![]() However, teachers need to know how to talk about hybrid texts and incorporate them into their lessons so that students engage with the science information within the pages and learn from the texts. Educational organizations such as NSTA encourage the use of varied texts when teaching content area material. (2011) emphasize the importance of quality children’s literature being used with science, but it isn’t just educational researchers who encourage the use of both hybrid and informational texts during science lessons. The more texts students read, the more general information they can gain about the world around them.Īkerson et al. Through exposure to a variety of text types, students will understand how diverse texts are designed to convey information. When working to develop scientific knowledge, both informational and hybrid texts can have a place in lessons. Using Hybrid Texts to Supplement Informational Texts With science lessons seeking to deepen scientific knowledge, this is critical. In fact, while third and fourth-grade students read just as accurately and at the same rate regardless of text type, they had much more difficulty answering questions about what they read in hybrid texts (Cervetti et al. Students remember the fictitious story but don’t remember the information imbedded in the stories. However, some researchers (Golke, Hagen, and Wittwer 2019) find that students show less content understanding when they read hybrid texts than when they read informational text. It is easy for students interested in a science topic to be exposed to a variety of hybrid texts even outside the classroom setting. Sharing information through a narrative format is familiar to students, and many young students grow up watching Sid the Science Kid, The Wild Kratts, and Magic School Bus videos. According to Bintz and Ciecierski (2017), elementary students often find hybrid texts appealing. Hybrid texts are referred to by many names in the professional literature including faction, informational narratives, and blended texts. In this article, I discuss the value of hybrid texts and present specific activities that can be used with hybrid texts in elementary science classrooms. Table 1 contains examples of hybrid texts which tie to scientific concepts. Although we know that quality informational text can be valuable in the science classroom, many teachers are left wondering what if any role hybrid texts should play in science lessons. ![]() While hybrid texts include information, the reader encounters the information through a story type narration (Maloch and Bomer 2013). ![]() Perhaps she should just leave the book in the classroom library so if students want to, they can look through it at leisure. However, some of her colleagues have been discussing that stories such as this don’t really help students learn science content. She has quite a few informational texts with headings, graphs, and charts that address different types of weather, but she really wants to incorporate The Magic School Bus: Inside a Hurricane (Cole 1996) into the unit. Taylor sits preparing her lesson on weather, she looks through texts in her classroom library that can supplement hands-on experiments her students will conduct.
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