Adapting Textbook and Activities in Science. Tom Scruggs, Margo A. Mastropieri, Jennifer Norland, Pam Simpkins George Mason University Janet Graetz Oakland University Papers presented at the annual meeting of the Council for Exceptional Children, New Orleans, April 15, 2004.
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Tom Scruggs, Margo A. Mastropieri,
Jennifer Norland, Pam Simpkins
George Mason University
high language demands
high literacy demands
high factual learning demands
factual recall on tests
hands-on experiences & “enactments”
performance-based testingApproaches to Science Instruction
Did I ...
*King-Sears, M.E., Mercer, C.D., & Sindelar, P.T. (1992). Toward independence with keyword mnemonics: A strategy for science vocabulary instruction. Remedial and Special Education, 13, 22-33.
1. What are you studying the passage for?
2. Find the main idea in the paragraph and underline it/them.
3. Think of a question about the main idea you have underlined.
4. Learn the answer to your question.
5. Always look back at the questions and answers
Did I examine my book for boldfaced print, types of subheadings, charts, maps, or figures?
Did I find important information byasking and answering questions:
-is it new information?
-is it a new concept?
-is it a new vocabulary word?
-does it describe important people or events?
-does it list causes of events or things?
-is it a main idea?
-does it compare and contrast things?
-did my teacher emphasize it?
Did I select information to be highlighted?
Did I highlight it?
Did I test myself on the highlighted information by asking and answering questions about the highlighted information?
Did I reward myself for good strategy use?Highlighting Self-Monitoring
Measuring and pouring subheadings, charts, maps, or figures?
Invention and discovery
Kits and models
Plants and animals
Force and motion
Physics of sound
Solids, liquids, gases
Powders, mixtures and solutions
Rocks, minerals and fossils
Earth science, landforms
Magnetism and electricity
Light and colorVarious Science Activities