Picture+Books



**Content** For this example the picture book will be used to explain more difficult science concepts. This intervention can also be used in math, social studies, and health.

**Grade Level** This strategy is an intervention strategy to be used at the secondary level. For this example, it will be utilized in an eighth grade classroom.

**Curriculum Standards**
 * SC.O.8.2.2: Students will examine and describe the structures and functions of cell organelles.
 * SC.O.8.2.3: Students will explain how the circulatory, respiratory and reproductive systems work together in the human body.
 * SC.O.8.2.4: Students will compare the variations in cells, tissues and organs of the circulatory, respiratory and reproductive systems of different organisms.
 * SC.O.8.2.27: Students will identify and explain the principle forces of plate tectonics and related geological events (e.g., earthquakes, volcanoes, or landforms).
 * SC.O.8.2.28: Students will determine the impact of oceans on weather and climate; relate global patterns of atmospheric movement on local weather.
 * SC.O.8.2.29: Students will analyze the forces of tectonics, weathering and erosion that have shaped the earth’s surface.

**Description of Practices**
 * Students having trouble understanding a science concept will be given a supplementary text to aide in comprehension
 * These texts will be elementary level picture books
 * These texts can be both fictional and non-fictional texts
 * The terminology will be easier to comprehend and the concepts will be more basic

**Implementation Considerations** This strategy can be used as a whole group intervention, but most likely this strategy is going to benefit learners at lower levels. This would work best with a small group or individual student. There are a great deal more books for the life sciences portion of science than the other portions.

**Example** []

**Citation** Broemmel, A. D., & Rearden, K. T. (2006). Should teachers use the teachers' choices books in science classes?. //Reading Teacher//, //60//(3), 254-265.