habilidades para leer

8/13/2019 Habilidades Para Leer

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1

TEMA DOS

Desarrollar habilidadesde lectura para la

cienciaPara el profesor2.1 Comprensin de lectura en la ciencia: Cloze2.2 Comprensin de lectura en la ciencia: Jigsaw2.3 Vocabulario de la ciencia en espaol e Ingles2.4 Terminologa cientfica: Lenguajes communes

Para el ProfesorLa 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 familiarizadoscon 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

evidencias y para aplicar conclusiones a partir de talesargumentos de manera apropiada.


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2 The Sourcebook for Teaching Science

3

Una persona cientificamente literada es capaz de

leer y escribir acerca de temas cientficos. La personaque habla ingls tiene cierta ventaja, debido a que lamayora 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.

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.

Tecnicas para mejorar la lectura

En esta seccin vamos a presentar diferentes estrategias

para mejorar la lectura cientfica

Table 2.1 Characteristics of Poor and Strategic Readers

Poor readers Strategic readers

so c'6s o

w en

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 backgroundinformation before reading

Review structure, author notes,

headings, and

formatted terms Set specific goals

before they start reading

o u

Notes Do not take notes

Vocabulary Ignore words they do not

understand

Re-reading Continu "reading" even if they do not

understand key points

Synthesis Do not relate new information with prior

knowledge

Reflection Do not reflect on what they have read

Highlights Highlight and underline too much or not

at all

Assessment Do not assess understanding, or only at

the end of the passage

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 priorunderstanding Genrate questions from the reading

Highlight or underline only key points

Assess understanding by outlining and solving

problems


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Developing Science Reading Skills 3

SO

cav

Evaluation Do not have any goals to evalate

Paraphrase Memorize material verbatim or not at

all.

Discussion Do not "self-talk" or discuss the material

with others

Review Do not review the material they

have read

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


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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 inlectures, 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 ques-

tions) 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 abrainstorming 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. Thistechnique 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 sostudents 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 oncomprehension.

Root words (1.1-1.4): Students learn how to constructand 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 givenpopulation, the more readable the passage is. In this

chapter, we introduce cloze as a technique fordeveloping and assessing reading comprehension.

Jigsaw (2.2): Jigsaw is a technique whereby studentsdevelop 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 betterprepared to figure out the meanings of unfamiliar

words.

Choosing Textbooks for EnglishLearners

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 specialformatting? Diagrams: Is the text illustrated with clear,

infor-

mational diagrams? Are these diagrams anno-

tated 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 includesection sum-

maries and key points to remember? Glossary: Does

the text include a comprehensiveglossary showing the relationship between

roots and science terms?


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Developing Science Reading Skills 5

2.1 Science ReadingComprehension: Cloze

Look at Figures 2.1A, 2.1B, and 2.1C, and record theshapes 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 toprovide 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 threehundred 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 ofequal 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 2.1.1Develop 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 sciencetextbook, 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 theworksheet you received with words that make

Exhibit 2.1 Satnple Science Cloze Worksheet

All known physical interactions of matter occur through four fundamental forces: gravitation, elec-

tromagnetism, strong nuclear forc, and weak nuclear forc. The most pervasive forc ______________________________

gravitation, in that even' ________________ of matter attracts even' _________________ particle. Without gravity

you ____________ 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 glues are but a of the many expressions

electromagnetic forces. The nuclear

____________ it. Strong nuclear forces

are crucial for the

neutrons and protons together

of matter as we

__________ nuciei

________ nuclear decay processes. Without

of matter, could not ________________ ! We will invest-

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

Figure 2.1 What Shapes Do You See?

forces are involved inwhile the weak

forces, atoms, the building


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Developing Science Reading Skills 6KT l8.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?

2.2 Science ReadingComprehension: Jigsaw

A proverb says: "Tell me, and I'll forget. Show ne, and I

may remember. Involve me, and I'll understand." One ofthe 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 studiesgravity, group B studies electromagnetism, group C

studies strong nuclear forc, and group D studies weaknuclear 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 expertgroup. 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 2.2.1Peer 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 thepassage 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 inSpanish 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 SouthAmerica. 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 incommon with other Romance languages, such as Italian,

French, and

Sample assignment

IZTACAi a


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referring to a Spanish/English dictionary. Not all

scientific terms are cognates. Which of the terms in the

table are?

2.4 Scientific Terminology:Linking Languages

Many languages empjoy the same root words for sci-

entific terms. Table 2.5 shows the similarity of some

common scientific terms among five major Western

European languages. Pronounce each term as best youcan, 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

shown by the wide-spread adoption of the word ecology

(Table 2.6).

ACTIVITY 2.4.1 Matching Scientific Terms from 20

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 languageslisted.

ACTIVITY 2.4.2Matching Scientific Terms from 20

Uncommon LanguagesTable 2.8 lists a variety of scientific terms. Match these

terms with the correct non-English science

English Italian Spanish French Germnchemistry chimica qumica chimie Chemiebiology biologa Biologa biologie Biologiephysics fsica fsica physique Physikgeology geologa geologa gologie Geologie

astronomy astronoma Astronoma astronomie Astronomiemeteorology meteorologa meteorologa mtorologie Meteologishephotosynthesis fotosintesi fotosntesis photosynthse Photosynthsemetamorphosis metamorfosi metamorfosis mtamorphosse Metamorphosecell cellula clula cellule Zelleorganism organismo organismo organisme Organismusecology ecologa ecologa cologie kologie

Table 2.5 Comparison of Scientific Terms in Five European Languages

Afrikaans ekologie French cologie Polish ekologiaAlbanian ekologji Germn kologie Portuguese ecologaBasque ekologia Greek oixoXoya Romanian ecologieBulgarian eKOJiorna Hungarian okolgia Russian 3KOJ10rHH

Chnese Indonesian ekologi Serbian eKOJioraja

Croatian ekologija Italian ecologa Slovak ekologiaCzech ekologie Japanese Spanish ecologa

Danish 0kologi Korean Swedish ekologi

Dutch ecologie Kurdish koloj Turkish ekolojiEnglish ecology Latvian ekologija Ukrainian eKOjroria

Estonian koloogia Norwegian 0kologi Yiddish ekologye

Finnish ekologia Persian'1\J*J

j (>JV

Table 2.6 Comparison of a Scientific Term in 36 Languages


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Table 2.11 Science Terms in 20 Common Langauges

1 bacterium Czech baktrie 1 1 tsunami Japaese m&2 magnetism Danish magnetisme 12 voltage Polish woltaz

3 thermodynamics Dutch thermodynamiek 13 combustin Portuguese combustao4 comet Finnish komeetta 14 hydrology Romanian hidrologie5 sedimentary French sdimentaire 15 atmosphere Russian aTMoeqbepa6 nervous system Germn Nervensystem 16 pollination Spanish polinizacin7 tectonics Greek Texxovixf) 17 carbohydrate Swedish kolhyrdrater8 periodic table Hungarian peridusos ren. 18 energy Turkish enerji9 cncer Indonesian kanker 19 microscope Ukrainian M KpOCKO

H10 hibernation Italian ibernazione 20 oxygen:O Vietnamese xy

Table 2.12 Science Terms in 20 Uncommon Languages1 heart Flemish hart 11 molecule Lithuanian molkul2 hurricane Afrikaans orkaan 12 anatomy Paduan 'natomia3 physiology Albanian Fiziologji 13 optics Romagnolo ptich4 gravity Basque grabitazio 14 orbit Serbian opirra5 taxonomy Bulgarian TaKCOHOMHH 15 universe Sicilian universu6 tuberculosis Croatian tuberkuloza 16 dehydration Slovak dehydratcia7 solar system Esperanto sunsistemo 17 volcano Swahili volkeni8 inertia Furlan inerzie 18 friction Valencian friccio9 igneous Galician gneo 19 science Venetian siensa

10 artery Latvian arte rija 20 biochemistry Welsh biocemeg

Table 2.9 Answers to Activity 2.3.1 Table 2.10 Answers to Activity 2.3-2

artery arteria inertia inerciaatherosclerosis aterosclerosis magnetism magnetismoatom tomo microscope microscopiobiochemistry bioqumica molecule molculacncer cncer nervous system sistema nerviosocomet cometa orbit rbitadehydration deshidratacin oxygen; O oxgenoearthquake terremoto pollination polinizacinelectromagnetism electromagnetismo Radiation radiacinelement elemento skeleton esqueletoevaporation evaporacin taxonomy taxonomaforest floresta thermodynamics termodinmicagalaxy galaxia transistor transistorheart corazn tuberculosis tuberculosishurricane huracn volcano volcn

English Spanish English Spanish


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the many expressions of electromagnetic forces. The nuclear

forces are crucial for the existence of matter as we know it.Strong nuclear forces hold neutrons and protons together innuclei, while the weak nuclear forces are involved in manynuclear decay processes. Without nuclear forces, atoms, thebuilding blocks of matter, could not exist! We willinvestgate forc and Newton's laws that describe the effects

and interactions of forc."

2.2.1 Students use their summary, list of key terms, and set of

diagrams as they explain their material. They use theirquestions to assess for understanding and reteach sections that

are not understood by their home team.

2.3.1 See Table 2.9. The italicized words are cognates.2.3.2 See Table 2.10. The italicized words are cognates.2.4.1 See Table 2.11.2.4.2 See Table 2.12.

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