Interdisciplinary ReadingPete GarciaDaniel RobisonJennifer SlaterSartartia Middle School

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

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)

How do I teach reading?Strategy InstructionComprehension monitoringCooperative learningGraphic organizersStory / text structureQuestion answeringQuestion generatingSummarizationMultiple strategies

Adolescents and Literacy: Reading for the 21st

Century, Kamil

How do I teach reading?Common Reading StrategiesRead, read, readBackwards Book WalkDouble Entry JournalsKWLMargin NotesPartner ReadingQAR (Question-Answer Relationship)Read, Write, Pair, ShareSQP2RS (Survey, Question, Predict, Read,

Respond, Summarize)Vocabulary, vocabulary, vocabulary

(Navigating the ELPS, Seidlitz)

PLAN with a FocusPredictLocateAnnotateNote

PredictPredict 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?

LocateLocate on the text the known

and unknown information before reading. Students place checkmarks by known information and list question marks by unknown information.

AnnotateAnnotate during reading. Explain unknowns and confirm known

informationLook for power vocabulary words and

key conceptsWrite mini-summaries of sectionsNote “a-ha” momentsAsk questions where confusedConnect to previous knowledgeMake inferences and draw conclusions

NoteTake Note of new understanding.

After reading, students should write a summary and answer the Focus Question.

Example of PLAN

Example of PLAN continued

Reading Strategies ResourcesInspiring TeachersReading across the CurriculumTeaching Strategies for Reading

Reading Resourceshttp://www.sciencenewsforkids.or

g/

http://www.nationalgeographic.com/

http://www.history.org/http://www.howstuffworks.com/ http://www.newsela.com/

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

Goals of Science ReadingIncrease dialogue between

studentsIncrease 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

Fiction Novel (only first year)

Students groups of 3-4Group chooses any novel (yes,

any…)Group meets once every 2

weeks, 3X totalDiscuss scientific references Record (video, audio, or written

notes) discussion

Non-FictionSame groups as fall semesterChoose 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

Non-FictionNo group discussionsBook divided into thirds10 question per 1/3rd of bookQuestions are high-level and there

are no “canned” answersTurn 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)

Example questionsThe 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’s theory 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.

Historical Fiction in Social StudiesBenefits:

◦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.

Historical Fiction in Social StudiesDifficulties:

◦Students confusing historical fiction with historical fact.

◦Can present a narrow view of historical events.

Historical Fact vs. Historical Fiction

Historical Record

Historical Fiction

Nonfiction Reading in Social StudiesBenefits:

◦Provide a deeper and more nuanced picture of historical events.

◦Source validity.◦Prepares students for AP level course

work.

Nonfiction Reading in Social StudiesDifficulties:

◦Reading level can be a challenge.◦More detail than most students

need.

What the Textbook Doesn’t SayIdentify areas where the

nonfiction texts provides greater depth and understanding of a historical event.

Social Studies Resourceshttp://www.readingquest.org/http://www.virtualjamestown.org/http://www.plimoth.org/learn/MRL/i

nteract