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Nonfiction Reader Links to the National Science Education Standards in Elementary Classrooms

Nonfiction Reader Links to the National Science Education Standards in Elementary Classrooms. Presenter: Carmen Andrews Science Curriculum Specialist Six-to-Six Interdistrict Magnet School, Bridgeport, CT.

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Nonfiction Reader Links to the National Science Education Standards in Elementary Classrooms

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  1. Nonfiction Reader Links to the National Science Education Standards in Elementary Classrooms Presenter: Carmen Andrews Science Curriculum Specialist Six-to-Six Interdistrict Magnet School, Bridgeport, CT

  2. Average Vertical Scale Score, ReadingGrade 3, 2008; Grade 4, 2009Six-to-Six Magnet, State

  3. What are the strategies that we are using to turn things around? • Leveled nonfiction trade books that were carefully chosen to link with grade level expectations that to support the “unpacked” or “unwrapped” component of state and national standards. • Every student has a leveled book that addresses science content standards matched with his or her reading ability. • Leveled nonfiction reading is combined with science journaling and inquiry-based science activities to address multiple learning modalities. • Nonfiction reading within the language arts curriculum is aligned and taught simultaneously with each science unit, allowing compacting of curriculum. • Reading strategies include guided reading groups, RAN (Reading and Analyzing Nonfiction) Strategy and intensive reading intervention for Tier 3 and 4 students by on site reading specialists.

  4. The Impact of Aligning Science Curriculum With Leveled Trade Books Cunningham & Stanovich (1997) concluded early exposure to a variety of reading materials improves students’ ability to comprehend texts in later grades. Templeton & Pikulski (1999) found when students read widely in books and other print materials, they come into contact with vocabulary that rarely occurs in spoken language. Reading trade books produces reading achievement across a wide spectrum of measurements in knowledge base, language development, comprehension skills, vocabulary, linguistic competence, reading fluency, confidence to move on to more sophisticated and difficult reading, improved spelling and writing quality, and improved use of language mechanics (Caldwell & Gaine, 2000, Cantrell, 1999; Fredericks, 1992, et al). Fisher, Ross & Grant (2010) believe that a lack of background knowledge can have an impact on their [students’] ability to ask questions and wonder—both key components of inquiry. Building background knowledge through wide reading can have a significant impact on student achievement in science.

  5. Science Trade Book Resource List • Title Guided RdgLvl Author Vendor/# or ISBN • Looking at Soil H Rosenbaum Newbridge/NGX825644What Is Sand? J Rothschild Newbridge /NGX823423-06What Is Soil? K Rothschild Newbridge/NGX823425-06Matter Changes K Greenberg Newbridge/NGX823429-06Water Can Change LBirchallBookSource/0792289595Kitchen Science N Thompson BookSource/07922-84895Map It!K Leacock Newbridge/NGX 820960Nature RecoversNWrobleNewbridge/NGX821242-07 • The Clean Crew: Nature's Recyclers O GriffelNewbridge/NGX821241-07 • Animals in DangerOBerger Newbridge/NGX804876 ExploringFreshwater HabitatsPSnowball BookSource/9781879531291 Invaders R Edwards Newbridge/NGX821384 • A Journey Into A River T Johnson BookSource/1575055953

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