Nonfiction Text and the Math and Science OGT

by Nicole Luthy

Often when we think of school-based reading, texts like novels and poems first spring to mind. For middle and high school students, most of their school-related reading is nonfiction. Yet teachers find that despite the amount of nonfiction reading students encounter, they continue to experience difficulty in comprehending texts and completing tasks that are centered on nonfiction texts. Daily reading tasks often extend beyond traditional textbook reading and include responding to problems, following lab instructions, interpreting graphics, analyzing documents, and carrying out other comparable activities.

The range of reading that students are required to do in school is mirrored on the various forms of the Ohio Graduation Test. On the OGT reading test, students answer questions that are directly related to a passage on the test. For other content areas, students must combine their knowledge of the content being assessed with their experiences in reading, analyzing, and interpreting nonfiction texts.

This column examines the literacy demands of the math and science OGT. Let's begin by considering the following two released items from previous OGT math and science assessments. As you preview each item, think about the content that students need to know and the literacy skills and strategies they must employ in order to arrive at the correct answer.

The first example is a math item.

The average salary for all department store workers in a certain area is $255 a week. The weekly salaries of the 7 employees in the Acme Department Store are given in the table below.

Acme Employees' Salaries

Employee Number	Salary
Employee 1	$240
Employee 2	$245
Employee 3	$245
Employee 4	$250
Employee 5	$252
Employee 6	$260
Employee 7	$420

In your Answer Document, determine the measures of center (mean, median and mode) of the 7 salaries.

Specify which of these measures of center the management could use to represent the salaries in an argument against pay increases. Explain your answer.

Specify which of these measures of center the labor union could use to represent the salaries in an argument for pay increases. Explain your answer.
Source: Ohio Graduation Test for Mathematics, March 2005, Ohio Department of Education.

For this math item, students need to know how to determine mean, median, and mode for the salaries of the workers listed on the table. In order to receive the maximum of four points, the students must also be able to interpret information that is represented graphically, compare and contrast information, and formulate and justify an argument.

The next example is a science item.

Biomes

The following graph shows the ranges of temperature and precipitation for six American biomes, two of which are identified by name.

Locate biome W and the temperate forest on the graph. Based on the information provided, describe one similarity and one difference between the climates of these two biomes. Respond in the space provided in your Answer Document.
Source: Ohio Graduation Test for Science, March 2005, Ohio Department of Education.

This science item assesses students' understanding of the climate of biomes as well as their ability to analyze and communicate scientific information. As observed for the math item, students must also be able to interpret graphs, compare and contrast information, and provide support for their answers.

The application of mathematical and scientific processes is an important aspect of student learning for both disciplines. In the course of learning math and science, students encounter content represented in multiple formats, and those formats are likely to differ across texts. By providing varied opportunities for students to use a wide range of texts, teachers can support content learning and at the same time increase students' facility in responding to different types of assessment items.

Building familiarity with graphics and analytic problems through the use of textbooks and ancillary materials develops students' confidence in reading and communicating information. The skills required for comprehending math and science content (as assessed on the OGT) are not likely to be taught in English classrooms. Students will benefit most from the meaningful integration of literacy strategies into math and science instruction that is designed to improve their learning of that content. Further, teachers of that content have the greatest expertise in navigating the texts found in those disciplines.
 

What makes nonfiction reading challenging for students?

Reading nonfiction texts, including OGT assessment items, presents many problems for students, especially those who struggle with reading. A sampling of math and science items from the OGT revealed the following literacy demands (this is not an exhaustive list):

• Establishing a purpose for reading
• Decoding and comprehending unfamiliar vocabulary terms
• Interpreting complex graphics
• Determining the importance of information
• Synthesizing information for note taking or for writing a response
• Asking questions about the content and how the writer represents information
• Monitoring comprehension and recognizing when meaning making has been interrupted
• Forming mental models and visual images while reading
• Making connections to previously learned concepts
• Comparing and contrasting information
• Understanding cause-and-effect relationships
• Formulating arguments and making justifications using evidence from the text and from previously learned content
• Making observations and drawing inferences
• Identifying key ideas and important details

It is not sufficient to think of items only as assessments of mathematics and science content. These items must also be thought of as types of nonfiction text. As you preview the categories and test examples in the following section, consider both the content and literacy skills that students need to respond to the items. What are the implications for your instructional practices?

What types of assessment items appear on the math and science OGT?

Student learning on the math and science OGT is assessed in numerous ways. The sample of problems presented here shows the range of formats that appear on the tests. The variety of items stresses the importance of instruction that combines content learning with an emphasis on text analysis.

Sample Assessment Items

Analytic problems

A town is conducting a survey to determine if the residents would use a new recreation facility. The survey must represent all different types of people who live within the town. Three different survey locations were proposed: a golf course, a day care center and a shopping mall. Every fifth person at the location would be asked to take part in the survey.

In your Answer Document, determine which of the three proposed survey locations would provide the least amount of bias. Show your work or provide an explanation for your answer.
Source: Ohio Graduation Test for Mathematics, March 2004, Ohio Department of Education.

Telemedicine is defined as the practice of medicine from a distance. It allows doctors to communicate with patients and other health care workers from a remote area. Early ways of transmitting medical information included the postal service and telegraph. Identify two advances in technology that have improved the speed and accuracy of modern telemedicine. Explain how each improves the ability of doctors to treat or diagnose patients.

Respond in the space provided in your Answer Document.
Source: Ohio Graduation Test for Science, March 2006, Ohio Department of Education.

Graphs

Ted and Bob each must type a 1,500-word research paper. The graph below represents their normal typing rates.

Based on the information in the graph, which of these is a valid conclusion?
A.	Bob can type his research paper in half the time it takes Ted to type his paper.
B.	Ted can type his research paper in half the time it takes Bob to type his paper.
C.	Ted will take 4 minutes longer than Bob to type his research paper.
D.	Bob will take 4 minutes longer than Ted to type his research paper.
Source: Ohio Graduation Test for Mathematics, March 2005, Ohio Department of Education.

The following graph shows the change in temperature of a sample of H2O, which begins as ice, as thermal energy is added.

Which region of the graph represents water (H2O) in the liquid form only?
A.	1
B.	2
C.	3
D.	4
Source: Ohio Graduation Test for Science, March 2006, Ohio Department of Education.

Charts and tables

The first five rows of a number array are shown below.
Row 1						1
Row 2					2	3
Row 3				4	5	6
Row 4			7	8	9	10
Row 5		11	12	13	14	15

What is the sum of the numbers in row 8?
A.	175
B.	224
C.	231
D.	260
Source: Ohio Graduation Test for Mathematics, March 2006, Ohio Department of Education.

The maximum heart rate is the highest number of beats per minute recommended for a person while exercising. The rate is dependent upon the age of the person as shown below. The relationship is linear.

Age	Maximum Heart Rate
10	210
15	205
20
25
30
35
40
45
50

In your Answer Document, copy and complete the table.

Write an equation that can be used to find the maximum heart rate for any age. Show your work or provide an explanation for how you determined your equation.
Source: Ohio Graduation Test for Mathematics, March 2006, Ohio Department of Education.

Use the partial periodic table to answer question 27.

27. A neutral atom of silicon has
A.	12 electrons.
B.	13 electrons.
C.	14 electrons.
D.	15 electrons.
Source: Ohio Graduation Test for Science, March 2005, Ohio Department of Education.

Diagrams and cross sections

By the end of summer vacation, Callie had completed one-fourth of a quilt, as shown in the diagram below.

To finish the quilt, Callie plans to reflect the design of the completed portion over lines p and q until all 4 portions are complete.

In your Answer Document, copy the diagram above. Add the reflections of the completed portion of the quilt on the same sketch to show how the entire quilt will look when it is finished.
Source: Ohio Graduation Test for Mathematics, March 2005, Ohio Department of Education.

 

Scientists believe that forces in Earth's mantle move Earth's crustal plates. What do the arrows in the diagram represent?
A.	ocean currents
B.	gravity
C.	convection currents
D.	wind patterns
Source: Ohio Graduation Test for Science, March 2005, Ohio Department of Education.

Gene has a cylinder with radius 4 inches and height 2 inches. He cut the cylinder in half along the length of the diameter, as shown in the diagram below.

What is the area of the shaded cross-section?
A.	48 square inches
B.	24 square inches
C.	16 square inches
D.	8 square inches
Source: Ohio Graduation Test for Mathematics, March 2004, Ohio Department of Education.

Conceptual diagrams and scale drawings

Use the farmland food web to answer question 9.

9.	Many people who raise chickens and other small farm animals consider coyotes to be pests. These people have decreased the coyote population in many parts of the United States.

Which of these is likely a result of the decrease in the number of coyotes in the area?
A.	The mouse population has increased.
B.	The hawk population has decreased.
C.	The grass population has increased.
D.	The goat population has decreased.
Source: Ohio Graduation Test for Science, March 2005, Ohio Department of Education.

The anchoring wire of a telephone pole has snapped and needs to be replaced. The telephone pole is 30 feet tall. The anchor for the wire is 13.8 feet from the bottom of the pole.

Which of these is approximately the minimum length necessary for the new wire?
A.	10 ft
B.	21 ft
C.	35 ft
D.	44 ft
Source: Ohio Graduation Test for Mathematics, March 2005, Ohio Department of Education.

Brian and Caleb walked 5 kilometers north from their car to set up their tent. They hiked 3 kilometers east from their campsite to look for firewood. Then they walked 2 kilometers south. Caleb said that after they had walked the 2 kilometers south, they were the same distance from their car as they were from their tent.

In your Answer Document, determine whether Caleb was correct by drawing a sketch of their hike and comparing the distances. Show your work.
Source: Ohio Graduation Test for Mathematics, March 2005, Ohio Department of Education.

Integrated Items

A group of students designs an experiment to test how an herbicide affects pepper plants and weeds. Eight plots are tested, each of which holds 25 pepper plants and a variety of weeds. Plots 1 and 2 are not treated; plots 3—8 are treated with varying amounts of weed-killing herbicide. The weeds are counted in each plot during week 1. The herbicide is applied during week 2, and the weeds are counted again in week 3. The data are shown in the table below.

Effects of Herbicide on Plant Growth

Plot	Herbicide Dose	Number of Pepper Plants That Die Before Producing Fruit	Week 1 Number of Weeds	Week 3 Number of Weeds
1	No herbicide application	3	30	33
2	No herbicide application	5	35	40
3	50% of recommended dose	3	42	24
4	50% of recommended dose	3	43	14
5	100% of recommended dose	4	47	7
6	100% of recommended dose	6	42	3
7	150% of recommended dose	12	43	2
8	150% of recommended dose	15	45	5

38.	A single weed in plot 6 has a genetic mutation that allows its cells to transport herbicide out through the cell membrane before the weed is harmed. Suppose a student allows weeds to grow in plot 6 and then periodically treats them with herbicide.
	Which graph best represents the expected frequency of the mutant gene in the weed population over time?

Source: Ohio Graduation Test for Science, March 2006, Ohio Department of Education.

Ice Cream Preferences

Age Group	Chocolate	Vanilla	Strawberry	Other	Total
Under 12 years	30	41	4	7	82
12 to 20 years	52	39	9	21	121
21 to 45 years	31	25	12	47	115
More than 45 years	8	11	22	7	48

The circle graph below represents the flavor preferences for one of the four age groups.

Which age group's preferences are represented in the graph?
A.	under 12
B.	12 to 20
C.	21 to 45
D.	over 45
Source: Ohio Graduation Test for Mathematics, March 2005, Ohio Department of Education.

What instructional practices are effective for improving students' nonfiction reading?

The use of visual or graphic representations is common on the OGT. Although important for success on the graduation test, understanding visual and analytic texts is a skill that students need in their everyday lives. Integrating literacy strategies into content instruction will help students to make explicit connections between those strategies and content learning. Effective practices include those in which teachers:

Coordinate nonfiction reading, including textbook reading, with more experiential learning activities. To aid comprehension, students need some background knowledge about the content prior to reading. Use nonfiction texts to reinforce and cement concepts introduced through lessons and activities.

Use prereading or text preview strategies to orient students to the text. Before reading or making reading assignments, "walk" students through the text, pointing out the way the text is organized, the focus of the content, and troublesome words. Help students to establish a purpose for reading and to make connections to other concepts.

Model the use of literacy strategies by reading content-specific texts. Not all text can be approached in the same manner. Students must be able to match their literacy strategies with the demands of the texts. Think-alouds, explicit strategy lessons, and guided instruction are ways to demonstrate the application of literacy strategies.

Teach vocabulary, paying attention to both semantic and structural features of the words. Concept maps, semantic feature analysis charts, word maps, and Venn diagrams allow students to learn word meanings and analyze structures.

Provide graphic organizers for note taking and synthesis of important information. Use writing frames, T-charts, and column notes to guide students through texts.

Covering every possible question type that students may face on the state tests is not a realistic goal. Instead you can help students to approach a variety of texts confidently by teaching skills that can be applied flexibly across content areas.

Nicole Luthy is the Project Director for AdLIT. She is also the Reading Content Specialist for the Ohio Resource Center, where she coordinates the selection of high-quality, web-based resources for language arts educators. A former classroom teacher, she has experience in staff development and curriculum and assessment.

Return to top