Framing Our Reading Part 4

	Text Citation or Link	Rationale for Choosing	Text Frame(s)	Strategies Used and Resource
Engagement Example	Physics Talk: Understanding Motion	This article looks at constant and average speed and then discusses the Doppler Effect. This article would be valuable for a vocabulary overview guide because of the difficulty that can results between understanding constant and average speeds.	Concept/ Definition	Concept of Definition Map  (McLaughlin book)

The graphic organizer that I would use would be a Concept of Definition Map. I like this for mathematics and physics mostly because of how few words and sentences are necessary to create a good definition map. In mathematics, I feel that when you make definitions too long and specific, some student may get lost in the translation and this can simplify the learning process for them. I also like that connections that this strategy can make for students as buzz words to relate to new concepts they are learning. In order to create a concept of definition map, students should first select a focus word and then answer the following questions about the focus word: What is it? What can we determine about it? What are some examples? Next, you can ask students to find some things that are similar to the focus word. In addition, if time is available, then you could ask students to read a related text and revisit the concept of definition map afterwards and make summaries about the definition map. After this activity is over, I would ask students to reflect on how the concept of definition map helps us to understand new material either in the textbook or selected readings.

Terms: Constant speed, average speed, and Doppler Effect

Constant speed- For my students, I would hope that they would be able to break down constant speed with a definition map and come up with the idea of speed that does not change or remains constant. Some examples would be cars set on cruise control or a runner who is holding a certain running pace as they run.

Average speed- For my students, I would look for them to think of the definition of speed and how it would be the distance traveled over a certain time frame. An example of this would be a car that travels at 40mph for 1 minute and 20mph for 1 minute with an average speed of 30mph.

Doppler Effect- For my students, I would not expect them to come up with many examples for this besides map speed radar or how sound waves travel from a moving object. I would probably help them through this definition map by giving examples of how pitch changes as objects move closer and then pass by, like a car driving by down the road.

Example of Concept of Definition Map

This Graphic organizer would be effective because while this article is very straightforward and the vocabulary seems simple besides the Doppler Effect, the strategy could be difficult for more complex articles and readings. The mathematical understanding that comes from this physics concept are difficult to comprehend and average and constant speed could be troubling for some students. The mathematics behind this can make it easier for students to relate to the differences between average and constant. Hopefully they can work together through the material to understand this difference and draw some conclusions about how sound travels differently.

References

Eisenkraft, A. (2010). Active physics: A project-based inquiry approach (3rd ed.). Mount Kisco, NY: It's About Time.

McLaughlin, M. (2015). Content area reading: Teaching and learning for college and career readiness (Second ed.). Upper Saddle River, NJ: Pearson.

Framing Our Reading-Part III

	Text Citation or Link	Rationale for Choosing	Text Frame(s)	Strategies Used and Resource
Engagement Example	Physics Talk: Understanding Motion	This article looks at constant and average speed and then discusses the Doppler Effect. This article would be valuable for a vocabulary overview guide because of the difficulty that can results between understanding constant and average speeds.	Concept/ Definition	Vocabulary Overview Guide (Buehl book)

Vocabulary Overview Guide is a reading comprehension strategy that students can undertake by selecting new or difficult vocabulary as they are reading and then setting them aside to explore the meaning of these words in more detail. By making students comprehend new vocabulary, we as teachers can improve their literacy and help students grow and conquer new material while working through new concepts. 

One way that students can learn more effectively is by creating Vocabulary Overview Guides where students can preview terms that they will encounter in their article readings and start to draw connections to the definitions of these terms. The goal of this strategy is help students see that learning new vocabulary is more than simply looking up terms in the dictionary and it can be engaging. Furthermore, when students are engaged in the vocabulary learning process, material becomes much more retainable rather than if students were to just study vocabulary terms for a test and then forget their meaning later. Another advantage of vocabulary overview guides is that students can work together and share their associations of words with their definitions, which could help students who struggle with vocabulary to create new connections and ways to remember terms.

In my experience, getting a preview of new terms before reading activities allowed me to consider what material I was going to learn and it also forced me to read the sections containing new or difficult terminology more in depth which usually would lead to a much better understanding of the concepts in the end.  By using this process to introduce new material to students, they can start to take ownership of the learning of new vocabulary.

The lesson that I have in mind would use this article in class and have students read through the vocabulary overview guide before students read the lesson. The Vocabulary Overview Guide for this article would include the terms: constant speed, average speed, velocity, frequency, and Doppler Effect. Then I would include clues for each term and then leave a blank space where students could guess the definition and then adjust their guess after reading the article. 

After reading the article, I would discuss these terms with the students to work through them. I would either have students use group discussion to work through these terms or come together as a class based on what I feel is appropriate within the class and how the students have handle new vocabulary previously. 

This reading strategy would be effective because while this article is very straightforward and the vocabulary seems simple besides the Doppler Effect, the strategy could be difficult for more complex articles and readings. The mathematical understanding that comes from this physics concept are difficult to comprehend and average and constant speed could be troubling for some students. The mathematics behind this can make it easier for students to relate to the differences between average and constant. Hopefully they can work together through the material to understand this difference and draw some conclusions about sound travel and speed. 

References

Buehl, D. (2013). Classroom strategies for interactive learning (4th ed.). Newark, DE: International Reading Association.

Eisenkraft, A. (2010). Active physics: A project-based inquiry approach (3rd ed.). Mount Kisco, NY: It's About Time.

Framing Our Reading- Part 2

	Text Citation or Link	Rationale for Choosing	Text Frame(s)	Strategies Used and Resource
Engagement Example	Hawkings Backs Project to Launch Probe to Nearby Star	This article considers the future of space exploration in which we could explore farther than ever before by using a small space shuttle traveling at 20% the speed of light, faster than any other human made vehicle has ever gone. This provides students with real-world applications of STEM subjects like mathematics and physics and a better understand of the speed of light and space concepts.	Comprehension Processes	Interactive Reading Guides (Buehl book)

Interactive Reading Guide is a reading comprehension strategy that students can use while reading which requires that students to use essential comprehension processes. By making students comprehend the material as they take notes, students are able to actively learn the material and work with their peers. 

One way that students can learn more effectively is by focusing in the reading guides that students look at the various pictures, charts, and graphs. The idea behind this forces students to look at the various ways that the material can be understood, which can be helpful for students who struggle to comprehend material in typical learning styles. Students can then use these reading guides to study before exams or review material when material in not understood completely. After students have demonstrated some understanding through group reading guides, I would then provide them with practice worksheets to apply the new skills that have been covered. 

In my experience, learning guides was always something that I have helped me review material that did not originally click with me. I believe that having multiple ways for students to read and comprehend material allows students to pick the best way that works for them. This reading strategy can help struggling students by giving them more options and more confidence that they can learn future concepts. 

The lesson that I have in mind would use this article in class and have students read through this after providing students with an interactive reading guide. After reading the article, I would help students work through the concepts of the speed of light and why it is so difficult to travel that fast mathematically. After this, I would lead them into a reflection period where they can think about the implications of this article in different subjects like physics and how mathematics plays an important role in this space exploration. 

This reading strategy would be effective because while this article could be challenging for students because it is not directly mathematically based, the mathematical understanding that comes from this physics concept are difficult to comprehend. The mathematics behind this can make it easier for students to relate to the speed of light. Hopefully they can work together through the material to understand this idea of extremely fast space travel. This article would be challenging to implement into class for students who do not have a strong foundation in mathematics with the skills needed for at least trigonometry and pre-calculus. 

References

Buehl, D. (2013). Classroom strategies for interactive learning (4th ed.). Newark, DE: International Reading Association.

Malik, T. (2016, April 12). Hawking Backs Project to Launch Probe to Nearby Star : DNews. Retrieved April 16, 2016, from http://news.discovery.com/space/private-spaceflight/hawking-backs-project-to-launch-probe-to-nearby-star-160412.htm