Many Kinds of Matter: A Look at Solids, Liquids and Gases by Jennifer Boothroyd

Published in 2011

This book gives a brief description of the differences between solids, liquids, and gases. It then explains how matter can change from one state to another.

I chose this book as my core text because I teach the different states of matter within my classroom. As mentioned in Lanin’s article Multimodal Text Sets to Use Literature and Engage All Learners in the Science Classroom, “Reading and writing can help all learners to engage in the science classroom and develop scientific knowledge” (Lanin, et al., 2020). I believe that utilizing this book as a core text would help students engage more with the content of states of matter within our science unit. This book breaks down the three types of matter in a way that is understandable for second graders. It also provides photographs to help students have a visual of the different states of matter. Further, I liked how this book went further into the explanation of how states of matter can change and also provides readers visual examples of what this looks like when the states of matter change. Finally, this book also uses several nonfiction text features which is an important literacy skill I teach students when they read nonfiction texts. Using this book would be a great way to reinforce students understanding of these nonfiction text features.

This text is generally good for independent reading levels between 2nd and 4th grade. Therefore, I could have some students read this independently however, it may be challenging for several of my students to do so. Especially those who are below grade level.

This supplemental text is a digital platform that allows students to independently explore the different states of matter. It is engaging for students because it is interactive, reads to them, has photos on each tab and a video about the states of matter. My students love science. This text sets them up for conceptual understanding of the states of matter. Further, this article provides a hands-on experiment students can do (with adult support) in order to experience the information they are learning from the text. Due to the scientific nature of this text, it does not provide much opportunity to serve as a window. However, I could make the connection that the states of matter exist in all societies, within all groups of people. This would have to come from teacher prompting though as it is not explicitly stated in the text. The platform has the option to translate the text to spanish which is many of my students’ native language. This helps students access the text in the language they are most comfortable with.

BrainPOP JR. (2024). Brainpop.com. https://jr.brainpop.com/topic/changing-states-of-matter/

Dew, T., & Teague, S. (2015). Using Disciplinary Literacy Strategies to Enhance Student Learning. Science Scope, 038(06). https://doi.org/10.2505/4/ss15_038_06_33

Dyches, J., Boyd, A. S., Baker, K., & Kaulfuss, A. (2024). Power tools: 30 Critical Disciplinary Literacy Strategies for 6-12 classrooms. Myers Education Press.

Lannin A, Juergensen R, Harper C, Abdelnaby H, van Garderen D, Folk W, Pinkston L, & T, P. (2020). Multimodal Text Sets to Use Literature and Engage All Learners in the Science Classroom. Science Scope, 44(2), 20–28. https://doi.org/10.1080/08872376.2020.12291370

Lent, R. C. (2016). This is disciplinary literacy : reading, writing, thinking, and doing ... content area by content area. Corwin.

Lupo, S. M., Hardigree, C., Thacker, E. S., Sawyer, A. G., & Merritt, J. D. (2022). Teaching disciplinary literacy in grades K-6: Infusing content with reading, writing, and language. Routledge.

PebbleGo. (n.d.). Pgoplayer.pebblego.com. https://pgoplayer.pebblego.com/articles/2104

Thomas Devere Wolsey, & Lapp, D. (2017). Literacy in the disciplines : a teacher’s guide for grades 5-12. Guilford Press, A Division Of Guilford Publications, Inc.

This strategy addresses the area of comprehension.

A concept map is a comprehension strategy used to summarize the major concepts in an informational text. It shows the connections between concepts within an area of study. I chose this strategy because I think it would be a realistic way for students to share their understanding of the different states of matter in a visual way.

I plan to implement this strategy after students read the core text.

This strategy supports my students' linguistic needs. By producing a concept map, students practice using the vocabulary surrounding the major concepts of the states of matter. Further, they must demonstrate their understanding of each state of matter and how it changes. Doing this through a concept map helps visually show students that the states of matter are all connected.

https://www.slideshare.net/slideshow/vocabulary-selfcollection-strategy-vss/48724522

https://annaclemens.com/blog/story-telling-scientific-paper/

https://www.freepik.com/premium-vector/colorful-jigsaw-puzzle-clipart-cartoon-style-vector-illustration_328549335.htm

https://www.weareteachers.com/kwl-chart-printables/

https://educators.brainpop.com/printable/venn-diagram/

This strategy is addressing the area of vocabulary.

In this strategy, students work together to reinforce their understanding of specific vocabulary words. They do this by creating a dictionary definition that can be accessed by their classmates. This includes the word, the definition relevant to the reading, an image, rationale recorded as a podcast and a semantic web. For second-grade purposes, I would have students create a visual image with the word and definition that could be presented to the class and then hung up for future reference.

I plan to implement this strategy during and after reading. Students would find the definitions while reading but create their image/visual after they have completed the reading.

This strategy supports students firstly through the work of collaboration. Students learn better when they can work with peers, especially when learning new vocabulary words. Further, having students create an image helps them better understand the concept better. Lastly, taking time to define important vocabulary words, especially in science instruction, is beneficial for all students but especially those who are language learners.

This strategy is addressing the area of writing.

This strategy allows students to combine their knowledge of the states of matter with their creative writing skills. Using what they know about the states of matter, students will work in partnerships or small groups to write a story that is representative of the states of matter and how they change forms.

I plan to implement this strategy after reading.

This strategy will support my students' interests because they have such creative minds. Too often creative writing is pushed aside to make time for math or reading instruction. This strategy will allow students to have an outlet for their creative writing that is directly tied to content they are learning in science.

This strategy addresses the area of speaking (and listening).

Jigsaw is a strategy in which students are put into groups and each member of the group is responsible for a different area of "expertise". After finding the necessary information, each person reports back to their group their findings. In learning about the states of matter, I would have students jigsaw in groups of three. Each person would be responsible for either solid, liquid or gas and how that state of matter changes forms. Students would then report back and share out their findings.

I would implement this strategy after reading.

This strategy supports my students because it gives each of them the opportunity to be an expert within their group. This inspires confidence in shier students and requires listening from students who are always participating. Further, this strategy lends itself to practicing and using academic language.

This strategy is a critical disciplinary strategy.

Venn Diagrams are used to compare and contrast ideas within a concept. In the states of matter, I would have students pick two states (solid, liquid or gas) and use a venn diagram to see what is similar and different between these states. I would have students complete this with a partner. Collaborating on a Venn Diagram will require that students write, use vocabulary, demonstrate comprehension and talk to one another about their ideas. Further, comparing and contrasting is a higher order thinking skill and will push students to think and connect more deeply with the material.

I would implement this strategy after reading.

This strategy supports my students because it pushes students to practice using academic vocabulary and use higher order thinking skills. Further, collaborating with a partner gives Language Learning students a chance to practice using academic vocabulary in a low-stakes scenario.

This strategy is a critical disciplinary strategy.

KWL (Know, Wonder, Learn) is a way for students to organize and chart their thinking when learning a new concept. Students start by brainstorming what they already know about a topic. In this case, they would brainstorm what they already know about the states of matter. Then, students ask questions/wonders they don't know or want to learn about the concept. Finally, after reading the text, students write what they learned about the concept.

I would implement this strategy before, during and after reading.

This strategy supports my students because it allows students to explore what they are most curious about in regards to the states of matter. Some students may have wonders about solids while others are curious about how the different states change. Using a KWL chart allows students to keep track of their individual learning and promotes engagement because students explore what is most thought-provoking to them.