Key LTL Science Strategies
Reading to Answer Questions As with LTL History, students learn to generate questions, then read to answer their questions.
Generating Higher-Level Questions Students learn to generate increasingly more complex questions as part of the Reading-to-Answer-Questions exercises.
Reading to Solve Problems Students learn to read math-based science textbooks by focusing on problem-solving as they read and using Given/Find visual organizers to understand and decode word problems.
Visual Verbal Translations Students translate math-based scientific expressions and diagrammatic information into words.
Reading Graphs, Tables, and Diagrams Students learn to translate graphically-presented information into their own words.
Picturing New Terms Students learn to describe new terms as by “translating” them into pictograms, which they then describe in their own words.
Generating Questions From Lecture Notes As in LTL History, students learn to take lecture notes and view their notes as answers to implied questions. They then generate the questions implied by their notes, gaining more points by creating more complex questions.
Question Charts: Creating Visual Organizers that Compare/Contrast Related Facts and Ideas Students compare related items in a category (e.g., parts of the brain) in terms of a common set of questions that can be asked about all of them. (e.g., What is the function of… (x part of the brain)? Where is [x part of the brain] located? )
Asking good questions Students learn to go beyond the given facts and generate “what if” scenarios.
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