The Science Reading Support Plan outlines weekly activities that each Science teacher will complete to support reading skills. Over the course of several weeks, activities will focus on different reading standards, including determining the meaning of words in context, identifying an author's purpose and point of view, analyzing text structure, evaluating arguments and evidence, and analyzing how multiple authors present information on the same topic. For each standard, specific articles and texts are identified to use for whole class lessons, independent practice, group work, and class discussions. The goal is to help students strengthen comprehension and analysis of scientific information from different sources.

1. Science Reading Support Plan
Every week each Science teacher will complete the one or more of the reading support activity.
Week Informational Text
Reading Standard
Activities
Determine the meaning of
words and phrases as they
are used in a text. (Context
Clues)
*Using context clues pages 39-41 whole group lesson.
*Read Runoff: A runaway problem? Pg. 56-57
*Independent Practice Questions 1 – 8
Determine the author’s
point of view or purpose in
a text and analyze how the
author acknowledges and
responds to conflicting
evidence or viewpoints.
*Author’s purpose pages 111-114 – Students copy the information
in the boxes in their notes.
*Whole group practice pages 119 – 120
*Read The Scientific Method pages 122-123
*Independent Practice Questions 1-3
Determine the author’s
point of view or purpose in
a text and analyze how the
author acknowledges and
responds to conflicting
evidence or viewpoints.
*Part 2 Author’s Purpose pages 124, 125, 129 – Students copy
the information in the boxes in their notes.
* Read Early Discoveries pages 131 – 132
*Independent Practice Questions 1-6
Analyze in detail the
structure of a specific
paragraph in a text,
including the role
particular sentences in
developing and refining a
key concept.
*Students will use precut strips and put them in the correct order
in a small group.
- Individual words to form a sentence
- Sentence strips to form a paragraph
- Paragraphs to form an article
*Remaining in Orbit Q and A

2. Delineate and evaluate the
argument and specific
claims in a text, assessing
whether the evidence is
relevant and sufficient;
recognizing when
irrelevant evidence is
introduced.
*Read article and watch video on “Evidence Mounts for Hidden
Ninth Planet”
https://www.sciencenews.org/blog/science-ticker/evidence-
mounts-hidden-ninth-planet?tgt=nr
Visit this site for more information and vocabulary review.
https://www.sciencenews.org/blog/science-ticker/evidence-
mounts-hidden-ninth-planet?tgt=nr
*Create a list of evidence of a ninth planet
*Review gravity, planets characteristics and orbital patterns
*Class discussion of whether or not the claim is valid
*Search – Discovery of 9th
planet for more evidence
You may also discuss trustworthy and reliable sources for
research. Just because you read it or see it doesn’t make it true.
Analyze how two or more
authors writing about the
same topic shape their
presentations of key
information by
emphasizing different
evidence or advancing
different interpretations of
facts.
*Read and take notes about GMO’s at
http://www.nongmoproject.org/learn-more/
*Go to Monsanto and be part of the conversation. Read
information and watch videos about GMO’s.
http://discover.monsanto.com/conversation/?gclid=CjwKEAiA_r
a1BRDV-
byb_aDqpQoSJAAofB9jYygCb7WjKvyW5jP94WPnh1W5V8b
MoMUNCzYAvgOXxoCpQDw_wcB
*Discuss the differing viewpoints and what each other’s point of
view is.
Analyze a case in which two
or more texts provide
conflicting information on
the same topic and identify
where the texts disagree on
*Review last previous discussion.
*Read and examine – “The truth about GMO’s: The good, the bad
and the really ugly”
http://www.foxbusiness.com/features/2015/09/22/truth-about-
gmos-good-bad-and-really-ugly.html
* Watch Dr. Oz video on GMO’s and take notes

3. matters of fact or
interpretation.
http://www.doctoroz.com/episode/gmo-foods-are-they-dangerous-
your-health
* Create a list of pros and cons of GMO foods by citing textual
evidence.
Determine an author’s
point of view or purpose in
a text and analyze how the
author distinguishes his or
her position from that of
others.
Analyze how two or more
authors writing about the
same topic shape their
presentations of key
information by
emphasizing different
evidence or advancing
different interpretations of
facts.
*Read article and take notes.
https://www.downtoearth.org/label-gmos/gmo-foods-should-be-
labeled
*Read article and take notes.
http://www.scientificamerican.com/article/labels-for-gmo-foods-
are-a-bad-idea/
*Watch video and take notes.
https://www.youtube.com/watch?v=Kxkp4LfgjBU
*Activity- Analyze each author’s point of view and note how they
distinguish their point of view from that of others.
*Extension activity – Have students write an essay defending
their point of view on GMO labeling. Students should cite textual
evidence from the previous articles.
* Extension activity – Have students create a timeline for GMO’s
*Debate – Have groups debate topics on GMO’s with text
evidence for or against GMO’s.
Created by: Danielle Thomas 2016