the Advancement of Science

  16. Goals of Science Reading • Increase dialogue between students • Increase awareness of scientific topics in mainstream publications and/or novels • Use critical thinking skills to evaluate the science concept (is it possible? now? future? constraints?) • Prepare students to evaluate scientific information and research studies in the news

  17. Fiction Novel (only first year) • Students groups of 3-4 • Group chooses any novel (yes, any…) • Group meets once every 2 weeks, 3X total • Discuss scientific references • Record (video, audio, or written notes) discussion

  18. Non-Fiction • Same groups as fall semester • Choose one novel from list: • The Disappearing Spoon • The Violinist’s Thumb • Stiff • This Will Change Everything • The Proper Care and Feeding of Zombies • The Poisoner’s Handbook

  19. Non-Fiction • No group discussions • Book divided into thirds • 10 question per 1/3rd of book • Questions are high-level and there are no “canned” answers • Turn in through www.turnitin.com • Final group project • News Flash: Book Review • Re-enact one appropriate scene critical to the book’s purpose (a “video” clip of the book)

  20. Example questions The Disappearing Spoon • 1. Do you agree with Kean as he asserts in the introduction of the book that “The periodic table is an anthropological marvel ... the history of our species written in a compact and elegant script"? Explain why you agree or disagree. • 2. Compare how Plato’s theory of “forms” for nonmathematical objects is similar to Maria Goeppert’stheory of the “magic nucleus”. Give examples of both theories in the ways they are similar. • 3. Summarize the story of William Shockley, John Bardeen and Walter Brattain in a paragraph. Which of the 3 was least deserving of the Nobel prize? • 4. Should Mendeleev deserve the credit he gets for “discovering” the periodic table, even though other scientists had the same idea before him? Support your answer with evidence.

  21. Historical Fiction in Social Studies • Benefits: • Supports student literacy. • Students gain an understanding of historical events from a source other than the textbook. • Presents historical events in a way that is easy for students to comprehend. • History as a human and intensely personal story. • Students become critical readers.

  22. Historical Fiction in Social Studies • Difficulties: • Students confusing historical fiction with historical fact. • Can present a narrow view of historical events.

  23. Historical Fact vs. Historical Fiction

  24. Nonfiction Reading in Social Studies • Benefits: • Provide a deeper and more nuanced picture of historical events. • Source validity. • Prepares students for AP level course work.

  25. Nonfiction Reading in Social Studies • Difficulties: • Reading level can be a challenge. • More detail than most students need.

  26. What the Textbook Doesn’t Say • Identify areas where the nonfiction texts provides greater depth and understanding of a historical event.

  27. Social Studies Resources • http://www.readingquest.org/ • http://www.virtualjamestown.org/ • http://www.plimoth.org/learn/MRL/interact

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