Summary : Weather A Trade Book Written By Seymour Simon And Astronomy Essay

Summary : Weather A Trade Book Written By Seymour Simon And Astronomy Essay

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For this assignment, Weather—a trade book written by Seymour Simon—and Astronomy, a textbook written by Jay M. Pasachoff as part of the Prentice Hall Science Explorer collection, were analyzed for readability, friendliness, considerateness, fairness, and text complexity. Weather is a picture book that provides an introduction to the concept of weather and the various components that compose it, as well as explores the effect of weather conditions on human activities and the effect of human activities on weather conditions. On the other hand, Astronomy is a textbook that provides an in-depth introduction to the field of astronomy, by including units on “Earth, Moon, and Space,” “Exploring Space,” “The Solar System,” and “Stars, Galaxies, and the Universe” (Pasachoff, 2005, vi). Both texts could be used to enhance instruction in a middle school classroom; however, the Weather text would most likely be used in a seventh grade classroom, when student learn about weather and climate, and the Astronomy textbook would most likely be used in a sixth grade classroom, when students learn about space. If I were to use these specific texts, I would most likely use them to provide and/or reinforce the student’s background knowledge.
According to Allan & Miller (2005), readability is an “estimate of what reading level a student would need to read a given text successfully,” and it can be determined through variables such as number of syllables and sentence length (57). The results of Fry’s Readability Formula showed that Weather is written at a seventh grade level and Astronomy is written at an eighth grade level. Based on those scores, if Weather were to be used in a seventh grade class, most students should be able to read the text with ease...


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...told that a specific book is appropriate for students at a certain grade level, it is likely that the texts may not be appropriate for the students in a particular class. However, teachers can use these tools to gauge whether or not the texts are appropriate for the diverse background and learning needs of the students in the class and to determine which strategies are needed to ease comprehension. I further learned that while it may be easier to simply avoid using texts in the classroom, it would be a disservice to the students if they are not provided with opportunities to strengthen their literacy skills. Instead of simply getting rid of the texts, teachers can prepare supplementary materials to support and help students read the texts. Lastly, it is important to keep in mind that these analysis tools do not measure student’s motivation or background knowledge.

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