Author Topic: During-reading activities on "Oddball giant white dwarf...."  (Read 1806 times)

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Offline Randall Sadler

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During-reading activities on "Oddball giant white dwarf...."
« on: March 03, 2020, 11:58:30 AM »
Post your During-Reading Activities for the article "Oddball giant white dwarf may have formed in epic crash of smaller stars" here.  Simply "reply" to this post to make your contribution rather than starting a new topic. These are based on this article: [/size]https://www.space.com/weird-massive-white-dwarf-formed-by-star-crash.html. Find Pre-Reading and Post-Reading activities for this article in the corresponding sections of the forum!!
« Last Edit: March 03, 2020, 12:02:23 PM by Randall Sadler »
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Offline hveitch2

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Re: During-reading activities on "Oddball giant white dwarf...."
« Reply #1 on: March 03, 2020, 12:05:56 PM »
During Reading:
1. 5 W’s Chart - Students should complete a handout answering the following questions: who is involved, when did this occur, why do the scientists think this happened, what happened, where did this happen, how did this phenomenon occur?

Offline hannahp

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Re: During-reading activities on "Oddball giant white dwarf...."
« Reply #2 on: March 03, 2020, 12:09:36 PM »
During the reading, they can think about their pre-reading discussion questions and how what they knew or didn't know before is different or similar to what the article discusses and think about two to three things they learned about stars and white dwarves specifically, whether it was something as simple as new vocab or a new concept they had never learned about before. They can take notes and annotate the article (if the teacher prints it out, otherwise just taking notes on paper) in order to help them with the after reading writing/presentation.
« Last Edit: March 03, 2020, 12:12:43 PM by hannahp »

Offline Mai Mohamed

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Re: During-reading activities on "Oddball giant white dwarf...."
« Reply #3 on: March 03, 2020, 12:10:12 PM »
During Reading - Tatiana, Rebecca and Mai.


Students use the True/False pre-reading activity statements as a guide while they are reading for what they should be looking for as they read. They are also told that they will be summarizing the contents of the white dwarf, and drawing a illustrative poster/graph of it and that should act as a guide for their reading process.

Offline eunjeong10

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Re: During-reading activities on "Oddball giant white dwarf...."
« Reply #4 on: March 03, 2020, 12:15:05 PM »
1. This activity can help students draw inferences about the meaning of a word from context.
Ask students: What is a “dwarf” star? If needed, the students can Google search or see the article on Space.com that details the differences between white, brown, red dwarf stars, etc.
"A white dwarf has an internal structure kind of like an onion, in that it's in layers," study lead author Mark Hollands, an astrophysicist at the University of Warwick in England, told Space.com (Space.com, 2020).
2. Have students visualize/draw the process of some phenomena such as star collision, internal structure of a star.


By Eunjeong, Tim, and Hannah Butler-Auld

Offline Furkan

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Re: During-reading activities on "Oddball giant white dwarf...."
« Reply #5 on: March 03, 2020, 12:18:59 PM »
While students are reading the text (online), they use https://www.weavatools.com (it allows you to annotate and highlight online pages) to highlight technicals words that were not explained in the text (e.g. supernova), and find definitions from other sources (some words are linked to other pages on Space.com that include more information). They also try to summarize a paragraph in a single sentence using the note taking options on Weava.com. This task prepares them for the next step in the while-reading section of the class, which is answering comprehension questions in groups.


The teacher creates a quiz on Socrative before class with open-ended questions (e.g. How did this happen?). Students work in groups to answer questions. To make it more interesting, the teacher can use one of the competition options available on Socrative and give students a specific amount of time for each question.

Offline dunn10

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Re: During-reading activities on "Oddball giant white dwarf...."
« Reply #6 on: March 03, 2020, 12:21:24 PM »

To help students build and comprehend vocab students could be tasked with highlighting vocabulary that falls within certain categories.

The students could be tasked with highlighting the elements within the article. For example,hydrogen.


The students could also highlight units of measurement in a different color. For example. light year.

Rick, Luciano, Karla

« Last Edit: March 05, 2020, 11:06:28 AM by dunn10 »

Offline brennaw

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Re: During-reading activities on "Oddball giant white dwarf...."
« Reply #7 on: March 04, 2020, 06:07:34 PM »
One additional reading activity that could be done could involve small annotation tasks for students. One possible way of doing this would involve the teacher breaking up the article into small 1-3 paragraph chunks that seem relatively connected. For each chunk, students could try to write a small sentence that summarizes the main points of that subsection.


While this can also be done on a paragraph-by-paragraph level, that can take a little bit of time! With larger chunks of text, it's possible it might save students a little time, and it also might help students look at ideas in more connection with each other.


When doing this though, teachers should definitely model what is considered a 'good' summary annotation - otherwise you might get everything from four words to four sentences.

Offline erinrr2

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Re: During-reading activities on "Oddball giant white dwarf...."
« Reply #8 on: March 05, 2020, 10:52:09 AM »
Similar to the literature circle concept, students could broken up into groups to tackle the reading. The teacher could choose to have each group focus on a particular section of the article, or alternatively could have each group be responsible for the whole article, and divide sections of the reading between individual members of each group. Assuming that students at least recognize the vocabulary introduced during the pre-reading activity, students in charge of their own section of the reading could summarize that section of reading and also explain new vocabulary to their peers during discussion. Since our group had discussed the option of having students describe the life cycle of the sun as a pre-reading activity, this could allow students to apply the new vocabulary to an activity they have already done.


The instructor can have groups work to revise their life cycles using this new information and have each group share the information (now with more detail!). This somewhat ties into a post-reading activity, but allows them to see how their descriptions have changed after learning more about the subject and accompanying vocab.
« Last Edit: March 05, 2020, 10:53:09 AM by erinrr2 »