No Series: Literacy in Physics: Reading a Primary Source
ELA.RST.11-12.2
| Common core State Standards
- ELA: English Language Arts
- RST: Reading Standards for Literacy in Science and Technical Subjects 6-12
- 11-12: 11th & 12th Grades
-
2:
Determine the central ideas or conclusions of a
text; summarize complex concepts, processes, or
information presented in a text by paraphrasing
them in simpler but still accurate terms.
ELA.RST.11-12.10
Common core State Standards
- ELA: English Language Arts
- RST: Reading Standards for Literacy in Science and Technical Subjects 6-\x80\x9312
- 11-12: 11th & 12th Grades
-
10:
By the end of grade 12, read and comprehend
science/technical texts in the grades 11-CCR text
complexity band independently and proficiently.
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Discussion and Supporting Materials
Thought starters
- How does Ms. Banks teach students to read scientific articles?
- Why did Ms. Banks use a Google Doc to share her students' responses?
- How does reading the article enrich students' bridge projects?
School Details
John Ehret High School4300 Patriot Street
Marrero LA 70072
Population: 2089
Data Provided By:
Teachers
Shelia Darjean Banks
Newest
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4 MIN
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5 MIN
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5 MIN
UNCUT CLASSROOMS
| TCHERS' VOICE
English Language Arts
34 Comments
Meghan Schickton Feb 22, 2020 8:23pm
Meghan Schickton:
Ms. Banks begins teaching the scientific articles by reviewing primary versus secondary and tertiary sources. She then allowed students to choose which vocabulary terms were most important to them. She then had them share those terms through a google document in so that they can compare what they would like to know to what other students would like to know. This supports the principals of expanding choices and options and structuring collaboration and motivation. Next, Ms Banks asked students to read and skim the article in pairs or literafcy groups to support collaboration. Once students were finished, they were asked to respond to an online survey that connected the article to a purpose for reading nad how it could help a future engineer.
Ms. Banks used a Google Doc in order to increase collaboration as well as to incorporate a digital tool into student learning. Reading the article and collaborating among peers hlped to enrich the students' bridge projects by giving them an opportunity to analyze college level text and data related to the building of bridges. The information is not something that came from a textbook (which students identified as a secondary source), it came from a primary source. They were able to see the data gathered by researches that supported or refuted various bridge hypotheses.
Karen Beck Jun 20, 2019 11:39am
Ms.Banks teaches her students to read scientific articles by first explaining the purpose of 'why' we read them. She has them focus on a specific task, use active reading strategies, and colloborate. They are able to refer back to the posted steps of expectations as well. She chose to use Google Doc for student responses for the "purpose of being able to share response" with classmates. The class knows what to expect when revisiting the answers posted. Reading the article will enrich students through the use of vocabulary and discussion. It allows them to understand and "write at a level that in the past they didn't think they could do".
Allison Brown Aug 22, 2018 9:56am
Allison Brown- I love how the teacher activates background knowledge, sets a purpose for learning and articulates/puts in writing clear expectations for students. The vocabulary tasks are tailored to students' learning and she gives them strategies to effectively figure out unknown vocabulary and reviews vocabulary making it comprehensible. Teacher acts as a facilitator and makes effective cooperative groupwork where students answer questions and reflect and evaluate on the article. Teacher reviews article content and stimulates productive discussion, highlighting the important aspects of the article. The teacher does a great job marrying reading and writing at a rigorous level.
m Williams Nov 30, 2016 3:51pm
james iaia Apr 26, 2016 1:28pm