Transcript English Core Learning Goals

Integrating Information
from Multiple Sources
Day 3, Session 1
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EEA Summer 2012
ELA Outcomes
Participants will…
• examine and apply the Maryland CCSC resources
• text complexity; lesson alignment
• CMS
• UDL, Learning Links
• analyze the instructional shifts inherent in the CCSS
• increased rigor
• integration of the English language arts strands
• balance of informational and literary texts
• close analytic reading
• writing instruction
• short, focused research projects; comparison and synthesis of id
• develop an understanding of current PARCC information
• assessments
• supports
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Session Outcomes
Participants will:
 examine CCSS scaffolds for integrating
and synthesizing information
 develop a performance task using
multiple sources
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Using Multiple Sources
As elementary teachers, we are moving
our students toward the ability to
research both print and digital sources to
answer a question or solve a problem
efficiently.
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Common Core State Standards

RI.4.7. Interpret information presented visually, orally, or
quantitatively (e.g., in charts, graphs, diagrams, time lines,
animations, or interactive elements on Web pages) and explain
how the information contributes to an understanding of the text
in which it appears.
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Common Core State Standards


RI.4.7. Interpret information presented visually, orally, or
quantitatively (e.g., in charts, graphs, diagrams, time lines,
animations, or interactive elements on Web pages) and explain
how the information contributes to an understanding of the text
in which it appears.
RI.4.9. Integrate information from two texts on the same topic
in order to write or speak about the subject knowledgeably.
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Common Core State Standards



RI.4.7. Interpret information presented visually, orally, or
quantitatively (e.g., in charts, graphs, diagrams, time lines,
animations, or interactive elements on Web pages) and explain
how the information contributes to an understanding of the text
in which it appears.
RI.4.9. Integrate information from two texts on the same topic
in order to write or speak about the subject knowledgeably.
W.4.7. Conduct short research projects that build knowledge
through investigation of different aspects of a topic.
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Common Core State Standards




RI.4.7. Interpret information presented visually, orally, or
quantitatively (e.g., in charts, graphs, diagrams, time lines,
animations, or interactive elements on Web pages) and explain
how the information contributes to an understanding of the text
in which it appears.
RI.4.9. Integrate information from two texts on the same topic
in order to write or speak about the subject knowledgeably.
W.4.7. Conduct short research projects that build knowledge
through investigation of different aspects of a topic.
W.4.8. Recall information from experiences or gather relevant
information from print and digital sources; take notes and
categorize information, and provide a list of sources.
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Common Core State Standards




RI.4.7. Interpret information presented visually, orally, or
quantitatively (e.g., in charts, graphs, diagrams, time lines,
animations, or interactive elements on Web pages) and explain
how the information contributes to an understanding of the text
in which it appears.
RI.4.9. Integrate information from two texts on the same topic
in order to write or speak about the subject knowledgeably.
W.4.7. Conduct short research projects that build knowledge
through investigation of different aspects of a topic.
W.4.8. Recall information from experiences or gather relevant
information from print and digital sources; take notes and
categorize information, and provide a list of sources.
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Evidence from Multiple Sources



Take a post-it
What are some
sources used at the
elementary level?
Jot for 30 seconds
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Evidence from Multiple Sources

Print



Text; Primary &
Secondary Sources
Digital Texts
Non-print

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
Video, Film Clips
Photographs, Pictures,
Paintings, Digital Images
Websites
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Common Core Instructional Shifts
for ELA/Literacy
Building knowledge through content-rich nonfiction
and informational texts
Reading and writing grounded in evidence from text
Regular practice with complex text and its academic
vocabulary
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Reading Complex Texts
Students build and present knowledge through
research and the integration, comparison,
and synthesis of ideas.
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Integration and Synthesis of Ideas
A. Turn and Talk!
B. Google It!
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Synthesis of Ideas
Readers use the meaning developed
through the analysis of particular
words, phrases, sentences and
paragraphs to elaborate on the
connections among ideas across
multiple texts.
PARCC Model Content Frameworks for ELA/Literacy
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Synthesis of Ideas
Comparison and synthesis of ideas
across multiple texts allow students
to thoroughly demonstrate reading
comprehension as defined by the
entirety of the reading standards.
PARCC Model Content Frameworks for ELA/Literacy
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Standard 10: Range, Quality, and
Complexity
Within a grade level, there should be an
adequate number of titles on a single
topic that would allow children to study
that topic for a sustained period.
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Early Grades
Children in the early grades (particularly Pre-K–2)
should participate in rich, structured conversations with
an adult in response to the written texts that are read
aloud, orally comparing and contrasting as well as
analyzing and synthesizing, in the manner called for by
the Standards.
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How Does the CCSS Scaffold in
Elementary School
Integration of Knowledge and Ideas
RI9
Pre-Kindergartners:
With prompting and
support, discuss
similarities and
differences between two
texts on the same topic
(e.g., in illustrations or
descriptions).
Kindergartners:
With prompting and
support, identify basic
similarities in and
differences between two
texts on the same topic
(e.g., in illustrations,
descriptions, or
procedures).
Grade 1 students:
Identify basic similarities
in and differences
between two texts on the
same topic (e.g., in
illustrations,
descriptions, or
procedures).
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How Does the CCSS Scaffold in
Elementary School
Integration of Knowledge and Ideas
RI9
Grade 2 students:
Compare and contrast
the most important
points presented by
two texts on the same
topic.
Grade 3 students:
Compare and
contrast the most
important points and
key details presented
in two texts on the
same topic.
Grade 4 students:
Integrate information
from two texts on the
same topic in order to
write or speak about
the subject
knowledgeably.
Grade 5 students:
Integrate information
from several texts on
the same topic in
order to write or
speak about the
subject
knowledgeably.
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Instructional Implications


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Gathering, categorizing, and integrating
knowledge about one topic from several different
sources
Interpreting and applying information that is
presented in different modes
Conducting research projects and preparing
written and oral presentations on the researched
topic
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Group Activity: The Cake Boss
Source: Anchor Text
Source:
Source:
Source:
Performance Task:
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Build a Healthy Plate
Before you eat, think about what goes on your plate or in your cup or bowl. Foods like vegetables, fruits,
whole grains, low-fat dairy products, and lean protein foods contain the nutrients you need without too
many calories.
Try some of these options:
Make half your plate fruits and vegetables.
•Eat red, orange, and dark-green vegetables, such as tomatoes, sweet potatoes, and broccoli, in main
and side dishes.
•Eat fruit, vegetables, or unsalted nuts as snacks—they are nature’s original fast foods.
Switch to skim or 1% milk.
•They have the same amount of calcium and other essential nutrients as whole milk, but less fat and
calories.
•Try calcium-fortified soy products as an alternative to dairy foods.
Make at least half your grains whole.
•Choose 100% whole-grain cereals, breads, crackers, rice, and pasta.
•Check the ingredients list on food packages to find whole-grain foods.
Vary your protein food choices.
•Twice a week, make seafood the protein on your plate.
•Eat beans, which are a natural source of fiber and protein.
•Keep meat and poultry portions small and lean.
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Talking Food Pyramid
(Nourishinteractive.com)
http://www.nourishinteractive.com/kids/healthy-games/13interactive-food-pyramid-five-food-groups
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Talking My Plate
http://www.nourishinteractive.com/kids/healthy-games/24-myplate-usda-five-food-groups-healthy-messages
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Building Text Complexity
http://www.choosemyplate.gov/foodgroups/downloads/resource/MyPyramidBrochurebyIFIC.pdf
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Group Reports
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Identify the sources of information
Describe a performance task that would
require a “synthesis of ideas”
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Group Discussion
What facts and details would
you expect all students to
include?
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