Reading and Writing Strategies for the Secondary Science Classroom in a PLC at Work® by Argentar Daniel L.;Gillies Katherine A. N.;Rubenstein Maureen M.;Wise Brian R.;

Author:Argentar, Daniel L.;Gillies, Katherine A. N.;Rubenstein, Maureen M.;Wise, Brian R.;
Language: eng
Format: epub
Publisher: Solution Tree
Published: 2019-08-15T00:00:00+00:00

CHAPTER 4

During Reading

Tom, a biology teacher we were working with who primarily teaches ninth-grade students, noticed a disturbing trend in several of his classes; after assigning reading tasks to his students, many of them were returning to class confused about the reading. Several students were uncertain of what was most important, and others were showing signs that they hadn’t completed the reading. Tom knew that the reading and the content were important, so he regularly planned lectures and slideshows to cover the material that students might have missed. However, he noticed that, as the year went on, more and more students had come to rely on his lectures and stopped attempting to do the textbook readings altogether. Tom knew that something had to change.

Make no mistake, the prereading strategies we established in chapter 3 (page 41) set the table for students to engage with their reading, but that work is lost if students don’t maintain that engagement into the primary reading. This chapter explores how you can work together with other science teachers as a team to engage students during their reading of all science texts. After looking at the need to build engagement and support active reading, we will review the Next Generation Science Standards (NGSS Lead States, 2013) to highlight embedded during-reading literacy skills in the standards. Next, we offer concrete during-reading strategies we have developed through team collaborations with our science teachers. Finally, the chapter concludes with considerations for addressing students who continue to struggle and those showing high proficiency.

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