Primary Students and Informational Textsby: Ruth Helen Yopp and Hallie Kay Yopp

Journal ArticleDigital resources are stored online in your NSTA Library.

Anyone who has spent time looking into science books with young children has no doubt experienced the endless questions that the information and visuals in the books can stimulate. Can snakes climb trees? How do frogs hide from predators? Why do volcanoes erupt? Books prompt questions, which can lead to further reading about and investigations of science topics. Whether from a textbook or a nonfiction trade book, informational text can be the fuel that sparks curiosity about and interest in science, thus contributing to the development of science attitudes.

Grades
  • Elementary
Publication Date
11/1/2006

Community ActivitySaved in 121 Libraries

Reviews (2)
  • on Tue Aug 14, 2012 2:46 PM

This article contains three reading strategies to help elementary students read informational text. The article provides one strategy for before, during and after reading of informational text. The authors also provide detail on how to implement these strategies in your classroom. These strategies, while focused in younger grade levels, could also be applied to middle grades classrooms. I highly recommend this article.

Susanne Hokkanen  (Orland Park, IL)
Susanne Hokkanen (Orland Park, IL)

  • on Wed Aug 10, 2011 10:54 PM

Three types of literacy techniques to help young readers to develop understanding of what they are reading. Before Reading: Preview-Predict-Confirm,While Reading: Ten Important Words and After Reading: Found Poems. These techniquies promote active engagement with the text itself as well as the content and language of science.

Arlene Jurewicz Leighton
Arlene Jurewicz Leighton


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