How does Nelson Science and Technology Perspectives promote cross curricular literacy and support differentiated instruction?

"In Science and Technology students use a range of language skills, build subject specific vocabulary, interpret diagrams and charts, read instructions relating to investigations and procedures, communicate what they have learned orally, graphically, and in writing" - Ontario Science and Technology Curriculum Grades 1-8 Revised 2007 – page 30

Literacy strategies are vital for successful learning and achievement in all subject areas.  Teachers can easily use Nelson Science and Technology Perspectives in their language lessons, and integrate instruction on reading non-fiction text into their Science and Technology lessons

Cross Curricular Literacy Support

• Linking to Literacy tips provide practical strategies to help students access and better understand what they see and read.  This feature is great for incorporating reading strategies into science lessons.

• “Discover Science and Technology” and “Reading Science and Technology” are short realistic narratives that will engage readers in the learning process. These exercises are presented in a variety of literary forms that students will be familiar with – narratives, songs, graphic, photo essays, diaries, comic strip, poems, etc…

• Three different magazine features connect science and technology ideas to real-world science and technology. Awesome Science, Tech Connect and Science Works are excellent examples of non-fiction text that can be easily integrated into your literacy program

• Throughout the units, students will benefit from examples of modeled student work that are employed from “Think Literacy” strategies.

• Working knowledge and vocabulary is crucial to language and cognitive development, and influences the learner’s ability to read. Nelson offers a robust approach to mastering new vocabulary
1. Vocabulary is listed in the chapter opener.
2. Key terms are bolded and highlighted within the body text to provide a reading clue to students that a new word is being defined in context.
3. Students will also find a reworded definition in the margin of the text, again bolded and highlighted.
4. The margin definitions are available in the glossary at the end of the unit with pronunciation guidance where necessary.
5. In the chapter summary, vocabulary terms are summarized in the order they appearin the chapter, along with page references.
6. Vocabulary is supported on the student website through audio and an illustrated glossary.

• In concept development sections, you will notice that the text is divided into manageable chunks using meaningful subheadings. Each concept section presents key ideas derived from a group of specific curriculum expectations.

• The clean layout of the text and the use of high impact visuals support student access to information

• Students will have many opportunities to learn to analyze and interpret symbols, charts, and diagrams

Opportunities for Differentiated instruction

Nelson Science and Technology Perspectives was developed with the understanding that each student comes to the classroom with a different level of readiness, unique interests, and individual learning styles. Here are some of the ways our resources offer practical and manageable ways to differentiate content, process, and product.

• Unit Tasks allow students to demonstrate their learning in a variety of ways by giving choice of process and product, where possible.  This will allow for originality and self-expression.

• Diagnostic assessment informs differentiated instruction.  Let’s Get Started exercises are diagnostic opportunities that will help teachers determine their students' readiness to learn.

• Even highly motivated students need challenges that actively engage them. Many extension opportunities are available to these students in our rich Student eSource website

• Review questions are organized according to Bloom’s Taxonomy and range from lower order knowledge recall questions to higher order thinking questions. As they work through questions, students will develop a sense of competency and confidence. Look for the achievement chart icon indicators assigned to each question.

• Avariety of entry points to learningensure that student differing in abilities, styles, and needs are all taken into consideration.

• Visual learners will appreciate added support such as:
• visual equipment and material lists in Activities and Investigations
• illustrated glossary on the eSource website
• videos and animations that support concept development and offer reinforcement at their own pace
  
  
• Kinesthetic learners will appreciate the variety of fun and engaging hands-on Try This activities that will get them out of their seats and doing science.

• Teachers will be able to create a dynamic learning environment with our custom developed lesson activities for schools using SMART board technologies or other multi-media tools.

• For students who need extra support in their reading and understanding of science concepts, we offer a Student Success Workbook - ideal for struggling readers, struggling learners, and ELL students. This features lower-level reading alternatives that deliver the same science concepts as simply as possible