Trade Books and Science Teaching: What Books are Teachers Using? - PowerPoint PPT Presentation

Loading...

PPT – Trade Books and Science Teaching: What Books are Teachers Using? PowerPoint presentation | free to download - id: 3f5993-YjU0M



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Trade Books and Science Teaching: What Books are Teachers Using?

Description:

Science Teaching: What Books are Teachers Using? ... Questions that Drive This Study What fiction and non-fiction trade books are teachers using in their science ... – PowerPoint PPT presentation

Number of Views:121
Avg rating:3.0/5.0
Slides: 17
Provided by: Shar125
Learn more at: http://www.reading.org
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Trade Books and Science Teaching: What Books are Teachers Using?


1
Trade Books and Science TeachingWhat Books are
Teachers Using?
  • Sharryn Larsen Walker
  • Central Washington University
  • swalker_at_cwu.edu
  • Cathy Wissehr
  • University of Missouri

2
Questions that Drive This Study
  • What fiction and non-fiction trade books are
    teachers using in their science teaching?
  • Why are teachers using these books?
  • What do teachers say about how these books
    enhance the teaching of science content, science
    processes, and language?

3
Frameworks for this Study
  • Dukes (2003) work of developing informational
    literacy
  • Walker Wissehr (2007) queries about the
    relationships between language development and
    the science processes
  • NSTA focus on science content and processes for
    school agers, but not necessarily younger students

4
Background of the Study
  • Questionnaires sent out to 200 K-3 teachers in
    two states
  • 14 return rate (as of 4/22/2008)

5
Teachers were asked
  • Grade Level and Community Setting
  • Name one science topic area
  • The titles of up to three fiction books used in
    this topic area and the reasons for using

6
Teachers were asked
  • The titles of up to three non-fiction books used
    in this topic area and the reasons for using
  • How the use of these books enhances the teaching
    of science content, processes, and language.

7
Findings
  • Tables of Fiction and Non-Fiction titles in the
    Handouts

8
Reasons for Using Fiction Titles
  • Fun and entertainment
  • Used as examples of illustrations
  • As an introduction to the unit of study
  • As a point of discussion for content
    comparison/contrast real vs. fantasy
  • Prompts for writing
  • Increase awareness and interest in topic

9
Reasons for Using Fiction Titles
  • Providing facts
  • Help students to make connections between text
    and unit
  • Readability of text (appropriate and challenging)
  • Aesthetic/Likeability
  • Part of the Curriculum

10
Reasons for Using Non-Fiction Titles
  • Facts and Explanations
  • Comparison of types of (spiders)
  • Addition to the curriculum
  • Connections between ideas
  • Building of vocabulary
  • Building of background information
  • Illustrations

11
Reasons for Using Non-Fiction Titles
  • Motivating to read
  • Readability
  • Part of the curriculum
  • Reference

12
Like Reasons for the Use of Chosen Texts
  • Facts
  • Readability
  • Connections
  • Building background/interest/introduction
  • Part of the curriculum

13
How does the use of those books in your teaching
enhance science content, science processes, and
language?
  • Provide Examples
  • Serve as resources
  • Content becomes more real
  • Enhance vocabulary
  • Use in curriculum

14
Whats Next?
  • Add to the data set with more school age teachers
  • Look at a data set of preschool teachers book
    selection and reasons for using

15
Whats Next?
  • Help teachers develop their use of informational
    texts (e.g., Morrison Young, 2008)
  • Help teachers strengthen the use of twin texts
    (Camp, 2000) within science and other content
    area teaching

16
References
  • Camp, D. (2000). It takes two Teaching with Twin
    Texts of fact and fiction. The Reading Teacher,
    53(5), 400-408.
  • Duke,N. (2003). Reading to learn from the very
    beginning Information books in early childhood.
    Young Children, 58(2), 14-20.
  • Morrison, J.A., Young, T.A. (2008). Using
    science trade books to support inquiry in the
    elementary classroom. Childhood Education, 84(4),
    204-208.
  • Walker, S.L. Wissehr, C. (2007, May). Trade
    books and young children. Paper presented at the
    meeting of the International Reading Association,
    Toronto, CA.
About PowerShow.com