TEMA DOS

Desarrollar habilidades de lectura para la ciencia

Para el profesor 2.1 Comprensin de lectura en la ciencia: Cloze 2.2 Comprensin de lectura en la ciencia: Jigsaw 2.3 Vocabulario de la ciencia en espaol e Ingles 2.4 Terminologa cientfica: Lenguajes communes

Para el Profesor
La importancia de la lectura en la ciencia
Educadores, cientficos, ingenieros, economistas, emprendedores, y politicos han expresado la necesidad de una poblacin que lea. Una perosna que lee ciencia es una que es conciente de la ciencia, matemticas y tecnologa. Son seres humanos emprendedores con fortalezas y limitaciones, que comprenden los conceptos clave y los principios de la ciencia, estn familiarizados con el mundo natural y reconocen la diversidad y la unidad; utilizan el conocimiento cientfico y las formas cientficas del pensamiento para propositos individuales y sociales. La habilidad de la lectura cientfica permite que una persona pueda contestar, encontrar o determinar respuestas a preguntas derivadas de la curiosidad acerca de las experiencias de todos los das.. Esto quiere decir que una persona tiene la habilidad para describir, explicar y predecir fenmenos naturales. La habilidad para la lectura cientfica tambin implica la capacidad para poseer y evaluar argumentos con base en 1

evidencias y para aplicar conclusiones a partir de tales argumentos de manera apropiada.

The Sourcebook for Teaching Science

Decodificar es la transformacin de un mensaje codificado en una forma usable; leer requiere comprensin. Por lo tanto si el estudiante tiene una pobre comprensin, sern lectores pobres an si pueden decodificar de manera fluida. Afortunadamente, hay tcnicas para ayudar a ser buenos lectores. La table 2.1 contrasta los habitos de lectores pobres con lectores estratgicos.

Una persona cientificamente literada es capaz de leer y escribir acerca de temas cientficos. La persona que habla ingls tiene cierta ventaja, debido a que la mayora de las publicaciones cientfcas son publicadas en ingls.

Desarrollando estrategias de lectura

Muchos estudiantes creen que son Buenos lectores, cuando de hecho solo son Buenos decodificadores. Table 2.1 Characteristics of Poor and Strategic Readers Poor readers so c '6 so
w en

Tecnicas para mejorar la lectura

En esta seccin vamos a presentar diferentes estrategias para mejorar la lectura cientfica

Strategic readers

Focus Background Structure Goals

Do not elimnate distractions Start reading without thinking about content Do not review the structure established by the author Do not have specific goals for what they hope to accomplish Establish an environment free of distractions Review background information before reading Review structure, author notes, headings, and formatted terms Set specific goals before they start reading

Notes Vocabulary Re-reading

Do not take notes Ignore words they do not understand Continu "reading" even if they do not understand key points Do not relate new information with prior knowledge Do not reflect on what they have read Highlight and underline too much or not at all Do not assess understanding, or only at the end of the passage

Highlight or underline only key points Assess understanding by outlining and solving problems

o u

Synthesis Reflection Highlights Assessment

List the key points and summarize major ideas Use roots, semantic, and syntactic clues to determine meanings Re-read confusing sections Intgrate new material with prior understanding Genrate questions from the reading

Developing Science Reading Skills 3

Evaluation

Do not have any goals to evalate Memorize material verbatim or not at all. Do not "self-talk" or discuss the material with others Do not review the material they have read

SO c
a v

Paraphrase Discussion Review

Determine if they have reached their goals Express key points in their own words Conduct "self-talk" and discuss concepts with others Intgrate new information with prior knowledge

The Sourcebook for Teaching Science

reading comprehension. Many of these strategies are found in other chapters. Following is a sum-mary of these techniques (the number in parenthe-ses is the section number where the full discussion may be found): Cornell notes (3.1): Cornell notes are commonly used in lectures, but can also be helpful for understanding and remembering the structure and content of written material. Students must take notes (brief phrases, words, and dia-grams) and identify cues (key words or questions) from the reading. They then cover their notes and use the cues to quiz themselves and see what they have remembered. Eventually they summarize the key points. Advanced organizers (8.1): Students preread the science text to understand its structure and the scope of its content. By consciously ana-lyzing and recording the author's outline and advance organizers, they are better prepared to understand the text when they read it. Mind (semantic) maps (9.4): Mind mapping is a brainstorming technique in which a radial "map" is developed showing the relationship of a central idea to supporting facts and con-cepts. Mind maps can be used to review and discuss the central theme of a chapter. Concept maps (9.5): Students can develop a con-cept map for the theme of a chapter or section. This technique requires a good understanding of the material and can be used as a postread-ing activity to develop comprehension. KWL (8.0): Students discuss what they Know and what they Want to know prior to reading and what they have Learned after reading a passage. This approach is used to develop reading goals so students can read with a purpose. SQ3R (8.0): SQ3R is the acronym for a technique known as Survey, Question, Read, Recite, Review. SQ3R is a structured approach that focuses on comprehension. Root words (1.1-1.4): Students learn how to construct and decipher scientific words by understanding the meanings of roots, prefixes, and suffixes common to biology, chemistry, physics, and the earth and space sciences. Cloze (2.1): Cloze activities (providing closure to passages with missing words) are used to assess the readability of a passage. The higher the cloze scores for a given population, the more readable the passage is. In this chapter, we introduce cloze as a technique for developing and assessing reading comprehension.

Jigsaw (2.2): Jigsaw is a technique whereby students develop reading skills by consulting with others, preparing notes, and teaching their peers. Cognates (2.3-4): Cognates are words in differ-ent languages that have the same linguistic roots. Once students recognize the similarities between English and their native language, they will be better prepared to figure out the meanings of unfamiliar words.

Choosing Textbooks for English Learners

Students learn English and science fastest if their science textbooks are well structured, match the curriculum, and include well-documented charts, diagrams, and pictures. Teachers should review the following features before adopting a science textbook for English learners: Organization: Is the text clearly organized with appropriate chapters, headings, and subheadings? Guide questions: Does the text have questions that guide the reading? Terms and principies: Are key terms and principies highlighted using special formatting? Diagrams: Is the text illustrated with clear, informational diagrams? Are these diagrams annotated and labeled? Illustrations: Are key- ideas illustrated with informative diagrams, charts, or pictures? Sentence structure: Are sentences clear, concise, and instructive? Summaries: Does the text include section summaries and key points to remember? Glossary: Does the text include a comprehensive glossary showing the relationship between roots and science terms?

Developing Science Reading Skills 5

2.1 Science Reading Comprehension: Cloze

Look at Figures 2.1A, 2.1B, and 2.1C, and record the shapes you see. Most people see a square in Figure 2.1A, a circle in Figure 2.1B, and a trian-gle in Figure 2.1C, but if you look again, you will note that none of these shapes is actually found in the diagram. Your mind sees clues and provides "closure" to the partial patterns it detects. Similarly, your mind provides closure if you don't decode every word when you are reading. Reading specialists believe that your ability to provide closure is a measure of reading comprehension and have developed the cloze activity to assess and develop this skill. A passage of two hun-dred to three hundred words in length is selected. The first and last sentences are kept intact, and every fifth word of the remaining text is replaced by a blank. The blanks are of equal length so as not to give the reader clues other than

the context. Students work individually or in groups to infer or predict words that provide meaning. Readers use syntax, context, and prior knowledge to predict the hidden words.

ACTTVITY 2.1.1 Develop a Science Cloze Worksheet Crate a science cloze worksheet for another stu-dent by doing the following: 1. Select a 200- to 300-word passage from your science textbook, science magazine, or related resource. 2. Transcribe the first sentence intact. 3. Transcribe all but the last sentence, replacing every fifth word with a blank of equal length, as illustrated in Exhibit 2.1. 4. Transcribe the last sentence intact. 5. Make a list of the missing words on a seprate sheet of paper. ACTTVl'l Y 2.1.2 Complete a Science Cloze Activity Exchange papers with a fellow student, and fill in the worksheet you received with words that make

Figure 2.1 What Shapes Do You See?

Exhibit 2.1 Satnple Science Cloze Worksheet

All known physical interactions of matter occur through four fundamental forces: gravitation, electromagnetism, strong nuclear forc, and weak nuclear forc. The most pervasive forc ______________________________ gravitation, in that even' ________________ you ____________ of matter attracts even' _________________ particle. Without gravity

have no weight, objects _________________ float in midair, the ________________ would slowly

disintegrate, and ______________ solar system and galaxy _________________ fly apart! Electromagnetic forces ____________ between those particles that ___________________ electric charge and/or a ___________________ moment. Electromagnetic forces are _________________ for electricity, magnetism, and ___________________ . In addition, they control _____________ way atoms interact, and _________________ the bases for all ________________reactions, both in living _____________ nonliving systems. Muscle _________________ , the explosions in an_________________ engine, and the adhesin electromagnetic ____________ it. are crucial for the neutrons and protons together while the weak forces are involved in ________ nuclear decay processes. Without of matter, could not ________________ ! We will investforces, atoms, the building forces. Strong The nuclear glues are but a nuclear forces of of the many expressions matter as we

__________ nuciei

gate forc and Newton's laws, which describe the effects and interactions of forc.

KTjl8.tt.45
sense. Alternatively, you may receive prepared cloze activities from your teacher. Exhibit 2.1 is a sample worksheet. What percentage of the terms did you guess correctly? What percentage were synonyms for the missing words?

Developing Science Reading Skills 6

2.2 Science Reading Comprehension: Jigsaw

A proverb says: "Tell me, and I'll forget. Show ne, and I may remember. Involve me, and I'll understand." One of the most effective ways to be involved in the learning process is to share your understanding with another. In the process of explaining to others, you develop a deeper and more comprehensive understanding. In this activity, students study a science passage and explain it to their peers. Each student is assigned to a home group (groups 1-4, Figure 2.2A) and an expert group (groups A-D, Figure 2.2B). The text from a chapter or other reading is divided into as many sections as there are expert groups. Students go to their "expert group" to study their portion of the chapter. In the exam-ple (Figure 2.2), the chapter on fundamental forces is divided such that group A studies gravity, group B studies electromagnetism, group C studies strong nuclear forc, and group D studies weak nuclear forc. In expert groups, students read the perti-nent portion of the chapter and prepare to teach by developing a summary, list of key terms, diagrams, and questions. They consult with each other, share

explanations, and prepare to teach. The "experts" return to their home groups and teach their peers using the materials prepared in the expert group. In the example (Figure 2.2) the A's teach about gravity, the B's electromagnetism, the C's strong nuclear forc, and the D's weak nuclear forc. The content will vary depending on the material the teacher selects. ACTIVITY 2.2.1 Peer Teaching with the Jigsaw Technique Divide into expert groups as directed by the teacher. Dialogue with the other experts and prepare a summary, list of key terms, set of diagrams, and questions for the passage designated that the teacher has designated. Return to your home group, and teach your colleagues using the material you have prepared.

2.3 Science Vocabulary in Spanish and English

Spanish (Espaol) is one of the most influential languages in the world, particularly in the Western Hemisphere, where it is the dominant language in Central and South America. Spanish is also preva-lent in the United States, where it is the first language of many immigrants. Spanish is a Latin-based language and shares much in common with other Romance languages, such as Italian, French, and

Sample assignment

IZTACAi a

The Sourcebook for Teaching Science

Portuguese. It also shares much in common with English, particularly in science, where many words in both languages are based on Latin roots. As a result, an English-speaking scientist with no formal training in Spanish can recognize many scientific words in Spanish, and a Spanish-speaking scientist with no formal training in English can recognize many scientific words in English. Words that have similar linguistic roots are known as cognates. A list of a few English/Spanish science cognates appears in Table 2.2. ACTTVTTY 2.3.1 Translating Science Terms Table 2.2 English/Spanish Science Cognates English anatomy asteroid atmosphere bacterium biome combustin condensation desert electricity electrn energy flower friction gravity hibernation igneous Spanish anatoma asteroide atmsfera bacteria bioma combustin condensacin desierto electricidad electrn energa flor friccin gravitacin hibernacin gneo

for Native Spanish Speakers Complete Table 2.3. Try to determine the Spanish equivalent of each science term without referring to an English/Spanish dictionary. Not all scientific terms are cognates. Which of the terms in the table are? ACTTVTTY 2.3.2 Translating Science Terms for Native English Speakers Complete Table 2.4. Try to determine the English equivalent of each Spanish science term without

English inertia lung meteorology mitochondrion motion optics oxidation physiology protein science solar system telescope torque tsunami universe voltage

Spanish inercia pulmn meteorologa mitocondrio movimiento ptica oxidacin fisiologa protena ciencia sistema solar telescopio momento de torsin tsunami universo voltaje

Table 2.3 English/Spanish Cognates English -> Spanish

Table 2.4 Spanish/English Cognates English <- Spanish

Spanish English artery atherosclerosis atom biochemistry cncer comet dehydration earthquake electromagnetism element evaporation forest galaxy heart hurricane Spanish

English inercia magnetismo microscopio molcula Sistema nervioso rbita oxgeno polinizacin radiacin esqueleto taxonoma termodinmica transistor tuberculosis volcn

The Sourcebook for Teaching Science

referring to a Spanish/English dictionary. Not all scientific terms are cognates. Which of the terms in the table are?

shown by the wide-spread adoption of the word ecology (Table 2.6). ACTIVITY 2.4.1 Matching Scientific Terms from 20

2.4 Scientific Terminology: Linking Languages

Many languages empjoy the same root words for scientific terms. Table 2.5 shows the similarity of some common scientific terms among five major Western European languages. Pronounce each term as best you can, and note that words in different languages sound similar even if they have different spellings. There are also many similarities between English scientific words and scientific words in languages not native to Western Europe. These similarities arise when both languages rely on Latin and Greek roots to coin new terms or when English words are imported, as

Common Languages Table 2.7 lists a variety of scientific terms. Match these terms with the correct non-English science terms from the word bank. When you have com-pleted the table, you will have matched English science terms with corresponding terms from the 20 common languages listed. ACTIVITY 2.4.2 Matching Scientific Terms from 20 Uncommon Languages Table 2.8 lists a variety of scientific terms. Match these terms with the correct non-English science

Table 2.5 Comparison of Scientific Terms in Five European Languages English

chemistry biology physics geology astronomy meteorology photosynthesis metamorphosis cell organism ecology

Italian
chimica biologa fsica geologa astronoma meteorologa fotosintesi metamorfosi cellula organismo ecologa

Spanish
qumica Biologa fsica geologa Astronoma meteorologa fotosntesis metamorfosis clula organismo ecologa

French
chimie biologie physique gologie astronomie mtorologie photosynthse mtamorphosse cellule organisme cologie

Germn
Chemie Biologie Physik Geologie Astronomie Meteologishe Photosynthse Metamorphose Zelle Organismus kologie

Table 2.6 Comparison of a Scientific Term in 36 Languages Afrikaans Albanian Basque Bulgarian Chnese Croatian Czech Danish Dutch English Estonian Finnish ekologie ekologji ekologia
eKOJiorna

French Germn Greek Hungarian Indonesian Italian Japanese Korean Kurdish Latvian Norwegian Persian

cologie kologie oixoXoya okolgia ekologi ecologa

Polish Portuguese Romanian Russian Serbian Slovak Spanish Swedish Turkish Ukrainian Yiddish

ekologia ecologa ecologie

3KOJ10rHH eKOJioraja

ekologija ekologie 0kologi

ecologie

ekologia ecologa ekologi ekoloji

eKOjroria

koloj

ecology koloogia ekologia

ekologija 0kologi
'1\J*J j (>JV

ekologye

Developing Science Reading Skills 9

Table 2.7 Matching Scientific Terms from 20 Common Languages

1 bacterium 2 magnetism 3 thermodynamics 4 comet 5 sedimentary 6 nervous system 7 tectonics 8 periodic table 9 cncer 10 hibernation Czech Danish Dutch Finnish French Germn Greek Hungarian Indonesian Italian 11 tsunami 12 voltage 13 combustin 14 hydrology 15 atmosphere 16 pollination 17 carbohydrate 18 energy 19 microscope 20 oxygen;O Word bank baktrie combustao enerji hidrologie ibernazione kanker kolhyrdrater komeetta magnetisme Japanese Polish Portuguese Romanian Russian Spanish Swedish Turkish Ukrainian Vietnamese
--------------------------- i ------------------- 1

Nervensystem xy
peridusos rendszer

polinizacin sdimentaire thermodynamiek woltaz

Ttxtovixrf anuiocepepa MixpocKon

Table 2.8 Matching Scientific Terms from 20 Uncommon Languages

1 heart 2 hurricane 3 physiology 4 gravity 5 taxonomy 6 tuberculosis 7 solar system 8 inertia 9 igneous 10 artery
artrija biocemeg dehydratcia fiziologji

Flemish Afrikaans Albanian Basque Bulgarian Croatian Esperanto Fu ran Galician Latvian
friccio grabitazio hart gneo

11 molecule 12 anatomy 13 optics 14 orbit 15 universe 16 dehydration 17 volcano 18 friction 19 science 20 biochemistry Word bank
inerzie molkul 'natomia ptich

Lithuanian Paduan Romagnolo Serbian Sicilian Slovak Swahili Valencian Venetian Welsh
orkaan siensa sunsistemo luberkuloza universu volkeni opSHTa TaKCOHOMHH

terms from the word bank. When you have com-pleted the table, you will have matched English science terms with corresponding terms from the 20 uncommon languages Usted.

Answers to Chapter Activities

2.1.1 Students develop a cloze activity similar to Exhibit 2.1. 2.1.2 Answers to the missing words of the sample cloze are in bold: "All known physical interactions of matter occur through four fundamental forces: gravitation, electromagnetism, strong nuclear forc, and weak nuclear forc. The most pervasive forc is gravitation, in that every particle of matter attracts every other particle. Without gravity you would have no weight,

objects would float in mid-air, the Earth would slowly disintegrate, and our solar system and galaxy would fly apart! Electromagnetic forces exist between those particles that have electric charge and/or a magnetic moment. Electromagnetic forces are responsible for electricity, magnetism, and light. In addition, they control the way atoms interact, and are the bases for all chemical reactions, both in living and nonliving sys-tems. Muscle action, the explosions in an automobile engine, and the adhesin of glues are but a few of

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The Sourcebook for Teaching Science

Table 2.9 Answers to Activity 2.3.1 English

artery atherosclerosis atom biochemistry cncer comet dehydration earthquake electromagnetism element evaporation forest galaxy heart hurricane

Table 2.10 Answers to Activity 2.3-2 English Spanish

inertia magnetism microscope molecule nervous system orbit oxygen; O pollination Radiation skeleton taxonomy thermodynamics transistor tuberculosis volcano inercia magnetismo microscopio molcula sistema nervioso rbita oxgeno polinizacin radiacin esqueleto taxonoma termodinmica transistor tuberculosis volcn

Spanish
arteria aterosclerosis tomo bioqumica cncer cometa deshidratacin terremoto electromagnetismo elemento evaporacin floresta galaxia corazn huracn

Table 2.11 Science Terms in 20 Common Langauges

1 2 3 4 5 6 7 8 9 bacterium magnetism thermodynamics comet sedimentary nervous system tectonics periodic table cncer Czech Danish Dutch Finnish French Germn Greek Hungarian Indonesian Italian baktrie magnetisme thermodynamiek komeetta sdimentaire Nervensystem Texxovixf) peridusos ren. kanker ibernazione 11 12 13 14 15 16 17 18 19 20 tsunami voltage combustin hydrology atmosphere pollination carbohydrate energy microscope oxygen:O

Japaese
Polish Portuguese Romanian Russian Spanish Swedish Turkish Ukrainian Vietnamese

m&
woltaz combustao hidrologie aTMoeqbepa polinizacin kolhyrdrater enerji MKpOCKO H xy

10 hibernation

Table 2.12 Science Terms in 20 Uncommon Languages

1 2 3 4 5 6 7 8 9 10 heart hurricane physiology gravity taxonomy tuberculosis solar system inertia igneous artery Flemish Afrikaans Albanian Basque Bulgarian Croatian Esperanto Furlan Galician Latvian hart orkaan Fiziologji grabitazio
TaKCOHOMHH

tuberkuloza sunsistemo inerzie gneo arte rija

11 12 13 14 15 16 17 18 19 20

molecule anatomy optics orbit universe dehydration volcano friction science biochemistry

Lithuanian Paduan Romagnolo Serbian Sicilian Slovak Swahili Valencian Venetian Welsh

molkul 'natomia ptich opirra universu dehydratcia volkeni friccio siensa biocemeg

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The Sourcebook for Teaching Science

the many expressions of electromagnetic forces. The nuclear

2.2.1 Students use their summary, list of key terms, and set of diagrams as they explain their material. They use their questions to assess for understanding and reteach sections that are not understood by their home team. 2.3.1 2.3.2 2.4.1 2.4.2 See Table 2.9. The italicized words are cognates. See Table 2.10. The italicized words are cognates. See Table 2.11. See Table 2.12.

forces are crucial for the existence of matter as we know it. Strong nuclear forces hold neutrons and protons together in nuclei, while the weak nuclear forces are involved in many nuclear decay processes. Without nuclear forces, atoms, the building blocks of matter, could not exist! We will
investgate forc and Newton's laws that describe the effects and interactions of forc."