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Mary! Thank you for your strategy contribution! Also, very interesting point your bring up.

One idea I am throwing out there for all the questions. This is very broad and I hope it can graze most of these questions asked:

Personally, I feel that you as a teacher have the best knowledge on your pedagogy and when it is appropriate to incorporate "fitting text sets" and scaffolding projects into your curriculum. Every year it is going to be different with a different group of students. We as educators will have to gauge that and foster our students needs. Building relationships with them can allow you to better understand their interests, what is culturally relevant to them, and what strategies they enjoy. Being an effective math or science teacher is challenging, but we are all very capable!

I will further discuss specific strategies with you all this Thursday! I hope my philosophy above helps a little, I know it is very generalized.

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Wow! Great questions. I like the think-pair-share concept for reading in a bio classroom. I've read about classrooms in which the text is used as part of a "reading circle" or "book club."

I do wonder how we can best incorporate the texts of our choice into lessons when we are following a district curriculum guide. Thanks!

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Thank you Amber, Bailey and Mark! I truly appreciate that you are taking your time to comment on this padlet. All three of you have very great questions. I will try my best to address those questions during the presentation. They are challenging questions which I would love to answer for you three. Once again, thank you for commenting! Also! Feel free to answer each other's questions too! This is an open discussion for our class to collaborate!

AMBER: "A question I have about our text reading strategies is how to differentiate the reading for our students.  Is it as simple as a pre-vocabulary activity?  To rephrase another way, what strategies can I highlight that will work best to bring up our struggling readers while still challenging our students who are reading at grade level?"

BAILEY: "A question I have on text reading strategies for biology would be how often would a teacher need to prepare a prereading, during reading, and/or a post reading activity? This could be too overwhelming for students and for you as a teacher, so when do we know when and where these strategies would be best especially since biology readings can be tough?"

MARK: "How often would a biology teacher have to scaffold or prepare a text reading strategy for a text used in class? "

P.S. Kingler is my spirit animal! "cookie cookie"

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Two text reading strategies that I believe would be effective in a Biology classroom are double entry journals and graphic summaries. I am a big supporter of visual learning strategies. So any other strategies that have visual components are also an effective text reading strategy in a Biology classroom. Biology is a very hands on and visual learning course subject. That is why I believe any type of visual aid will be effective in teaching biology.

A question that I have about text reading strategies in a Biology classroom is:
How often would a biology teacher have to scaffold or prepare a text reading strategy for a text used in class?

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Hello, I think a cool strategy that could be used for biology texts would be graphic organizers. We just worked with them for our 545 quick writes and I realized how helpful they are to keep track of your readings. I think that biology can be difficult for some people (it was not my strong suit) and difficult readings can be intimidating. By using a graphic organizer, explained on page 68-69 of Lattimer, students can write down their thoughts in their own creative way. I like the concept web used on page 69. I think this could be helpful in a biology reading about cells or concepts of the body. A question I have on text reading strategies for biology would be how often would a teacher need to prepare a prereading, during reading, and/or a post reading activity? This could be too overwhelming for students and for you as a teacher, so when do we know when and where these strategies would be best especially since biology readings can be tough?

Hope this was what you were looking for! Can't wait for your presentation.

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Hey guys! So I think one awesome reading strategy for a biology text is the one-sentence summaries (page 56 of Lattimer).  I like this activity because science texts can often contain a lot of unfamiliar scientific jargon.  By utilizing this strategy at the end of every paragraph or section within the text, students have the opportunity to interpret the concept they're reading about into their own words. This makes retention all the more likely.  Another reading strategy I am admittedly obsessed with is the Frayer Model.  While I know it's more commonly used as an assessment strategy, I think it could still work great for a during reading activity, especially in Biology.  For example, the concepts of a hypertonic and hypotonic solution always plagued me.  I was always mixing them up and couldn't for the life of me figure out which way the water was going to flow and why.  I think a Frayer Model would have organized these two very similar concepts in a way that would have made the information much more manageable for me to process.

A question I have about our text reading strategies is how to differentiate the reading for our students.  Is it as simple as a pre-vocabulary activity?  To rephrase another way, what strategies can I highlight that will work best to bring up our struggling readers while still challenging our students who are reading at grade level?

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Hi Dou, Kris, and Aaron.  Is this where the three of you will be discussing the discipline specific practices of science? Or do you plan to do something different with this padlet?  Please let me know

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Hi Dou, Kris, and Aaron.  Is this where the three of you will be discussing the discipline specific practices of science? Or do you plan to do something different with this padlet?  Please let me know

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Welcome First Floor 545'ers! Throughout this "semester" we have been investigating strategies on to how to assist struggling and proficient readers in our future classrooms. What are some text reading strategies you think that might be effective in a Biology classroom? Also, what are some questions you might have on text reading strategies in a Biology classroom? Throw out some ideas and questions, there are no wrong answers or silly questions!