Using Non-Fiction Texts to Support

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Integrating Science and Literacy
Using Non-Fiction Texts to Support the
Components of Reading
Barbra Siebert, Science Program Specialist North
East Florida Educational Consortium
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The Science and Reading Connection?

• Students need real world examples of text.
• Students need to know and understand that reading
  strategies are tools for learning that can apply
  to reading outside of the formal READING
  lesson.
• Students need practice using decoding,
  summarizing, predicting and other reading
  strategies as they explore non-fiction reading
  passages.

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Why Nonfiction and Real World Topics ?
Struggling readers need to be motivated to read.
Providing opportunities to use real world
nonfiction passages will appeal to their desire
to learn about things which are of interest to
them.
Alternative Types of Reading That Can Motivate
Students to WANT to Read
Newspapers
Maps Graphs Other Visuals
Magazine Articles
Brochures
Internet Sites
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Why Nonfiction and Real World Topics ?
The most compelling reason to use real life text
is the use of nonfiction text on state and
national standardized assessments.
Which of the following skills can be addressed by
using nonfiction texts?
Main Idea
Using Graphic Organizers
Summarizing
Structural Patterns
Predicting
Authors Point of View
Developing Vocabulary
Making Inferences
Building Schema
Supporting Details
Questioning
Compare and Contrast
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Where Do I Find Other Kinds of Nonfiction Reading
Materials?
Nature Centers Water Management
Districts Forestry Offices County Extension
Offices Web Sites
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www.epa.gov
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Look at your reading selection. Use a sticky
note to list the skills from the previous list
that could be taught using this item. Can you
think of other skills? What are three key
vocabulary words that students might need to know
and understand before reading this item?
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What is Science Literacy?
Science literacy is a way of thinking. It goes
beyond teaching basic facts.
Systematic, explicit instruction of vocabulary
needed for effective and sustainable
comprehension.
Explicit instruction of the steps and process of
scientific inquiry.
Assessment of student understanding of the impact
of science and technology on individuals and
society.
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Before Reading
Assess Background Knowledge What do you
already know about THE WATER CYCLE?
Pre Test
KWL Student Brainstormed List
Drawing Diagram
Whole Group Small Group Discussion
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ZZ Top
Eric Clapton
Jefferson Starship
SCHEMA
3 Dog Night
Classic Rock
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Animalia Chordata Amphibia Anura
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Animalia Chordata Amphibia Anura

• Amphibian
• Lays Eggs
• Grows Legs

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Animalia Chordata Amphibia Anura

• Amphibian
• Lays Eggs
• Grows Legs

FROGS
TOADS
NEWT
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Animalia Chordata Amphibia Anura
FROGS

• Amphibian
• Lays Eggs
• Grows Legs

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Prior Knowledge - How do we activate it?
Front Loading Meaning Using KWL(G) Frogs
What We Know What We Want to Know Where Do I GO to find the answers?
Frogs lay eggs How many eggs does a frog lay? How long before they hatch?
Frogs live in wet habitats How does pollution in run off affect frogs?
Frogs eat bugs What would happen if all the frogs died off in an area?
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High Frequency Words are Critical
Of the 600,000 plus words in English 13 words
account for over 25 of the words in print. a,
and, for, he, is in, it, of that, the, to was,
you 100 words account for approximately 50.
The Dolch Basic Sight Vocabulary contains 220
words (no nouns), was generated over 40 years
ago, and accounts for 50 of the words found in
textbooks today.
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Before Reading
Working with Words
Divide Words into Syllables Make Flash
Cards Define Word Meaning Word Games Phonetic
Spellings Study of Affixes Word Families
Science Journal Picture Dictionary
Introduce Vocabulary Precipitation Evaporation C
ondensation Transpiration
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Front Loading Vocabulary Teaching students the
meaning of a word before they realize they need
to know a meaning of a word. Making sure they
have the meaning beforehand to aid in
comprehension.
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Front Loading Meaning Questioning the Vocabulary
Directions First, read the words from the
vocabulary list silently or together. After you
read each one, write the words from the bottom in
the column that best describes what you know
about each one.
Dont know at All Have seen or heard dont know meaning. I think I know the meaning. I know a meaning.

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Many dependent readers think of comprehension
only as answering questions correctly after
reading. Thats too late. Pre-reading
strategies help struggling readers do what good
readers dothink all throughout the reading
process, not just at the conclusion.
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During Reading
Teach Students How to Question and Think as They
Read
Overview of the "Think-Aloud" Strategy Students
need to think and ask questions while they read
however, struggling readers do not always know to
ask the questions that good readers automatically
ask. The "Think-Aloud" strategy helps students
make predictions about the text compare and
contrast events, ideas, and characters visualize
the information that is described in the text
and make connections to prior knowledge.
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During Reading
1 2 3 4 5
Didnt Understand
Understood A Little
Could Discuss Some things
Understood Most
Understood ALL
Read Rate Re Read
Understanding Scale 1-5 Questions Answers
1st Reading Independent Cold Reading
2nd Reading Guided Reading
3rd Reading Partner / Small Group Reading
4th Reading Independent After Practice
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Information/Content What do we do with it?
Power Stickies Note Taking is an Art Form
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Logographic Cues Students can design their own
to help them visualize their understanding of the
text.
I need to re-read this section with someone else.
Important fact or idea.
Come back and read again.
What does this word mean? Add it to my
vocabulary list.
I have a question about his sentence, paragraph,
or word.
W
?
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Visual Vocabulary Students can design their own
to help them visualize words in context.
He was in a precarious position as he balanced on
the edge of the cliff.

• Precarious
• Whats happening to Frogs?
• Weekly Reader
• Unstable
• Danger
• Uncertain

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Building Vocabulary as you read with Book Marks
Mark the bold Excellent for students to use while
they read their content area texts. As students
come across a boldfaced word, they record that
word on the front of the bookmark. They turn it
over to the back and write what that term means
in their own words.

• Marking Time
• Take notes chronologically.
• This is great for
• Sequence of events in reading
• Timelines in history
• Steps in math
• Processes in science.

Question Mark These bookmarks are for students to
record their questions as they read. Make sure
they put the page number by the question so they
can revisit that part of the text to see what
caused the question.
Mark my words A bookmark for recording
interesting, unusual words, or words critical to
understanding while you read. Every five or ten
days spend ten minutes reviewing what words
students have recorded. Chart them, put them up,
discuss what they mean.