Transcript Inquiry in Context

Inquiry and Reading
in the Content Areas
ITS REAL
Unit Modification and Review
1
Stages of Inquiry
inEncountering
the Classroom
the Issue
• getting the “big idea”
• making connections
Task Analysis
• defining the task
• asking questions
Investigating Information
• seeking, organizing, analyzing,
• applying to project
Reasoning with Information
• evaluating, creating, judging,
inferring, visualizing
• making decisions
Acting on Decisions
• synthesizing
• communicating findings
Making Connections
 Text to text, text to self, text to
world
 Open and closed word sorts
Asking Questions
 Right there, think and search
 Author and you, in your head
Determining Importance
 Features, structures of text
 Note taking, graphic organizers
 Facts to main ideas, summaries
Inferring and Visualizing
 creating models
 using text clues and prior knowledge
 using implicit and explicit
information to reach conclusions
Synthesizing
 text to text, self and world
applying to new settings and contexts
in your head
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Goals/Standards: (#’S)
CONTEXT
Engaging the Learner
Final Team Performance
CONTENT
Teaching and Learning Events*
Individual Student Assessments
 = outcome is assessed
(Number refers to assessment)
*Numbers after Teaching and Learning Events refer to assessments
Emily Alford, 1998
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
Hook


Template Section 1:
Encountering the Issue
Opening activity
 Is of personal relevance/interest to students
 Allows ALL to participate
 Introduces the “big ideas” of the unit
Authentic Connection
 Letter
(1st unit)
Audience awareness
 Describes FTP (final team performance/product)
 Has standards/benchmarks embedded

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Template Section 2:
Final Team Performance

Is created and revised throughout the
unit, not at the end of the unit


Constructed in sections to allow students to
apply and synthesize new knowledge and
skills as they are learned
Has a real use


Created for a real audience
Has a purpose
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The Learning Pyramid
Average
Retention
Rates
5%
10%
20%
30%
50%
75%
90%
The Learning Pyramid
National Training Laboratories, Bethel, Maine
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Final Team Performance



Reflects mastery of all
benchmarks
Is a synthesis of individual
& team work, not a
collection of individual
pieces
Students use technology
in order to communicate &
demonstrate learning
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Template Section 3.
Goals/Standards

BENCHMARK




Concepts that students need to know for the
rest of their lives.
Concepts that students use to build an
understanding of the world.
Concepts that allow students to scaffold to new
understanding and add to their schema.
Show connections between concepts on map
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Template Section 5: Assessment

Individual accountability and team
responsibility




Each benchmark is assessed individually AND
COMPLETELY!
Assessments are guides to student progress
Can be used by teams to create part of FTP
Can be holistic or analytical
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Holding Individuals Accountable
Information
Product: Final Team Performance
First individual assessment
Checks along the way…
Teams work on FTP
Second individual assessment
Checks along the way…
Teams work on FTP
Third individual assessment
Checks along the way…
Teams work on FTP
Unit Ends
Final Team Performance completed
and evaluated by team
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Goals/Standards: (#’S)
CONTENT
Teaching and Learning Events*
CONTEXT
Engaging the Learner
In modeling the opening we:
• brainstormed appliances
• calculated costs
• received the letter
• determined coal
usage
Benchmark
• students read letter and complete task analysis; ask
questions based on opening activities and letter
• inquiry begins with students seeking information from
a variety of sources
• jigsaw information in teams, organize and share with
class
• mini lessons begin
• activity
• activity
• activity
• activity
•Individual assessment
•teams create slides, pictures, text…for FTP
•Students continue asking questions & seeking
answers
•Ongoing vocabulary work
• activity
• activity
•activity
Benchmark
Final Team Performance
Individual Student Assessments
 = outcome is assessed
(Number refers to assessment)
*Numbers after Teaching and Learning Events refer to assessments
Emily Alford, 1998
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CONTEXT
CONTENT
Goals/Standards: (#’S)
Engaging the Learner
Teaching and Learning Events*
• use ratio and
proportion and
draw to scale
Final Team Performance
 = outcome is assessed
(Number refers to assessment)
Emily Alford, 1998
Individual Student Assessments
Return to your local benchmarks and
• create a garden design using
standards. Ask yourself:: “How will I know if
measurements
given
for area
at a scale
each
student has the
knowledge
and reasoning
toofcommunicate
understanding
of the
5:1; graphan
location
of plants
in
concept(s)?”
courtyard using given coordinates
Select a format for checking student
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knowledge.
IBL/Reading Infusion Review
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Inquiry



“a seeking for truth, information, or
knowledge – seeking information by
questioning”
Focused on using & learning content as a
means to develop information-processing
and problem-solving skills
Traditional learning focuses on LEARNING
ABOUT THINGS (LOTS). Inquiry focuses on
LEARNING THINGS! (HOTS)
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Modeling the Inquiry Method
Buying a Car? Senior Going to College? Sick Relative?
Vacation?
Encountering the Issue
Task Analysis
Investigating Information
Reasoning with Information
Acting on Decisions
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Making Connections: THE HOOK
Take a guess
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THE HOOK
The teacher introduces the unit by having teams
participate in a taste test; one cup is chocolate and
water, one is chocolate and milk, and one is
chocolate mixed with salt water. They must rate
the three drinks and give their preference. Then
students read Goldilocks and the Three Bears
(reader’s theater). Following the
reading teams look on the bottom
of the glasses to reveal a picture of
Venus, Earth, and Mars. Earth is
considered the Goldilocks
Planet and it is their task to
discover why.
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AUTHENTIC CONNECTION
Levels of Authenticity
1.
2.
3.
Someone from within the classroom
Someone from within the school
Someone from the local community or
from outside the community
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• Letters MUST be authentic, not fiction. Unless the
students are told it is a simulated event, you cannot move
forward as if the partnership between the class and the
designated connection were real. Otherwise, it becomes
an ethically questionable process whereby students are
lead to believe the letter is real when it is not.
• The teacher must reach out to people in the community to
move the content beyond the constraints of a textbook.
• The letter should outline the need that will be served and
introduce the target audience.
• Information needed by the audience should be outlined
and the format for presentation specified (PowerPoint,
etc.).
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Genetics and The Cell
The Belvedere Humane Society
would like people to understand
the genetic problems pure breeds
may encounter. They would like
help in advertising information
about the value of adopting mixed
breed dogs. Their hope is that
people will want to adopt a dog or
cat as a pet.
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Belvedere Humane Society
Dear Students,
As a representative of the local humane society, I work with animals that have been cast off by
society. Day after day I walk past cages of animals whose eyes follow me no matter where I go.
Often at night, I imagine I can hear their whines and cries as I’m trying to fall asleep.
The objective of the humane society is to find homes for these animals. We need your help to
accomplish this overwhelming task. We are especially concerned about placing our canine
friends. While the cute, cuddly purebred dogs are the first to get picked, the mixed-breed dogs are
often left behind.
We feel that the community would respond to a guidebook on dogs more that just a letter from us.
Perhaps you could create such a book to make the public aware of the desirability of adopting
mixed breed dogs as well as purebreds. If at all possible we would like your guidebook to include
the results of a community survey on ownership of purebred dogs versus mixed-breed dogs.
Please include information about the value of mixed breed dogs. It would be helpful for people to
understand the genetic problems pure breeds may encounter. What are the probabilities of dogs
inheriting hip dysphasia? How are traits inherited? A better understanding of these issues will
lead to better decision making and more successful adoptions.
Thank you for your willingness to help on this project!
Sincerely,
The Humane Society
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AUTHENTIC CONNECTION:
Highest Level of Authenticity
Student-generated connections
• If students have had inquiry experiences in
which a letter delivered the challenge then it is
most appropriate to use another form of
invitation
• Students with high competency levels in using
inquiry strategies can be challenged to explore
connections to up-coming unit topics and advise
the class about possibilities
• The teacher could also encourage teams of
students to work on different projects connected
to authentic needs in the school, community or
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world at large.
Introduce the Young Producer’s Contest from
www.earthsky.org/Teachers/YP/
The Young Producers Contest
What is the Young Producers Contest?
The Young Producers Contest is an annual event sponsored by
the Earth & Sky radio series and the National Science
Foundation. Each year, students around the world create their
own science radio programs. We choose the five best and air
them on the Earth and Sky program in the spring.
Teams will share scripts with fifth grade students who are
studying the planets to help them learn about space and to get
feedback before submitting their scripts.
Conclude with reader’s theater, The Goldilocks Problem.
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Student Decision Making:
Levels of Empowerment
1.
2.
3.
4.
Staff member requests help in some aspects of
planning
Staff member and students collaborate during
planning and implementation
Students assume leadership with feedback and
suggestions from staff
Students define issue, develop and implement
action plan and operate within parameters
established by teacher and class
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Stages of Inquiry
in the Classroom
Encountering the Issue
• getting the “big idea”
• making connections
Task Analysis
• defining the task
• asking questions
Investigating Information
• seeking, organizing, analyzing,
• applying to project
Reasoning with Information
• evaluating, creating, judging,
inferring, visualizing
• making decisions
Acting on Decisions
• synthesizing
• communicating findings
Making Connections
 Text to text, text to self, text to
world
 Open and closed word sorts
Asking Questions
 Right there, think and search
 Author and you, in your head
Determining Importance
 Features, structures of text
 Note taking, graphic organizers
 Facts to main ideas, summaries
Inferring and Visualizing
 creating models
 using text clues and prior knowledge
 using implicit and explicit
information to reach conclusions
Synthesizing
 text to text, self and world
applying to new settings and contexts
in your head
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Making Connections
Asking Questions
Determining Importance
Drawing Inferences
Synthesizing
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Text-to-Self
Connections that readers
make between the text
and their past
experiences or
background knowledge.
Goudvis & Harvey 2000
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Text-to-World
Connections that
readers make between
the text and the bigger
issues, events, or
concerns of society and
the world at large.
Goudvis & Harvey 2000
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Text-to-Text
Connections that
readers make between
the text they are
reading and another
text.
Goudvis & Harvey 2000
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Making Connections
with Words
Vocabulary knowledge is
the single most important
factor contributing to
reading comprehension.
J. G. Laflamme, The effect of the Multiple Exposure Vocabulary Method and the Target
Reading Writing Strategy on Test Scores. 1997
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Vocabulary Connections: Open Word Sort
beliefs latitude
carrying capacity
architecture soil arable
consumption
demographics
agglomeration longitude
land use
population die-off
clothing government industries
language homes
climate
education overshoot crash
collapse drawdown
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Vocabulary Connections:
Closed Word Sort
latitude longitude
soil arable
demographics
climate land use
population
architecture
clothing government
industries
agglomeration
language homes
beliefs education
Location and Place
Categories:
• Location and Place
• Human Interactions
• Sustainability
• no clue
Human Interactions
consumption
drawdown overshoot
carrying capacity
crash die-off collapse
Sustainability
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Making Connections with Words
consumption
drawdown
overshoot
carrying capacity
crash
die-off
collapse
Latitude
longitude
soil
Arable
demographics
climate
land use
Population
architecture
______________ and _________________
clothing
government
industries
agglomerati
on
language
homes
beliefs
education
are connected because _________
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________________________________________________________________.
Continuing Word Connections:
Word
Use in Text
Page
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Continuing Word Connections:
Vocabulary Word
My Definition
Dictionary
Definition
Use in Text
1.
Write about it…
2.
Write about it..
3.
Write about it…
4.
Write about it…
5.
Write about it…
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C. Samojedny, 2004
Making Connections:
Anticipation Guides
Team Text
Mosquitoes eat plant nectar and pollinate plants.
Mosquitoes make great food for fish.
Honeydew is a favorite food of the male mosquito.
The larvae do not breed successfully in water that
has fish or frogs.
Mosquitoes are the most dangerous animal in the
world.
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Explain how _________(topic of the day) plays a part
in your life.
Write a sentence telling how knowing about
________(new topic) might be useful to you
personally.
How do you think your feelings about ________(new
topic) is different from your teachers (or friends or
parents)?
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Book Bits
1.
2.
3.
4.
5.
Give each student a short excerpt from a
piece of text that everyone will be reading.
Each child reads his/her excerpt silently.
Each child then writes a prediction/questions
about the entire article.
Students are placed in groups of 3-4 to share
excerpts with other students. Each child
reads to and listens to 2-3 other students.
They must read their excerpts exactly as
written.
Students now return to their seats to make
new predictions or ask questions concerning
the text they will read.
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Benefits of Book Bits Activity
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


Builds fluency
Activates prior knowledge (Making Connections)
Builds questioning skills (Asking Questions)
Provides a purpose for reading
*The Reading Teacher Volume 57, #3, November 2003, Ruth
Helen Yopp & Hallie Kay Yopp, page 284 “Time with
Text”
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Mini Lessons for
Making Connections






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
Engaging the Learner (jigsaw and letter)
(T/S, T/W, T/T)
Open Sort/Closed Sort
Connect Two
Word Splash
Anticipation Guides
Reflection Journals
Book Bits
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
Hook


Template Section 1:
Encountering the Issue
Opening activity
 Is of personal relevance/interest to students
 Allows ALL to participate
 Introduces the “big ideas” of the unit
Authentic Connection
 Letter
(1st unit)
Audience awareness
 Describes FTP (final team performance/product)
 Has standards/benchmarks embedded
 Letters MUST be authentic, not fiction.

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Planning
Reading Connections for Your Unit

Include:
Reading (articles or books) for the opening jigsaw
Note taking format e.g. Semantic Features Chart
Vocabulary activities (introductory & ongoing)
Method of tracking

Optional:
 anticipation guides
 structure journal writing (format and stems)
=mandatory
 = optional
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Stop, Peer Review, & Revise

Review the “Engaging the Learner” section of
the template using the continuum


Review the hook & authentic connection
Review first section of “Teaching & Learning
Events”



Review the Making Connections activities
Review the opening jigsaw activity
Review the opening/ongoing vocabulary activities
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Template Section 4:
TEACHING &LEARNING EVENTS
Activities in which
students will
participate to help
them reach the
benchmark and
develop the product.
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Important Points
About T/L Events
1.
2.
3.
4.
5.
Your T/L events are just a sentence or two.
Lesson plans are written later.
Every T/L Event should tie directly to at
least one of your benchmarks.
T/L Events can be science experiments,
interviews, field trips, demonstrations,
simulations, text book work, video,
Webquests, software.
Some of your T/L Events will be used as
individual assessments.
Technology should be used throughout your
teaching and learning events.
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Stages of Inquiry
in the Classroom
Encountering the Issue
• getting the “big idea”
• making connections
Task Analysis
• defining the task
• asking questions
Investigating Information
• seeking, organizing, analyzing,
• applying to project
Reasoning with Information
• evaluating, creating, judging,
inferring, visualizing
• making decisions
Acting on Decisions
• synthesizing
• communicating findings
Making Connections
 Text to text, text to self, text to
world
 Open and closed word sorts
Asking Questions
 Right there, think and search
 Author and you, in your head
Determining Importance
 Features, structures of text
 Note taking, graphic organizers
 Facts to main ideas, summaries
Inferring and Visualizing
 creating models
 using text clues and prior knowledge
 using implicit and explicit
information to reach conclusions
Synthesizing
 text to text, self and world
applying to new settings and contexts
in your head
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First TLE-Task Analysis
Answers the questions,
“What do we need to
know?” and “What do
we need to do?”
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AUDUBON COUNCIL OF ILLINOIS, INC.
A COUNCIL OF NATIONAL AUDUBON SOCIETY CHAPTERS
Dear Coulterville Students,
Next step:
Letter announcing
partnership and
tasks.
“Rover was reported to us as a juvenile delinquent hanging around a trailer park near Burlington. The kind woman who
called us was concerned that he would get into trouble if we didn’t take him somewhere safe – as he had no fear of
people. After bringing the immature goose back to Fellow Mortals, we quickly realized that he was a human imprint,
raised by a human and not a goose”. One animal, one story…there are many, many more to tell.
Originally, the Audubon society was established to protect birds pushed toward extinction because of human activities.
More recently we have recognized the need to address the driving force behind threats to all forms of wildlife:
humanity’s unprecedented population growth. Nation Wildlife Federation President, Mark Van Putten states, "Simply
put, more people, taking up more space, needing to use more natural resources, and engaging in ever-growing material
consumption, create profound challenges for our ability to protect the resources on which all life depends. Since 1950,
world population has grown more than in the previous four million years."
I am asking for your assistance with investigating this issue. We believe there are a number of major variables involved
in sustaining human populations. We would like for you to identify the variables that impact population growth around
the world. Is there a relationship between areas in which people live and population growth? You may find clues in
mankind’s past. Why are ancient civilizations called “ancient”? Where did these communities go?
People in your community can help if they can better understand the ways in which continued growth into farmlands and
undeveloped areas in Illinois have impacted local wildlife like songbirds and Monarch butterflies. Approximately 25
percent of the world's mammals and 11 percent of its birds currently are at significant risk of extinction. Some estimate
that two-thirds of all species may disappear by the end of this century.
We believe that people your age can be more effective in communicating with other young adults. Please create an
infomercial that dramatizes the need for public support for organizations like Fellow Mortals. Remember that each one
of us can make a difference. The most critical component is public involvement in shaping a sustainable future for both
humans and animals.
Thank you for assisting us with this important issue,
Bob Lippold, President
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Complete Task Analysis (Life Skill)
Ask, “What are we expected to do”?
Record responses on chart paper
Define the Task
Create infomercials so that
our community can better
understand:
• Population sustainability
• Impact of human population
on wildlife and the
environment
• Connections to and clues
from ancient civilizations
• The need to support
organizations that take care
of our environment and
endangered animals
Next: Task Analysis
Ask Questions
What questions do we
have now?
•
•
•
•
•
•
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Making Connections
Asking Questions
Determining Importance
Drawing Inferences
Synthesizing
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Questioning
Moves Inquiry
Forward
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Goals/Standards: (#’S)
State Goal 17. Understand world
geography and the effects of
geography on society, with
emphasis on the United States.
Standard A. Locate, describe, and
explain places, regions, and
features on the Earth.
CONTENT
Teaching and Learning Events*
CONTEXT
Engaging the Learner
No questions = no inquiry!
In modeling the opening we:
• students read letter and complete task
People interact with their
analysis; ask questions based on opening
environment to create cultures. If
activities and letter
civilization depends on natural
• inquiry begins with students reading articles provided
resources then their demise may be
by teacher
the result of overuse; Students
• jigsaw information in teams, organize and share with
explore cultures that collapsed
class
because of this mistake. Teachers
• mini lessons begin
use an apple to represent the Earth • Vocabulary activity
and slice away portions that
• activity
represent resources.
• activity
• activity
• activity
Call it directed research.
Benchmark
Student’s continue asking questions and
seeking answers throughout the unit.
Benchmark
Call it project-based learning.
State Goal 1. Read with
understanding and fluency.
Standard A. Apply word
analysis and vocabulary skills
to comprehend selections
Standard B. Apply reading
strategies to improve
understanding and fluency.
Standard C. Comprehend a
wide range of reading
materials.
Read a variety of non-fiction
materials to identify, describe
and locate important
information about trees
• Note taking with graphic organizer
• activity
• activity
• activity
But, do not call it inquiry-based
learning!
Emily Alford, 1998
Final Team Performance
Teams create infomercials
promoting sustainable growth
strategies and base their
reasoning on analysis of
historical patterns of human
growth and development.
Individual Student Assessments
*Numbers after Teaching and Learning Events refer to assessments
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“The Question is the Answer”

Main Types of Questions

Factual questions
Right There/Think & Search
One correct answer
 If broad, can allow room for inquiry (Why does
a curve ball curve?)
Inference questions Author & You
 Go beyond immediately available information
 Requires students to find clues, examine them,
and discuss what inferences are justified
On Your Own
Evaluative questions
 Students are asked for an opinion, belief, or
point of view


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Which Questions Matter?
 Prime
Questions
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

Requires analysis of cause-and-effect and
an understanding of the relationship
between variables.
The favorite question of four-year-olds. It
is the basic tool for figuring stuff out
(constructivist learning).
Leads naturally to problem-solving (the
“How” question) or to decision-making
(the “Which is best?” question).
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
Why does the sun fall each day? Why does
the rain fall? Why do some people throw
garbage out their car windows? Why do
some people steal? Why do some people
treat their children badly? Why can't I ask
more questions in school?
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


The basis for problem-solving and
synthesis.
The inventor’s favorite question
“How?” leads to the seeking of information
that leads to a solution or understanding
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

Requires decision-making - a reasoned
choice based upon clearly stated criteria
and evidence.
Which school or trade will I pick for
myself? Faced with a moral dilemma,
which path will I follow? Confronted by a
serious illness, which treatment will I
choose for myself?
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In the Book (Investigation Information)
Right There:
In Your Head (Inference)
Queens Lay 1500 eggs each day.
Right There:
Drones mate with the queen bee.
Worker Bees…
•Make wax
•Feed the larvae
•Collect pollen
•Store pollen
•Make honey
•Guard the hive
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In the Book (Gathering Information
Right There:
Queens Lay 1500 eggs each day.
Right There:
Drones mate with the queen bee.
Worker Bees…
•Make wax
•Feed the larvae
•Collect pollen
•Store pollen
•Make honey
•Guard the hive
In Your Head (Inference)
Author and You (Inference)
Which bee is the busiest?
Why is it necessary for the queen to
lay so many eggs?
On Your Own
Do you know someone who
works as hard as the bee?
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Mini Lessons for
Asking Questions
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QAR- Question and Answer
Relationships Text or Art
Writing Team Questions
Developing Four Types of Questions
“I wonder..”
Question Trackers
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Inquiry Begins!!!
Next: Let them begin!
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IBL Methodology

Investigating
Information


Begin with Jigsaw to
build background
knowledge
Add questions to Task
Analysis
65
Semantic Features Chart
Description: Resources Culture:
Location,
history,
place
etc.
Disappearance
Implications
Maya
Mesopotamia
Easter
Island
Anasazi
Modern
World
Note-taking organizer
66
Stop, Peer Review, & Revise



Provide activities throughout the TLE for
students to ask and answer questions
Create a QAR lesson for use in the unit
An additional task: Create/Revise
essential & coaching questions for your
unit.
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Stages of Inquiry in the
Classroom
Encountering the Issue
• getting the “big idea”
• making connections
Task Analysis
• defining the task
• asking questions
Investigating Information
• seeking, organizing, analyzing,
• applying to project
Reasoning with Information
• evaluating, creating, judging,
inferring, visualizing
• making decisions
Acting on Decisions
• synthesizing
• communicating findings
Making Connections
 Text to text, text to self, text to
world
 Open and closed word sorts
Asking Questions
 Right there, think and search
 Author and you, in your head
Determining Importance
 Features, structures of text
 Note taking, graphic organizers
 Facts to main ideas, summaries
Inferring and Visualizing
 creating models
 using text clues and prior knowledge
 using implicit and explicit
information to reach conclusions
Synthesizing
 text to text, self and world
applying to new settings and contexts
in your head
68
IBL Methodology

Investigating Information


Seeking, organizing,
analyzing information from a
variety of sources
Answering and asking more
questions
69
Making Connections
Asking Questions
Determining Importance
Drawing Inferences
Synthesizing
70
Nonfiction
Text Structures







Cause-Effect
Problem-Solution
Compare/Contrast
Description
Chronological Sequence
Episodic
Definition
71
Cutting Up With Facts
Cows have four stomachs. They eat grass
Ostriches can run 40 miles an hour. It can kick its enemies.
Ostriches have long nails.
Frogs pushes their stomach out of their body when if it eats something bad.
Baboons live together in troups.
Rabbits eat their droppings. Rabbits eat grass.
Chameleons change colors to hide.
Cobras puff out their necks to look bigger.
Whales can talk to each other.
The starfish stomach goes out of its body and into the shellfish
Meercats stand guard to warn of danger.
72
Cutting Up With Facts
Features
Cows have four stomachs. They eat grass
Ostriches have long nails.
Frogs pushes their stomach out of their body if it eats something bad.
Rabbits eat their droppings. Rabbits eat grass.
Baboons live together in troups.
The starfish stomach goes out of its body and into the shellfish
Behaviors
Cobras puff out their necks to look bigger.
Whales can talk to each other.
Chameleons change colors to hide.
Meercats stand guard to warn of danger.
Ostriches can run 40 miles an hour. It can kick its enemies.
73
Readers Theatre





Students stand or sit in semi-circle at front of
classroom.
Students read aloud from a script adapted from
a book.
No props, scenery, or staging required
Emphasis is placed on oral interpretation of text
by readers
Emphasis is placed on listening skills of
audience.
74
Readers Theatre
1.
2.
3.
4.
Teacher read the text on which script is
based and did lessons on fluency.
Day 2-3 students met in small groups
and read the script several times –
taking a different role with each reading.
Day 4 – students practice their roles
Day 5 – students perform
75
Research Findings

Based on a 10 week Readers Theatre
experience following the 5 day format



dramatic gains in students reading fluency
high motivation to read and reread
students supported one another in
preparation for performance
76
Semantic Features Chart
Food
Other
Features
(predator prey habitat
(size, body
relationships) features
parts)
(location,
description)
Behaviors Threats to
(nesting,
animal
life cycle,
hiding,
movement,
defenses)
Mammals
Fish
Birds
Amphibians
Reptiles
Insects
77
Change Over Time: Life Cycle of a Tree
Maple key
(seed)
Maple seed
sprouts
Seedling
grows
Tree
matures
Tree dies
Falls
from
mature
tree.
Seed
inside
key
swells.
Stretches
leaves to
sun.
Smooth
trunk
becomes
rough.
Maple
can live
for 200
years.
Spins
to
forest
floor.
Seed
coat
splits
apart.
Leaves
make
chlorophyll
and food
Produces
blossoms
which are
fertilized.
Many
holes
made by
animals
lightening
Makes
more
maple
keys
(seeds).
Not
enough
sap can
feed
growth.
Lies
under
leaves all
winter.
Tiny root
creeps
into the
damp soil.
Becomes
dormant
in winter.
78
Category
What is it?
Compare/Contrast
ANIMAL
What is it like?
Properties
Describe it.
HAS
WINGS
BAT
MOUS
E
MAMMAL
FRUIT
USES
“RADAR”
INSECTEATING
VAMPIRE
Illustrations: What are some examples?
79
A bat is an animal similar
to a mouse. It is a mammal,
has wings and uses radar to
locate prey. Some examples
are fruit, vampire and insect
eating bats.
80
Name: ____________________________________
Wha t are the two main types of trees? Howca n you tell them apart?
What are the parts of a tree and what do they do?
Tree Part
What does it do?
In the box below, draw a picture of your favor ite tree. Nex t to the picture,
explain how to identify this tree.
Draw a picture of a tree’s life cycle.
What products are made from trees? Howar e tree s important in
your life?
81
Scavenger Hunt
Interactions of animals and plants
How do animals use plants?
Name of animal
Human (animal)
Part of plant used
Part of plant used
82
Moving Seeds
Name of move r
How seeds ar e move d
83
Insect
Life Cycle
What should we do about ___________ in our
school?
How do plants and _______________depend on each other to
survive? Help each other to stay alive? How do they work
together?
Basic Information
What do I know about plants and _________________?
 How do they survive?
 How do they change?
Features that help it survive:
Ways in which it helps others:
Ways in which it may harm others:
Virginia Lake, First Grade
84
Activities for
Determining Importance
•
•
•
•
•
•
Features of Nonfiction Text
The Structures of Nonfiction Text
Finding Important Information
Rather Than One Main Idea
Key Points vs. Supporting Details
Taking Notes
Graphic Organizers
85
Stop, Peer Review, & Revise

Review / Revise activities for Determining
Importance
86
Stages of Inquiry
in the Classroom
Encountering the Issue
• getting the “big idea”
• making connections
Task Analysis
• defining the task
• asking questions
Investigating Information
• seeking, organizing, analyzing,
• applying to project
Reasoning with Information
• evaluating, creating, judging,
inferring, visualizing
• making decisions
Acting on Decisions
• synthesizing
• communicating findings
Making Connections
 Text to text, text to self, text to
world
 Open and closed word sorts
Asking Questions
 Right there, think and search
 Author and you, in your head
Determining Importance
 Features, structures of text
 Note taking, graphic organizers
 Facts to main ideas, summaries
Inferring and Visualizing
 creating models
 using text clues and prior knowledge
 using implicit and explicit
information to reach conclusions
Synthesizing
 text to text, self and world
applying to new settings and contexts
in your head
87
IBL Methodology

Reasoning with Information



Asking further questions
Individual assessments occur as benchmarks
are covered
Organized activities that structure work on
FTP
88
Making Connections
Asking Questions
Determining Importance
Drawing Inferences
Synthesizing
89
What can we infer?
Cobras puff out their necks to look bigger.
Whales can talk to each other.
Chameleons change colors to hide.
Meercats stand guard to warn of danger.
Ostriches can run 40 miles an hour. It can kick its enemies.
Baboons live together in troupes.
Animal behaviors….
• Behaviors help animals survive
•Some run, some hide, some take flight, some fight
•All have behaviors to communicate
90
What can we infer?
Cows have four stomachs. They eat grass
Ostriches have long nails.
Frogs pushes their stomach out of their body when if it eats something bad.
Rabbits eat their droppings. Rabbits eat grass.
The starfish stomach goes out of its body and into the shellfish
The cheetah has a spotted coat.
•Animal Features…
•Grass is difficult to digest so animals have special stomachs or eat
droppings to digest it
•Special features help animals survive
•Some features help animals hide
91
Inferential Thinking
ABC’s of Inferring
Animal Survival
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
Reading Strategy: Inferential Thinking
92
Poetry Reconstruction
Record a poem on sentence strips
2.
Record the same poem on stiff paper for
students
3.
Cut the poem into phrases
4.
Distribute strips randomly to students
5.
Students work in teams to reconstruct the
poem
6.
Check their work against poem in pocket chart
Activity: Seed, Sprout, Flower reconstruction
1.
93
Seed, Sprout, Flower
by Helen H. Moore
A seed is planted:
First a sprout,
then stem,
and leaves,
and buds
come out.
Buds grow bigger,
smelling sweet,
bees and birds come
‘round to eat.
Bees and birds
help flowers spread
their new seeds on
the garden bed . .
A seed is planted.
94
Concept Circles
1.
2.
3.
View a completed circle and name the
concept
Provide a concept and one word/picture
– add other words/pictures that fit
Identify the word or picture that does
not belong
95
Concept Circle
What concepts are represented?
car
bike
van
Explain your choice:
__________________
__________________
__________________
96
Concept Circle
What other examples fit?
ant
insects
Explain your choices:
____________________
____________________
____________________
97
Concept Circle
Which one does not belong?
tiger
lion
dog
Explain why:
____________________
____________________
____________________
98
Concept Circle
What concepts are represented?
Explain your choice:
_________________
_________________
_________________
_________________
99
Concept Circle
Which one does not belong?
category
Explain why:
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
100
Mystery Bubbles






Select key concepts
Provide one clue related to the concept
Provide a list of vocabulary words – including the
concept words
Students must now complete the mystery
bubbles
As students develop proficiency – you may want
to eliminate the word list
Students complete the bubbles on their own
101
Mystery Bubbles
mammals
3 middle ear bones
reptiles
scales
horse
lay eggs
102
DESERT
Biomes / Habitats
strata
extreme temperatures
prairie
equator
temperate
rainforest
little rainfall
Sahara
plains of grass
103
Mystery Bubbles without vocabulary list
MAYOR
People in our
Community
104
Stop, Review,& Revise


Review your TLE for Reasoning with
Information/Inferring activities
Create activities which support students in
reasoning with information/inferring.
105
Stages of Inquiry
in the Classroom
Encountering the Issue
• getting the “big idea”
• making connections
Task Analysis
• defining the task
• asking questions
Investigating Information
• seeking, organizing, analyzing,
• applying to project
Reasoning with Information
• evaluating, creating, judging,
inferring, visualizing
• making decisions
Acting on Decisions
• synthesizing
• communicating findings
Making Connections
 Text to text, text to self, text to
world
 Open and closed word sorts
Asking Questions
 Right there, think and search
 Author and you, in your head
Determining Importance
 Features, structures of text
 Note taking, graphic organizers
 Facts to main ideas, summaries
Inferring and Visualizing
 creating models
 using text clues and prior knowledge
 using implicit and explicit
information to reach conclusions
Synthesizing
 text to text, self and world
applying to new settings and contexts
in your head
106
IBL Methodology

Acting on Decisions




Review of earlier FTP elements in preparation
for final performance/publication
Completion of work on FTP
Presentation to target audience
Evaluation of performance by student, teacher,
and audience
107
Making Connections
Asking Questions
Drawing Inferences
Determining Importance
Synthesizing
108
“Synthesis at the highest level
goes beyond merely taking
stock of meaning as one reads.
A true synthesis is achieved
when a new perspective or
thought is born out of the
reading.”
Goudvis & Harvey, 2000109
Synthesis
110
Synthesizing / Reasoning with Information:
evaluating, creating, judging,
inferring, visualizing, making decisions
You are a tree in the fall. Your leaves are changing color for the
first time. Tell what you see and how you feel. What would you
say?
Benchmark: Predict and verify the
life cycle of plants
I feel imbarrist because all the trees around me are pine trees and their
leaves don’t change color. I’m scared because I wonder if somethings
wrong. I don’t like it because I liked it when my leaves were green. I’m
asking the pine trees if something is wrong but they don’t know because
they have not dad it happen to them. I don’t see any other trees to ask so I
don’t know what will happen next
Uh-oh! Your leaves are turning brown and falling to the ground.
Now how do you feel? What do you see? What would you say?
I’m starting to wonder if I’m goinjg to die. I don’t know if this is something
that should happen. I’m glad I got throught the other thing but this is even
worse. This is worse than having a kid climb you. This is terrible. I hate it.
I like green way better than brown.
2nd
grade
111
Response to writing prompt at the conclusion of the unit:
You are a tree in the fall. Your leaves are changing color for
the first time. Tell what you see and how you feel. What
would you say?
I look so pretty but I wish they were nice fresh green. The colors are
so pretty but I wish it never happens. I will just haft to stay like this for
a long time. At least I am alive. I do not like fall because it makes my
leave turn different colors.
Uh-oh! Your leaves are turning brown and falling to the
ground. Now how do you feel? What do you see? What would
you say?
I look so bad and my leaves are falling off. The brown is werse than
last time. I rather have colored leaves than brown. At least they will
turn green again nest summer. I wish I was a needle leaf and not a
broad leaf.
2nd grade
112
Student-Produced Readers Theatre
1.
2.
3.
4.
In teams review texts and notes to
create script.
Small groups meet and read the script
several times – taking a different role
with each reading.
Students practice their roles
Readers’ Theatre is performed
113
Final Product
• The last TLE allows teams to review and
refine the final product or performance
1
• Students use the Final Product Organizer
to guide activities
• Students help create the rubric to assess
the quality of the FTP
114