MTEL Foundations of Reading

Category - Foundations of Reading

During a series of integrated science and literacy lessons, a third-grade teacher plans to have students read several articles from a children's magazine about new technologies for cleaning up pollution in the oceans. After they read the articles, students will work in small groups to create a graphic organizer comparing and contrasting two of the solutions. To prepare students to integrate information across texts in this activity, which of the following steps would be most essential for the teacher to take?
  1. Providing a brief history of the environmental movement in the United States.
  2. Providing explicit instruction in how to identify the most important points and key details presented in the texts.
  3. Providing students with opportunities to share their personal responses to the articles.
  4. Providing explicit instruction in discipline-specific conventions of scientific writing (e.g., use of passive voice, quantitative data).
Explanation
Correct Response: B. The first step in developing the type of analysis described in the scenario is understanding important features or characteristics of each technology, and then identifying important areas of comparison and contrast between the two technologies to be compared. To do this, the students must be able to identify important points and key details in the articles because these are likely to focus on the practical considerations to be compared, such as effectiveness in solving the problem, cost, availability of materials, and time required to implement the solution. Options A, C, and D are not correct because these options do not promote background knowledge or skills relevant to the task at hand. Learning historical background information (A), developing a personal response to the articles (C), and becoming familiar with discipline-specific writing conventions (D) would not likely help students integrate and compare information about technological solutions to a problem.
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