Contextual Analysis in

Math and Science

Contextual Analysis in

Math and Science

WHAT IS THE ROLE OF

READING IN THECONTENT AREAS

(MATH & SCIENCE)?

WHAT IS THE ROLE OF

READING IN THECONTENT AREAS

(MATH & SCIENCE)?

Respond to the Question:

Respond to the Question:

WHY DO MATH/ SCIENCE

TEACHERS NEED TO TEACH

READING?

WHY DO MATH/ SCIENCE

TEACHERS NEED TO TEACH

READING?

How important are the factors below related to the reasons why

Math and Science Teachers need to teach reading?

How important are the factors below related to the reasons why

Math and Science Teachers need to teach reading?

1.Very Important2. Somewhat Important3. Not Important4. Not Sure

1.Very Important2. Somewhat Important3. Not Important4. Not Sure 1 2 3 4

0% 0% 0%0%0%0%

0%

What is your opinion?What is your opinion?

1. Strongly Agree

2. Agree

3. Disagree

4. Strongly Disagree

1. Strongly Agree

2. Agree

3. Disagree

4. Strongly Disagree

1. The fact that they are “Struggling Readers”?

1. The fact that they are “Struggling Readers”?

1.Very Important

2. Somewhat

Important

3. Not Important

4. Not Sure

1.Very Important

2. Somewhat

Important

3. Not Important

4. Not Sure

1 2 3 4

25% 25%25%25%

What is your opinion?What is your opinion?

1 2 3 4

0% 0%0%0%

1. Strongly Agree

2. Agree

3. Disagree

4. Strongly Disagree

1. Strongly Agree

2. Agree

3. Disagree

4. Strongly Disagree

2. The fact that the students are two or more grade levels below in

reading?

2. The fact that the students are two or more grade levels below in

reading? 1.Very Important

2. Somewhat

Important

3. Not Important

4. Not Sure

1.Very Important

2. Somewhat

Important

3. Not Important

4. Not Sure

1 2 3 4

0% 0%0%0%

0%0%

3. The fact that special needs students & English Learners

need DIFFERENTIATED INSTRUCTION?

3. The fact that special needs students & English Learners

need DIFFERENTIATED INSTRUCTION?

1.Very Important

2. Somewhat

Important

3. Not Important

4. Not Sure

1.Very Important

2. Somewhat

Important

3. Not Important

4. Not Sure

1 2 3 4

0% 0% 0%0%0%0%

0%

4. The fact that Student Textbooks are NOT “User Friendly”?

4. The fact that Student Textbooks are NOT “User Friendly”?

1.Very Important

2. Somewhat

Important

3. Not Important

4. Not Sure

1.Very Important

2. Somewhat

Important

3. Not Important

4. Not Sure

1 2 3 4

0% 0% 0%0%0%0%

0%

1.Very Important

2. Somewhat

Important

3. Not Important

4. Not Sure

1.Very Important

2. Somewhat

Important

3. Not Important

4. Not Sure

5. The fact that Content Area Vocabulary is DIFFICULT AND ABSTRACT ( HARD TO UNDERSTAND)?

1 2 3 4

0% 0%0%0%

0%0%

6. The fact that the students are unfamiliar with the use of ACADEMIC

language (Formal Register)?

6. The fact that the students are unfamiliar with the use of ACADEMIC

language (Formal Register)?1.Very Important

2. Somewhat

Important

3. Not Important

4. Not Sure

1.Very Important

2. Somewhat

Important

3. Not Important

4. Not Sure

1 2 3 4

0% 0%0%0%

0%0%

7. The fact that students lack “Background Knowledge” information

to construct new learning (including primary language)

7. The fact that students lack “Background Knowledge” information

to construct new learning (including primary language)

1.Very Important

2. Somewhat

Important

3. Not Important

4. Not Sure

1.Very Important

2. Somewhat

Important

3. Not Important

4. Not Sure

1 2 3 4

0% 0%0%0%

0%0%

Comprehending Non Fiction Text (Dr. Brenda Parks, CRA, 2005)

Comprehending Non Fiction Text (Dr. Brenda Parks, CRA, 2005)

• Currently, reading and writing has centered around narrative text. Expository is critical

In the information age 2007 given the following:• 80% of reading and writing used IS

NONFICTION • NONFICTION accounts for a major part of all

TESTING• We read and communicate more NONFICTION

• Currently, reading and writing has centered around narrative text. Expository is critical

In the information age 2007 given the following:• 80% of reading and writing used IS

NONFICTION • NONFICTION accounts for a major part of all

TESTING• We read and communicate more NONFICTION

Group Activity Group Activity

1. Count Off

2. Move to your group (reader/recorder/reporter)

3. Review reading

4. Discuss main points

5. Prepare to Oral Share Summary

1. Count Off

2. Move to your group (reader/recorder/reporter)

3. Review reading

4. Discuss main points

5. Prepare to Oral Share Summary

Topics for Group DiscussionTopics for Group Discussion

1. Elements of Nonfiction Books

2. Points that Readers need to know

and understand

3. Using prior Knowledge and Experience

4. Looking For Detail in Photographs

5. Reading and Comprehending Specialized

Language

1. Elements of Nonfiction Books

2. Points that Readers need to know

and understand

3. Using prior Knowledge and Experience

4. Looking For Detail in Photographs

5. Reading and Comprehending Specialized

Language

Topics continuedTopics continued

6. Reading Captions and Labels

7. Integrating Information from

Print and Diagrams

8. Monitoring Comprehension

6. Reading Captions and Labels

7. Integrating Information from

Print and Diagrams

8. Monitoring Comprehension

WHY DO MATH / SCIENCE

TEACHERS NEED TO TEACH READING?

WHY DO MATH / SCIENCE

TEACHERS NEED TO TEACH READING?

• Struggling Readers• Students are two or more grade levels below• Special needs students & English learners Need DIFFERENTIATED INSTRUCTION• Student Textbooks are NOT “User Friendly”• Content Area Vocabulary is DIFFICULT AND ABSTRACT ( HARD TO UNDERSTAND) (Students are not familiar with the contextual use)• Students are unfamiliar with the ACADEMIC language

use (Formal Register)

• Struggling Readers• Students are two or more grade levels below• Special needs students & English learners Need DIFFERENTIATED INSTRUCTION• Student Textbooks are NOT “User Friendly”• Content Area Vocabulary is DIFFICULT AND ABSTRACT ( HARD TO UNDERSTAND) (Students are not familiar with the contextual use)• Students are unfamiliar with the ACADEMIC language

use (Formal Register)