How Does Mechanical Weathering Change Rocks? Using Reading-to-Learn Strategies to Teach Science Content

by: Peter Wardrip and Jennifer Toby

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Many teachers fall into the pattern of “assumptive teaching” (Herber 1970), assuming that other instructors will teach students the important strategies they need for learning. In this case, tools and strategies may not be taught outside of reading or language arts because a science teacher can say, “It’s not my job.” However, a sixth-grade team decided to make it their jobs. With the help of university researchers, they employed three reading-to-learn strategies in their content areas as a routine instructional strategy to help students become expert readers. In this article, they summarize their work using one particular science lesson as an example. This snapshot demonstrates how the reading-to-learn strategies are used in the service of learning science content.

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Type Journal ArticlePub Date 1/1/2009Stock # ss09_032_05_25Volume 032Issue 05

NSTA Press produces classroom-ready activities, hands-on approaches to inquiry, relevant professional development, the latest scientific education news and research, assessment and standards-based instruction.

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