Framing Our Reading Part 4: Vocabulary

For this assignment, my partner, Abi, and I chose three words from the articles that we read for the other parts of this project to complete graphic organizers with. We chose the words cone, stem cell, and gene. To see her part of this assignment, go here.

For my assignment, I used the vocabulary bookmark technique (McLaughlin, 2015). My bookmarks are below.

Vocabulary Bookmark A concept I think is important is: Cone I think it means: A light sensitive cell cell in your eye that helps you see colors Link Paragraph 8

Vocabulary Bookmark A concept I think is important is: Stem Cell I think it means: A cell that can grow into multiple different types of cells/tissue Link Paragraph 7

Vocabulary Bookmark A concept I think is important is: Gene I think it means: DNA instructions that code for a certain physical attribute Link Paragraph 1

For this strategy, the students choose a word or concept that they think is important, come up with a definition, and cite where they found it. They then write this on a small piece of paper or "bookmark." I think that there are several great things about this strategy. I like that it pushes the students to find words that are important rather than providing a vocabulary list to students. In addition, it has students come up with their own definition which must be concise to fit on the bookmark. It also provides a great starter for discussion. After the students write their bookmarks, I would have them discuss in small groups why they felt this word/concept was important and work with their classmates to add to or improve their definition. 

On the other hand, I think that there are a few things that this strategy lacks. I would want students to think about practical uses of these concepts and where they might see them in the real world. I would also want students to expand more on the definition and examples of their concepts. However, I think that these items can be included in the lesson with discussions or other supplemental materials. The nice thing about this strategy is that, even though it is missing some of these details, it would be a quick and easy assignment to give students to get them thinking before an in-class discussion. It does not take a whole lot of time, so it would not add a ton to their workload, but it is still a valuable activity. I would want to prepare them the class before if this was given as homework and let them know that they will need to explain why they chose their concept and expand on their definition in these ways. 

Overall, I would definitely use this strategy in my own class with some other activities to supplement the ideas that this strategy is missing.

Framing Our Reading Part 3: Extending Thinking

Article: How Many Genes Are Necessary to Create A Living Cell?
Rationale: This article discusses genetics and what is needed for a living thing. It also puts the current knowledge of scientists into perspective by discussing how little scientists know about genes. It is a springboard for discussions about genetics, less complex life forms, and scientific discoveries.
Text Frames: Compare/Contrast; Concept/Definition
Strategy Used: Double-Entry Diaries (Buehl, 2014)

Below is the activity that I gave my partner (Abi) to complete. To see the activity that she gave me, go to her blog.

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Directions: Fill out the chart below. On the left side, write information or text passages that stand out to you. On the right side write what this information made you think of and label your thoughts with the following code:

R: The reader was reminded of background knowledge that connects to the text.

Q: A question the reader was wondering about at a given point in the text.

V: A spot where the reader could especially visualize what was being described.

I: An inference as the reader adds to meaning based on hints provided by the author.

?: A point of confusion.

See the example below about a hurricane reading (from Buehl, 2014) to base your answers off of.

What I Learned	What I Was Thinking
A hurricane is a low-pressure area with strong winds and heavy rain	R: I remember watching scenes on the news when Hurricane Sandy did all that damage in New York and New Jersey.
The greatest damage is from currents called storm surges, which push walls of water inland.	V: I can really see this happening, the waves smashing on the shore, knocking over trees and buildings.
The center is called the eye of the storm, where there is no rain and almost no wind.	Q: I wonder why it’s called the eye? I: The eye seems like a safe area.

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I used this activity because it would help my students activate their own prior knowledge as well as think beyond the text. This text would pose some challenges for my students mainly because of its content. The article is written fairly simply, but the content is something that most students would not have a lot of prior knowledge about. They would have learned about genes before reading this, but they probably would not have done a lot of thinking about how many genes are required for life and have little knowledge about how much scientists actually know about specific genes. This activity would allow them to explore this new information. This reading strategy teaches students to be active readers and keep records of their thoughts for use in discussions or studying (Buehl, 2014).

When Abi completed this activity, she said that it made her feel very engaged. She said it helped her think about information that was in the article as well as how it could be expanded, and she liked the fact that something a student wonders about is coded differently than something a student finds confusing. She said that she would encourage students to physically highlight and comment on the article for this activity to more easily connect with the text.

After viewing Abi's answers and her thoughts on this strategy, there are a few things that I would change if I were to give this strategy to a class. First, I would do what Abi suggested and have students write their thoughts directly on a copy of the text. I think that I could even potentially eliminate making a chart or rework the current chart. I would want students to be able to use their notes during a class discussion, and I think that it would be easier to connect with another person's thoughts if you could easily locate the passage that they are talking about as well as see if you commented on a nearby passage. This would be easier if your notes or even just the passages you made notes about are marked on your article. Another thing that I would change is that I would pair students up right after this activity to discuss their thoughts. I think that it would be valuable for the students to be exposed to ideas that they may not have thought of and compare their thoughts on similar passages. I would also want to make sure that I see all of my students thoughts, particularly points of confusion, so that I know what I may need to address in future lessons. Overall, I think this strategy was extremely beneficial, and I would definitely use it in my own class.

Framing Our Reading Part 2: Guiding Thinking

For this assignment, my partner (Abi) and I each chose an article and a reading strategy for the other to use. We then each completed the activity we were given. I preferred this method over each of us choosing our own reading strategy for one common article. Although this method was more difficult and required more work from both of us, I felt that I got a better sense of what goes into choosing a reading strategy for my students to complete as well as a fuller picture of what my students will be encountering. I liked being able to really experience what a student would experience if given a text with this reading strategy. This method gave me a better idea of what could be improved or changed in each strategy to allow for different outcomes for my students. In this post, I will be discussing the article and reading strategy that I chose as well as my partner's thoughts and suggestions on the strategy. For the article and strategy that I completed, visit my partner's blog here.

Text: Rising carbon dioxide levels reduce protein in crucial pollen source for bees

Rationale: My partner and I chose to read articles about climate change for this activity. This article is a great example of a consequence of climate change that most people do not consider. It also can help students make connections between impacts on wildlife and impacts on humans. It pushes students to consider consequences of climate change that do not directly affect them and can be a springboard for discussion about other potential effects of climate change.

Text Frames: Cause/Effect; Use of Correlational Data

Strategy Used: B/D/A Questioning Charts (Buehl, 2014)

Below is the worksheet that I provided for my partner using the Before, During, After questioning charts from the Buehl book.

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Directions:

(B). Before reading the article, write down several general questions that come to mind just from reading the title.

(D). While you are reading the article write down questions that come to mind about the article’s topic. These should be questions that the author may answer.

(A). After reading the article, write down questions that the article may have sparked. These should be questions that the author did not answer, but may be answered in future readings.

Finally, answer the questions from the B and D columns. Include information that you learned in the article that you may not have asked a direct question about.

Before Reading (B)	During Reading (D)	After Reading (A)

Question Answers:

Additional Information:

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Reflection and Analysis

I chose this strategy because it will help students practice creating their own questions regarding critical concepts. Quite often, students are given questions to answer about these topics, but are not taught how to form their own questions. Inquiry-based learning is very beneficial to students, and learning to generate questions is a big part of that (McLaughlin, 2015). In addition, inquiry is the basis of scientific discovery.

This strategy can also help students pull more from a reading. With the before-reading questions, students are anticipating what a text will be about, beginning to generate their own thoughts and ideas about the topic, and activating prior knowledge. With the during-reading questions, students are expanding on their own knowledge and thinking more deeply about the author's ideas. With the after-reading questions, students are combining their knowledge and experience with the new concepts and pushing them to find out more on the subject. Having students answer the questions that they generate can help them read the text more carefully and get more out of a reading.

My partner found one main challenge with the way this strategy was structured; it was difficult to come up with questions while reading the text. She was trying to create questions that could be answered with the information in the article. To solve this problem, I could reword my directions or tweak the expectations. My directions for this section were to come up with questions that might be answered in the text. In the book, Buehl creates another step where students categorize their questions as being completely answered by the author, somewhat answered by the author, or not answered by the author (2014). I think that if I had included this in my directions, there would not have been as much pressure to generate answerable questions. Another resolution would be to have student jot down notes or key points rather than questions in this section.

My partner noted that the before-reading questions were a good way of discovering what you don't know before reading the article. She also mentioned that the after-reading questions were initially difficult, but that she felt they were valuable to her experience. I think that this type of question will probably pose some difficulty to my students as well, which only stresses the importance of helping them develop the skill.

Overall, this seemed to be a very valuable strategy and, with some minor changes, I would definitely use it in my class.

Framing Our Reading Part 1: Engagement

For this assignment, a partner (Abi) and I chose an article to use two different reading strategies focused on engagement. This article (linked below) is about an artist with tetrachromacy, the ability to perceive a wider range of colors and shades than most people. This condition is caused by two mutations on each of a woman's X chromosomes.

Article: 'I see colours you cannot perceive or imagine'

Rationale
This article would be relevant to my Biology classroom because it can be a springboard for discussions about X-linked mutations, how mutations affect phenotypes, and frequency and heredity of genetic mutations.

Text Frames
Concept/Definition
Anecdotal evidence

Strategies Used
Me: Science Connection Overview (Buehl, 2014)
Partner: Brainstorming Prior Knowledge (Buehl, 2014)

This article may be challenging for students because it contains concepts unfamiliar to students. In addition, most students will not be able to relate to the subject of the article. My strategy utilized a series of prompts to help activate students' prior knowledge and prepare students to read an article or textbook chapter. The prompts are as follows:

What's Familiar?
What's the connection? Skim and survey the reading for things that are familiar and that connect with your life or world. List them below:

What topics are covered?
What topic areas seem to be the most important?

What are you wondering?

Questions of interest. What questions do you have about this material that may be answered in the chapter?

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What will the author tell you?

What categories of information are provided in this article?

Read and explain.

Enter science words with your explanations into your vocabulary system.

These prompts helped to take an unfamiliar concept and connect it to my prior knowledge. It also allowed me to skim the reading and make connections before reading the article in depth. It also walks student through creating questions about the article concepts and building their own content vocabulary. It also benefits students by providing prompts for before and after reading. A downfall of this method in terms of this article is that the strategy is geared more towards longer articles or textbook chapters rather than a popular science article. If I was giving this strategy to my students to use, I would probably have them expand on their prior knowledge rather than simply listing them. This way, they would have a better understanding of what they know about the topic before they begin to read the article.

My partner used the strategy "Brainstorming Prior Knowledge" by creating a knowledge map about the concepts in this article. For this strategy, we discussed that providing students with a direction to build their knowledge map would have made it more effective. As it was, my partner found that her concept map was not overly relevant after she read the article in depth. However, this method did work better for shorter, simpler articles than mine did.

Overall, both methods helped to activate prior knowledge and get us thinking before we read the article. With a few changes, both of these strategies could be used for a similar reading in our own classes one day.