Christine Gessler & Cynthia Lawrence- May 2, 2016

Science Nonfiction Genre: Reading Guide

Purpose:
Generate excitement about using science nonfiction to enhance literacy skills and
science content knowledge across a variety of age groups and ability levels.
Increase understanding of the science nonfiction genre and gain an understanding of
how to incorporate it so that students meet literacy and science standards.
Evaluate how science nonfiction can be used to help struggling readers develop an
interest in reading and science.
Increase confidence in evaluating and choosing science nonfiction books for a variety of
classrooms.

Directions:
1. Please print the Think, Rethink, Reexamine Thinking worksheet located under the
WORKSHEET tab on our website. Complete the Think section (top left) before reading.
2. Please read the 3 journal articles using the questions to guide your thoughts and jot
down your answers.
3. Take a look at our website http://edr515snf.weebly.com with links to the articles,
information pertaining to science non-fiction genre, and video clips.
4. Bring the worksheet to class and we will complete the remaining boxes together.
Horning, K. (2010) From Cover to Cover: Evaluating and Reviewing
Childrens Books (Revised Ed.) Harper Collins.
a. Chapter 2, pages 27-47 were used to create the evaluation sheet. Please refer to this
section for more detailed information on book evaluation.
Hall, K. & Williams, L. (2015) Science Trade Books and Buddies: Involving 3rd
Graders in Informational Texts, Childhood Education, 91(2), 123-134.
a. How is science taught?
b. How is science knowledge evaluated?
c. What strategies were used to help teach students?
d. What cross curricular component was used during this project?
Williams, L. Scott, K. and Simone, D. (2015). #SocialNetworks Making
Nonfiction Trend in Your Classroom. The Reading Teacher, 69, 2: 181188.
a. Please focus on the first six and last three paragraphs. Please skim the middle.
b. Pre: Do any of your students question or criticize what they read in a science nonfiction
book? Think about your response to students questions.
c. Post: How might you welcome the critical students question to engage all of your
students in scientific inquiry?
Zarnowsky, M. and Turkle, S. (2013). How Nonfiction Reveals the Nature of
Science. Childrens literature in Education, 44: 295-310.
a. Please focus on pages: 295-297, 299-302, and 308-309.

b. Pre: Which books in your class library introduce a current scientific mystery?
c. Post: How do nonfiction books support learning the nature of science?

Reading Guide for Frogs by Nic Bishop:

1. Pre reading: What type of unit could you use this book for? How would you assess
background knowledge of your students?
2. During: What do the pictures add to the information portrayed in this book?
3. Post-read: What extension activities could you use to provide a deeper scope for
this unit?

Guide for reading Bomb, by Steve Sheinkin:

1. Pre-read: Have you ever read a historical fiction that include science nonfiction
facts? Were any readings assigned in middle and high school science other than the
assigned textbook?
2. During: Keep track of any questions that arise as you read. Specifically, note
whether the reading makes you curious about any chemistry or physics topics.
3. Post-read: Could reading Bomb as a group in a science class lead to a class
discussion revolving around science and ethics? How might a discussion about ethics
create an interest in science?
SCHEDULE FOR THE NIGHT:
30 minutes

Introduction to Science Non-Fiction

25 minutes

Frogs discussion

15 minutes

Article Activity

20 minutes

Evaluation Guide

20 minutes

Bomb discussion

5 minutes

Closing Activity