Science

What are Science texts?

• Quite a few subjects fit into the content-area of science. According to the Iowa Core those subjects include, earth and space, life, and physical science. Many of these topics can be difficult for young readers, and nonfiction texts allows students a simpler and more exciting way to comprehend the material. These text also allow for more student exploration of the subjects and the chance to build a want to learn more about the subjects.

Criterion for Quality and Selection:

• Since science is a constant and rapidly changing subject, two of the most important criterion is accessibility and accuracy. You need to make sure that the texts are up to date and the content is factual and properly representing the material.
• Another major criterion for science text is text features and making sure they add to the text. Science texts can be very difficult for students so having illustrations that help explain the text can be beneficial to struggling readers. Also making sure there is a table of contents or index so readers can pinpoint specific material they are most interested in.

Use in the Classroom:

• The main use of science text in my classroom would be as research aids. Science requires a lot of knowledge acquisition and only so much can be done from a textbook. Nonfiction texts allows the student easy access to the material, and it is presented in a student-friendly manner.
• I would also use science text in my classroom to help those who are struggling with the main content from the textbook. If they aren't grasping it, they can turn to a texts that is at their reading level and will allow them to better understand what the teacher is trying to teach. These text are also great for advanced readers because they can expand on their learning and dig deeper into the material.

TEXT EXAMPLES:
Nathan, E. (2000). What do you call a group of butterflies?: And other insect groups. Woodbridge, CT: Blackbirch Press.

• Complex Text Level: 3rd - 4th
• Grade Level Span for Read-Aloud: K - 2nd
• Major Themes:
• Insects
• Animal Classification
• Worthy Qualities of Writing:
• The text uses real illustrations that correlate with the text extremely well. When the text talks about one insect it only shows one in the illustration, and when it talks about the group of insects the illustration shows multiple insects.
• The text is clear and concise getting to the point of the text. There are also "What Do You Know" boxes that include fun facts about each of the different insects.
• Other text features include a table of contents, a glossary, an index, and other books and websites to look at to learn more about the insects mentioned in the book.
• Use in the Classroom:
• I would use this text as an introduction to identifying groups of animals. It presents the material in a fun way that will get the students interesting in the material and exciting for further learning.
• Support Needed:
• The main text is a simple read, but the text in the "What Do You Know?" boxes is rather difficult and could use some additional support. Some of the more difficult words include colony, patrolling, saliva, cooperative, and migration. 

Diehl, J., & Kampen, V. (2000). What's the difference?: 10 animal look-alikes. Toronto, ON: Annick Press.

• Complex Text Level: 3rd - 4th
• Grade Level Span for Read-Aloud: K - 2nd
• Major Themes:
• Animal Look-alikes
• Identifying Animal Characteristics
• Worthy Qualities of Writing:
• The text provides a table of contents for easy navigation to specific animal look-alikes. 
• There are great text features such as the illustrations, the easy to read font, bolded titles to introduce the new animals. The illustrations greatly add to what the font is saying and really enrich the learning experience for the students. The illustrations are also labeled so there is no confusion as to which animal is which.
• Use in the Classroom:
• This text would be a great resource when covering compare and contrast writing. Students would be able to chose a set of animals and using the text and other resources to create a paper.
• Support Needed:
• Preteaching some of the more difficult vocabulary words, such as barbed, snout, burrows, ruffled, and knobs. 
• Talking about the different animal groups, mammals, insects, birds, amphibians, and reptiles either before reading or right after. Students will have a better understanding of the characteristics of the animals with this knowledge.