Reading the LA STEM Story Contexts
The texts that provide the context for each of the LA STEM Story units are meant to be read by the students. Students need to learn to read texts related to STEM disciplines. Some of these texts will have a narrative quality such as the “Carrie Everson Story” while others will have a more expository style.
Ideally, each student can be provided with a copy of the text. Students can then be taught how to annotate the text with questions and for noting text-specific information. For additional information on annotating see: https://department.monm.edu/wal/process/reading/annotating.htm
Annotated texts can be attached to the STEM Notebook or notes can be transferred there.
The texts can be read silently by students or with partners or in groups using a process such as reciprocal teaching (For how to use reciprocal teaching see http://www.adlit.org/strategies/19765/). If individual copies aren’t an option, the text can be projected for a shared reading by a whole class.
The main purpose for LA STEM Stories is to situate STEM processes in actual historical or current contexts so that students see STEM as a real-world occurrence, not a school activity. The texts are meant to engage students and to generate questions that will lead to investigation, problem-solving and design.