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Discussion Assignment Educ5281 Unit 3

Literacy is essential for student learning across all subjects. As a science teacher with students of varying abilities, the teacher will model reading strategies like think aloud to help students comprehend science texts. By verbalizing their thought process while reading aloud, the teacher can demonstrate how to monitor understanding, ask questions, and clarify unfamiliar vocabulary. Students will then practice these strategies in small groups by discussing charts, videos, or texts and creating a shared list of unfamiliar words. Think aloud helps students learn to evaluate their own comprehension and problem solving skills.

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111 views

Discussion Assignment Educ5281 Unit 3

Literacy is essential for student learning across all subjects. As a science teacher with students of varying abilities, the teacher will model reading strategies like think aloud to help students comprehend science texts. By verbalizing their thought process while reading aloud, the teacher can demonstrate how to monitor understanding, ask questions, and clarify unfamiliar vocabulary. Students will then practice these strategies in small groups by discussing charts, videos, or texts and creating a shared list of unfamiliar words. Think aloud helps students learn to evaluate their own comprehension and problem solving skills.

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مساحة أفكار
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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DISCUSSION ASSIGNMENT EDUC5281 UNIT 3

Literacy is the bedrock of all subject content, as it has great impact on student learning, writing
and vocabulary development. As a science teacher teaching chemistry in grade 10 where students
bring to class different learning style, preferences, abilities and capabilities. Among these
students we have experienced, average and inexperienced readers. Also, it was believed that
science class/subject does not really need much of vocabulary development. Reading scientific
text is a skill that needs to be taught and practiced, as it required a very different approach to read
textbooks, articles, exam questions or even personal study notes than reading a novel.

According to Urquhart, V., & Frazee, D. (2012), I will model reading a science text by using
think aloud strategy and questions about the text, making connections or summarizing as the
students read (Edutopia (n.d). Students can be given a chance to discuss a chart or watch a video
to set some baseline understanding before tackling a text on the same topic. Think aloud process
stood out for me when discussing scientific processes and experiments this will model the
thought processes and questions that go along the task for students to explore and evaluate.
While I model think aloud strategies I will verbalize aloud a reading section in textbook, online
scientific text and other experimental research article given orally by describing the scientific
processes or experiments they are doing as they monitor their comprehension. This strategy will
be used before reading to determine student prior knowledge and also explain to students some
information stated explicitly in the text. Thereafter, it can be utilize during reading where
students can be asked to skim the text to get a general sense of what’s in it and where things are
and engage them in some general discussion of the topic, making a few brief notes on the board
about big ideas. Students are asked to independently scan the text for unfamiliar words and ask
them to create a personal list of 10 unfamiliar words. Thereafter, students are directed to small
groups and ask the groups to compare personal lists and create a group master list (Think
literacy: Cross-curricular approaches, grades 7-12. (n.d.). Ontario Ministry of Education).

Think aloud strategies stood out for me because it helps students learn to monitor their thinking
as they read and improves their comprehension. It teaches students to re-read a sentence, read
ahead to clarify and or look for context clues to make sense of what they read. Also, when the
task at hand involve problem solving using think aloud strategy allow students to verbalize what
they are thinking and doing during problem solving session because when they verbalize their
thought they seem to gain a better understanding of their own thinking (Reading Rockets (n.d)..

References:

Edutopia (n.d). Supporting literacy in the science classroom. https://www.edutopia.org/article-


supporting-literacy-in-science-classroom
Think Alouds- strategies (n.d). “Eavesdropping on someone’s thinking” Retrieved from
https://strategiesforspecialinterventions.weebly.com

Reading Rockets (n.d). Think aloud strategy https://www.readingrockets.org/clasroom-strategies

Urquhart, V., & Frazee, D. (2012). Teaching reading in the content areas: If not me, then
who? Retrieved from eBook Central (accessed through LIRN)

Think literacy: Cross-curricular approaches, grades 7-12. (n.d.). Ontario Ministry of


Education. https://web.archive.org/web/20210430182059/http://www.edu.gov.on.ca/eng/
studentsuccess/thinkliteracy/files/Reading.pdf

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