Reading Strategies: How Nature Works
Objectives
Students will be able to read a life science textbook section using prereading, during reading and post reading strategies
Students will learn about ecosystems and food chains
Students will learn science vocabulary using prereading, during reading and post reading strategies
Students will be able to synthesize the key concepts
Materials
Keys to Learning pgs. 210-211
Vocabulary word flashcards
Synthesizing sheet:
Pictures of vocabulary words
Hovanec, Erin M. I Wonder What It’s Like to Be a Grasshopper. New York: PowerKids Press, 2000.
Warm-up
T. models a think-aloud while reading about grasshoppers to model previewing the reading. T. demonstrates how she preview a book by looking at the title, the author, the table of contents, the headings, the pictures, the captions, the index, the appendices, etc. to help in making predictions about the reading and to help orient the reader to the content area.
Activity 1
Previewing the text: T. guides students to notice certain parts of this non-fiction text: title, bold words, pictures, captions, vocabulary words, comprehension questions to activate their knowledge about the text and prepare them for reading.
T. asks students to predict what they think this reading will be about based on the preview of the text.
Activity 2
Preview Keywords: T. introduces the new key words by asking S. to identify words or parts of words that they know. T. takes examples of parts of words that they know to help create meaning for the whole word. T. then models the functions of the words by using them in a pictorial description and creating a story to go with the pictures. T. has S. retell the story using the new vocabulary words.
Activity 3
Key concept synthesizing: T. and S. predict what they think the main idea will be based on the title, bolded words, vocabulary and the comprehension questions. T. reminds students that the key concepts are usually the first sentence of a paragraph. T. models writing a key concept on her sheet and has S. follow. T. has S. read a paragraph out loud and then state the key concept. T. guides where needed.
Closer/Assessment
What is the food chain for small birds? What is the ecosystem for rabbits?