Reading Effectively Across The Disciplines – Biology

  • View document Pivotal words in reading   Uploaded by ARASOOL on March 11, 2014
    Description: Some important words to look out for while reading a section from the textbook, or questions during exams. <br /> Download from <>
  • View document Parts of a textbook quiz   Uploaded by Davida Smyth on August 14, 2013
    Description: This is a very short popquiz that can be given in class to ensure that students know the sections and what they can be used for. This ensures that they read the book and examined the structure before coming to class.
  • View document Structure of the Biology Textbook   Uploaded by Davida Smyth on August 14, 2013
    Description: This document outlines the structure of the biology textbook. Most of the parts of textbooks are new to students so they are asked to examine the various parts of the book for content and to prep for a popquiz on this the next day of class. This ensure that they can navigate the structure of the textbook and not miss any crucial or important section that might contribute to the reading success
  • View document Think Aloud Strategy   Uploaded by Davida Smyth on August 14, 2013
    Description:<br /> <br /> "Think-alouds" (Davey, 1983) help students understand the kind of thinking required when reading a specific piece of text. The instructor shows his/her thinking process by verbalizing his/her thoughts as he/she reads and processes the information. Students get to see how the teacher attempts to construct meaning for unfamiliar vocabulary, engages in dialogue with the author, or recognizes when he/she isn't comprehending and selects a fix-up strategy that addresses a problem she is having. Ineffective readers especially benefit from observing what skilled readers think about while reading. <br /> How to use it: <br /> 1. Explain that reading is a complex process that involves thinking and sense-making; the skilled reader's mind is alive with questions she asks herself in order to understand what she reads. <br /> 2. Select a passage to read aloud that contains points that students might find difficult, unknown vocabulary terms, or ambiguous wording. Develop questions you can ask yourself that will show what you think as you confront these problems while reading. <br /> 3. While students read this passage silently, read it aloud. As you read, verbalize your thoughts, the questions you develop, and the process you use to solve comprehension problems. It is helpful if you alter the tone of your voice, so students know when you are reading and at what points you begin and end thinking aloud. <br /> 4. Coping strategies you can model include: <br /> · Making predictions or hypotheses as you read: "From what he's said so far, I'll bet that the author is going to give some examples of poor eating habits." <br /> · Describing the mental pictures you " see" : "When the author talks about vegetables I should include in my diet, I can see our salad bowl at home filled with fresh, green spinach leaves." <br /> · Demonstrating how you connect this information with prior knowledge: "'Saturated fat'? I know I've heard that term before. I learned it last year when we studied nutrition." <br /> · Creating analogies: "That description of clogged arteries sounds like traffic clogging up the interstate during rush hour." <br /> · Verbalizing obstacles and fix-up strategies: "Now what does 'angiogram' mean? Maybe if I reread that section, I'll get the meaning from the other sentences around it: I know I can't skip it because it's in bold-faced print, so it must be important. If I still don't understand, I know I can ask the teacher for help," <br /> 5 . Have students work with partners to practice "think-alouds" when reading short passages of text. Periodically revisit this strategy or have students complete the assessment that follows so these metacomprehension skills become second nature. <br />
  • View document Anticipation Guide   Uploaded by Davida Smyth on August 14, 2013
    Description: This is a template for the Anticipation Reading Strategy. This exercise presents the students with a series of leading questions that they answer before the reading. This leads to a class discussion in which the students can activate prior knowledge. Then students go and read the assigned reading and then reevaluate their answers. Students should note if their answers agreed or disagreed with the statement before or after the reading. Afterwards students should discuss how thw reading either reinforced or challenged their prior knowledge.
  • View document KWL Chart   Uploaded by Davida Smyth on August 14, 2013
    Description: This is a template for the KWL Reading Strategy. Students are asked to list everything they know about a concept (K). Then the students formulate questions/ideas about what they want to know (W). Lastly after reading/studying, students list what they have learned (L). This process allows students to assess which of their questions were answered and which were left unanswered. Then they should revisit the K column to see if they had any misconceptions.
  • View document How to design readable powerpoints   Uploaded by Davida Smyth on August 14, 2013
    Description: This document shows the instructor how to design a powerpoint that is readable for all students
  • View document Blooms Taxonomy Guide to Writing Questions   Uploaded by Davida Smyth on August 14, 2013
    Description: This document gives helpful verbs, ranked according to blooms taxonomy, that can be used when constructing questions for examinations
  • View document Biology Student Reading Companion   Uploaded by Davida Smyth on August 12, 2013
    Description: This document gives tips and guidance to biology students before they start their reading. It is applicable to other subject areas as well.
  • View document Biology Syllabus Snakes and Ladders Game   Uploaded by Davida Smyth on August 12, 2013
    Description: Here is a template for a snakes and ladders game that could be used to assess reading of the syllabus