Transcript Document 7196618

Teaching & Learning
Events
Begin to design reading activities
that will help your students
comprehend the content of complex
text and reach the benchmarks and
Standards for reading and science
or social studies.
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.
Benchmark
Benchmark
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
Emily Alford, 1998
CONTEXT
Engaging the Learner
In modeling the opening we:
People interact with their
environment to create cultures. If
civilization depends on natural
resources then their demise may be
the result of overuse; Students
explore cultures that collapsed
because of this mistake. Teachers
use an apple to represent the Earth
and slice away portions that
represent resources.
CONTENT
Teaching and Learning Events*
• students read letter and complete task
analysis; ask questions based on opening
activities and letter
• inquiry begins with students reading articles provided
by teacher
• jigsaw information in teams, organize and share with
class
• mini lessons begin
Vocabulary activity
• activity
• activity
• activity
• activity
Student teams are asked to
populate an international village
Note taking with graphic organizer
• activity
based on current population
figures. They must then “feed” the • activity
• activity
village based on what they think
the people will need.
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
Integrated Curriculum and Instruction Design: Inquiry-Based Learning
Authors: Lori Ufkes, Carthage Schoo l District; Becky Cowser, Peoria Schoo l Dist rict
Title: Trees or Us
Grade Level: 2nd
Goals/Standards: (#ÕS)
State Goal 12: Understand the
fundamental concepts, principles and
interco nnectons of the life, physical and
earth/space sciences
Standa rd A. Know and apply conc epts that
exp lain how li ving things func tion, adapt
and change .
Standa rd B. Know and apply concep ts that
describe how living things func tion, adapt
and change .
 Ana lyze the tree as a living system
and determine the fun ction of it s
parts
 Determi ne the growing pa tterns
and need s of plants
 Predict and verify the lif e cycle of
plants
 Use the parts of trees to de termi ne
the species
 Describe how trees impact our
daily lives and judge their value
State Goal 1. Read with understanding
and fluency.
Stand ard A. Apply wo rd analysis and
vocabu lary skill s to comprehend selection s
Standa rd B. Apply reading strategies to
improve unde rstanding and fluen cy.
Standa rd C. Comprehend a wide range of
reading ma terials .
 Read a variety o f non -fiction
materials to identif y, describe and
locate important info rmation about
trees
Emily Alford, 1998
CONTEXT
Engag ing the Learne r
The teache r brings in a bird nes t,
produc ts from trees, a broken
branch , etc. Teams are asked to
brainstorm relationsh ips between
the items.
The Park Rang er speaks (and s ends
a letter) to the class exp laining that
he/she c an protect the trees that are
within the forest preserve but no t the
trees outside of the preserve.
Children are harmi ng the trees by
carving on them, clim bing on them,
naili ng things to them, breaking o ff
leave s and branche s, etc.
The Range r will ask the class to
make a book for other children to
help them unde rstand the importance
of trees and their need s.
Final Team Performance
The ch ildren will make a trade book
about trees to be sha red with lower
grade chil dren. The book:
 exp lains the impo rtanc e of the of
trees and their parts
 provides info rmation abou t need s
and protection of trees
CONTENT
Teaching and Learning Even ts*
Note: prior to beginning un it studen ts received instruction in the
QAR (Question and Answe r Relationsh ips)
 identif y e ssential ques tions and cu rrent thinking abou t our trees
and plants including their importance , parts and systems;
organ ize ques tions (1)
 Reading Strategy: Making Connections, open or closed
wor d sorts
 inquiry begins with studen ts seeking information from books,
internet and observa tions of trees
 Reading Strategy: Questioning; review “right there” and
“think and search” questions, students practice and become
proficient in answering these types of questions using nonfiction materials.
 teams jigsaw info rmation, record important facts and sketch
trees show ing major parts; share with class; hypo thesize how
parts of the tree serve the whol e system
 Mini l essons on lif e cycle: teams grow Fast Plants (U. of Wis c.);
(2); studen ts will observe p lants growing, draw and label
pictures and describe growth pa tterns
 Sort parts (root, stem, leaf, flower, seed) and “expe rt” teams
locate info rmation about func tion and phys ical cha racteristics
 Mini l esson: use celery and food coloring in w ater to show how
plants distribute water and nut rients; expe rts write team
summary statement; sha re results orally (3)
Individu al Studen t Assessme nts
(1,3) Pre-test on tree parts and their func tions .
(2) Pre-test in which stud ents sequen ce pictures of the li fe cyc le of a
plant.
(4) Post test: studen ts sequence pictures of the li fe cyc le of a plant
(5) Narrative writi ng p rompt: S easons in the Life of a Tree
*Numbers after Teaching and Learning Event s refer to assessments
What strategies do we
use to comprehend text?
What is TCP ?
The Thermal Conversion Process, or TCP, copies the geological and
geothermal processes of nature. The technology emulates what occurs daily
in the earth's subduction zones, but uses an accelerated process. This
process converts industrial waste and low-value streams into fuels, oils,
gases and carbons, with no hazardous emissions into the environment.
TCP mimics the earth's system; however, TCP takes only minutes to do what
nature does over thousands of years. By controlling the temperature and
pressure of this man-made system through the use of pipes, TCP produces
high quality products, including valuable oils that do not contain any tars or
asphaltines. The solid component is also produced the way nature would
recycle its elements. TCP reforms even heavy metals into oxides that are
safe and non-leachable and pass TCLP (leaching) standards.
Why is it important to
read nonfiction text?
It is estimated that
___% of direct
instruction is
provided for reading
nonfiction materials in the
primary grades…
___% of the time
spent reading and
writing as adults is
nonfiction.
Stages of Inquiry
in the Classroom
Encountering the Issue
• getting the “big idea”
• making connections
Making Connections
 Text to text, text to self, text to
world
 Open and closed word sorts
Task Analysis
• defining the task
• asking questions
Asking Questions
 Right there, think and search
 Author and you, in your head
Investigating Information
• seeking, organizing, analyzing,
• applying to project
Determining Importance
 Features, structures of text
 Note taking, graphic organizers
 Facts to main ideas, summaries
Reasoning with Information
• evaluating, creating, judging,
inferring, visualizing
• making decisions
Acting on Decisions
• synthesizing
• communicating findings
Inferring and Visualizing
 creating models
 using text clues and prior knowledge
 using implicit and explicit information
to reach conclusions (author and you)
Synthesizing
 text to text, self and world
• applying to new settings and contexts
• in your head
What happens when we provide non-fiction
materials to primary children?
They read more, are more willing to
struggle with difficult text, choose trade
books over games during indoor recess,
and are empowered to find information
that supports the inquiry question. The
classroom mantra is…”did you know”?
Non-Fiction Texts:
True or False?
“Students aren’t as
interested in nonfiction as
they are in fiction.”
“When reading fiction the
strategies
are the same.”
“Non-fiction text is too
difficult for struggling
readers.”
Brainstorm: what’s this unit
about?
“It’s “Monday” morning, let’s begin... . Oh, I
just received a note from the office to which I
must attend. Tell you what, why don’t you plan
a party while I’m working. We’ve worked so
hard and I think we could use a party”.
Students are asked to plan a
party while the teacher tends
to an “office” problem. They
are given no guidelines for planning
or decision making. After 15
minutes the teacher requests
the party plan. Students process
the obstacles to successful planning.
Review: Step One
The “HOOK”
Open Word Sort
beliefs congress patriotism
governor Lincoln Memorial
rights
democracy
Capitol
senator
responsibility House voting
Senate
government
Step Two: Optional placement for
vocabulary activity
Any Guesses???
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Debrief the party experience
Let students know that you were
introducing the next unit
Ask if they can guess the topic
Next step: Any guesses?
Virginia Lake School
Palatine School District 15
Palatine, Illinois
Dear Students,
I need your help! We have a lot of families moving into our community from other countries. They have so much
they are trying to learn: a new language, new customs, and about a new community. They are eager to become a part
of this country, and I would like our school to help them learn more about the United States government.
We would like to be able to give these families a kit that has lots of information that will help them learn more about
our government in our town, our state, and our country. We want them to know more about the leaders in our
government. They could learn how to respect the law, what "patriotism" means, and their individual rights. They
must know about our election process so they better understand how Americans cooperate to elect our leaders.
Remember, these people don't speak very much English! That means you will need to include pictures, diagrams,
and videotapes. You can make the kit so it will help them improve their English as they learn about our government.
Thank you for your help! I'm looking forward to seeing your project when you are finished.
Sincerely,
Dr. Ludwig
Principal
Next step:
Letter announcing
partnership and
tasks.
Complete Task Analysis
Ask, “What are we expected to do”?
Record responses on chart paper
Define the Task
Create kits so that our
community can better
understand:
•Government in our town,
state and our nation
•Leaders in our
government
•The meaning of
patriotism, rights and
responsibilities
•How our democracy
works through the
election process
Next: Task Analysis
Ask Questions
What questions do we
have now?
•
•
•
•
•
•
Inquiry Begins!!!
Next: Let them begin!
Semantic Features Chart
Government
Local
State
National
Note-taking organizer
Places to
know
Importance
Leaders and
their jobs
How they are
choosen
Important
decisions
Essential Question
How does a government help people make decisions?
Coaching questions: (developed from the learner outcomes)
 What is the significance of patriotic symbols?
 What are the similarities and differences between local, state, and
federal government?
 What process do we use to elect our leaders?
Post your questions after students have posted theirs.
MakingConnections
Asking Questions
Determining Importance
Visualizing
Drawing Inferences
Synthesizing
And then there is the v
of w
. If w
were any less s
, it would be less stable and
could therefore disrupt delicate c
activities.
But if w
were more v
, it would prevent the
movement of large m
necessary for c
division.
And then there is the viscosity of water. If water
were any less sticky, it would be less stable and
could therefore disrupt delicate cellular activities.
But if water were more viscous, it would prevent
the movement of large molecules necessary for
cell division.
Dr. Timothy Johnson, Finding God in the Questions
Making Connections: THE HOOK
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.
AUTHENTIC CONNECTION: Levels of
Authenticity
1.Someone from within the classroom
2.Someone from within the school
3.Someone from the local community or
from outside the community
AUTHENTIC CONNECTION:
Highest Level of
Authenticity
Student-generated connections
• If students have had other 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 world at large.
Introduce the Young Producers’ 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.
Student Decision Making: Levels of
Empowerment
1.Staff member requests help in some aspects
of planning
2.Staff member and students collaborate
during planning and implementation
3.Students assume leadership with feedback
and suggestions from staff
4.Students define issue, develop and
implement action plan and operate within
parameters established by teacher and class
•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
partnership reflected in 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.).
Vi r gin ia La ke Sch oo l
Pa la tin e, Illin o is
Dea r Fir st a nd Secon d Stud en ts ,
Wh o sh ould live a nd wh o sh ould d ie? I th in k I’ve got Ch a rl otte living in
th e ba se m ent . Oth er s cr ea tur es a re wiggli n g in th e class r oom s, jump ing in
th e ha llw a ys a nd flyin g in th e ca feteri a. Som e of th em a re furr y, som e
cr aw l, som e scoot, som e sting a nd som e m a y b ite. Wh at sh ould I d o?
I n ee d your h elp to in ves tiga te th ese cr it ter s a nd tell m e wh ic h ins ects a re
h a rmfu l a nd wh ic h on es a re h elp ful . I n ee d to kn ow if I sh ould ca ll th e
exte rmin a tor , if I sh ould smo os h th em , or if I sh ould ca tch th e ins ects a nd
r elea se th em out sid e.
Co uld cen tip ed es b e u se ful in th e cour tya rd ? Do spid er s h elp p eop le? Do
b ird s eat r o ll ie p oll ies? Wh at a bou t th e b ee s on th e pl ay grou n d? Do
ins ects se rv e a n y u se ful purp os e?
Af ter you lea rn a bou t th ese ins ects, pl ea se let m e kn ow wh at you lea rn .
Rep o rti n g th e in fo r ma tio n in a flip b ook would b e h elp ful to m e so I kn ow
wh ic h ins ects I sh ould r es cu e a nd wh ic h on es , if a n y, I sh ould n ot.
Sin ce re ly,
Th e He ad Cu sto di a n
Text-to-Self
Connections that readers
make between the text
and their past experiences
or background knowledge.
Goudvis & Harvey 2000
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
Text-to-Text
Connections that
readers make between
the text they are
reading and another
text.
Goudvis & Harvey 2000
Beavers
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
Read about beaver features, p. 24-27
Use post it notes and write:
t/s = text to
self
T/S
by Helen H. Moore
t/w = text to
world
t/t = text to
text
T/W
T/T
Open Word Sort
krill
web
fluke
flippers
tentacles
meat plankton
wings
insects trees ocean
seals
molars
rainforest
Semantic Features Chart
Food
Other
(predator prey habitat
relationships) features
(location,
description)
Mammals
Fish
Birds
Amphibians
Reptiles
Insects
Features
(size, body
parts)
Behaviors
(nesting,
life clycle,
hiding,
movement,
defenses)
Threats to
animal
Making Connections
What do you do when the connections
students make aren’t very helpful?
Making Connections
When you are five… .
Think about the connections young children make by telling their stories!
In September and October, kindergarteners are making connections to
each other and their teacher, who is the first replacement for MOM.
By November teachers can encourage text to self
connections by using the following strategies.
1.Pair students and have them take turns discussing their
stories as you pause after interesting pages.
2.Students discuss connections to the book.
3.Call on several students to tell about the connection
made by their their PARTNER.
Making Connections
When you are five… .
As students make connections to a book that you read aloud,
record their responses on chart paper.

I saw a beaver on Animal Planet.
When I watched Animal Planet I saw Steve Erwin wrestling a
crocodile.
My grandmother has a beaver family at the lake where she spends
the summer. They bite the trees near her house. She said they use
the trees for their dams.
My grandmother lives in Florida.
Ask them to help you check the statements that help us better
understand the book.
Making Connections
Anticipation Guides
Me
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.
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
Three properties of
successful vocabulary instruction
1.Integration (relating
words to previous
experiences)
2.Repetition
3.Meaningful use
Making Connections
With Words
Open Word Sort
krill
web
fluke
flippers
tentacles
meat plankton
wings
insects trees ocean
seals
molars
rainforest
Closed Word Sort
krill
web
fluke
flippers
tentacles
meat plankton
wings
insects trees ocean
seals
Categories:
•Animal habitats
•Animal features
•Food for animals
•no clue
molars
rainforest
Closed Word Sort
ocean
rainforest
web
trees
meat krill
insects
plankton
•animal habitats
Categories:
•Animal habitats
•Animal features
•Food for animals
•no clue
food for animals
flippers fluke
tentacles wing
molars
animal features
Word
krill
web
flippers
fluke
tentacles
meat
plankton
wings
insects
trees
ocean
seals
molars
Use in Text
Page
Continuing Word Connections:
Vocabulary Word
1.
Write about it…
2.
Write about it..
3.
Write about it…
4.
Write about it…
5.
Write about it…
C. Samojedny, 2004
My Definition
Dictionary
Definition
Use in Text
1
2
7
3
5
4
6
9
8
10
11
12
13
14
Group 1
Birds
Zoo Animals
Farm Animals
Group 2
Group 3
insects
Directions:
• Place index card with vocabulary word in the front of the book along
with sticky notes.
• Students work in pairs to place sticky note on every page where the
word is printed.
• After locating words they return to each page and make connections
between the word and the picture to see if they can name the word.
Making Connections
With Words
kit
beavers
waste
omnivore
droppings
fins
and
whales
cub
dens
herbivore
fur
lodges
are connected because
Making Connections
With Words
More About Beavers,
Page 28, 29
Mini Lessons for
Making Connections
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Engaging the Learner (jigsaw and letter)
Power of Post-its (T/S, T/W, T/T)
Open Sort/Closed Sort
Connect Two
Word Splash
Tracking Words
Word Detective
Anticipation Guides
Guided Practice
 Write or edit the letter
 Select or create organizer for jigsaw materials
(tradebooks)
 Choose book for modeling Text to Text
connections
 Select vocabulary strategy and create student
handouts – including word tracking organizer
 Create anticipation guide
 = mandatory lessons
 = optional lessons
Making Connections
Asking Questions
Determining Importance
Drawing Inferences
Synthesizing
A sap-sucking insect may
hold the key to a whole new
class of antibacterial drugs,
say scientists who have
been looking at how these
creatures combat infection.
Readers ask questions to…
Find specific information
 Clarify confusion
 Construct meaning
 Discover new information
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There are how many types of bees?
How many eggs does the queen lay?
What does the drone do?
Where does a colony live?
What do worker bees do for the colony?
What do bees do with pollen?
Where do bees live?
Question/Answer Relationship (QAR)
IN THE BOOK
 Right There:
answer in text, easy to
find; words used in
question and used in
answer are in same
sentence

Think and Search:
words and answers
come from different
parts of text (or
books)
IN MY HEAD
 Author and You: answer
not in text; must think
about what is known,
what text is saying and
how it fits together

On My Own:
using experiences
to answer question
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?
1.
2.
3.
4.
I wonder...
what horses eat?
where horses live?
how horses help people?
I wonder…?
 Choose a book, turn the pages
and WONDER
 Write “I wonder… (about
animals)?”
 Wonder and Wander in the books!
http://www.yahooligan s.com/content/animals/species/3595.html
Where do ants live?
http://www.bijlmake rs.com/entomology/begin.htm#anatomy
Under “Insect anatomy,”
What are the body parts of an insec t?
http://research.amnh .org/entomology/social_insects/ants/ant_ colony_cycle.html
How does an ant colony begin?
Where does the queen search for food?
What are the queen’s responsibilities?
How often do the ants need to be fed?
What are the jobs of the worker ants?
What is the larva l phase?
What happens when the colony queen dies?
http://www.fno.org/nov97/toolkit.html#anchor173647
What is an Essential Question?
Generate an Essential Question for your unit.
http://www.fno.org/nov97/toolkit2.html#anchor186984
What is the difference between an Essential Question and a Telling
Question (also called Coaching Questions)?
What part of your unit design (Inquiry-Based Learning Template) will
assist you in developing Telling Questions?
List your Telling or Coaching questions.
How will you introduce your students to your Essential and Telling
questions?
created by E. Alford, 2003
How does a whale’s
body help it survive?
Questioning
Moves Inquiry
Forward
Goals/Standards: (#’S)
CONTENT
Teaching and Learning Events*
CONTEXT
Engaging the Learner
No questions = no inquiry!
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.
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
Call it project-based learning.
Student’s continue asking questions and
seeking answers throughout the unit.
Benchmark
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
Mini Lessons for
Asking Questions

Question and Answer Relationships
(QAR)
Developing In the Book Questions
(Right There, Think and Search)
Wonder and Wander
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Essential and Coaching Questions
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Guided Practice
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Select book and create In the Book questions.
Create Cyberhunt and guiding questions.
Design activities for teaching the QAR.
Kindergarten develop Wonder and Wander
strategies.
Create essential and coaching questions.
Create planned opportunities for students to
continue inquiry by asking and seeking
information to their questions.
Making Connections
Asking Questions
Determining Importance
Drawing Inferences
Synthesizing
What are the three
most important
facts in this book?
Beavers
by Helen H. Moore
• Read the chapter on Beaver
Family Life and decide on the
three most important ideas.
• What are important strategies
that beavers use to survive?
Illinois School
Park Forest, Illinois
Dear Students,
Our first Spirit Day is fast approaching. I am really looking forward to honoring the outstanding work of our students and
teachers. We have planned the assembly, the treats, and the presentations -- but there’s one thing we forgot: A SCHOOL
MASCOT!
A school mascot is a very important symbol. We need to choose a school mascot that is worthy of our attention and
promotes school spirit! Most people choose a mascot because of the way it looks. I think we should consider the way it
looks and behaves in its environment. When we make our decision, we need to think about the animal’s survival,
conservation, and importance.
I understand that you are studying animals this year. Would you be willing to nominate ten animals to be our school
mascot? The animals should represent all five classes - mammals, insects, reptiles, amphibians, and birds. Then we’ll have
a school election to choose the best mascot for us. Be sure to include information about how these animals adapt and
survive. We don’t want students choosing a mascot only because of the way it looks!
I look forward to your nominations.
Sincerely,
Dr. Joyce Carmine, Principal
Illinois School
Finding Important Information
“
The context puts the
important ” into finding
important information.
Beavers
by Helen H. Moore
What did the author think was
important for the reader to know about
beavers?
Let’s learn
about beavers!

Read the book using only features as
• from clues
tablefor
of determining
contents and
index
importance.

• from labels and captions
• from pictures
Bold Text
Italics
Captions
Labels
Table of
Contents
Using The Features
of Nonfiction Text to Determine
Importance







Table of Contents
Index
Titles, Headings
Font Size
Font Style
Tables, Graphs, Charts, Diagrams,
Labels, Captions
Features of Websites
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.
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.
Name: ____________________________________
Wha t are the two main types of trees? How can you tell them apart?
What are the parts of a tree and what do they do?
Tree Part
What doe s 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? How ar e tree s important in
your life?
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
Moving Seeds
Name of mover
How seeds are moved
Insect
Life Cycle
Note: see section on
inferencing for
completion of this
format.
Basic Informa tion
Wha t do I know a bout 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 La ke, First Grade
Reading and Taking Notes
Reading Center:
 students read trade books about communities
 they write the name of the book and one fact that is
important to the questions they are answering.
Examples:
This Is My Street
People live on different streets and go different places.
Needs and Wants
The things you want sometimes don’t help us live.
People Who Lead Us
People who lead us are people like somebody who
teaches people how to work as a team.
Signs
Sign help us and keep us safer like sign at the zoo say do
not feed the animals.
Created by Kathy Kroll
Using Graphic Organizers to
Determine Importance


Semantic Features Charts
Change Over Time
Semantic Features Chart
Food
Other
(predator prey habitat
relationships) features
(location,
description)
Mammals
Fish
Birds
Amphibians
Reptiles
Insects
Features
(size, body
parts)
Behaviors
(nesting,
life clycle,
hiding,
movement,
defenses)
Threats to
animal
Change Over Time: Life Cycle of a Tree
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.
Investigating Information
Inquiry:

After seeking information by
conducting experiments

Students use graphic organizers
to organize
Note: this was a second
unit and this team
created their own format
for organizing
information. Then they
called 1-800-flowers
Organizers for
Note-taking



The power of post-its
Cutting up with facts
Creating organizers for concepts
(mapping the way)
Open Word Sort
krill
web
fluke
flippers
tentacles
meat plankton
wings
insects trees ocean
seals
molars
rainforest
My Vocabulary List
krill
web
flippers
fluke
tentacles
meat
plankton
wings
insects
trees
ocean
seals
molars
rainforest
Finding Important Information:
Vocabulary
Words And Concepts (WAC)
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: Determining Importance
Category
What is it?
Compare/Contrast
ANIMAL
Properties
Describe it.
What is it like?
HAS WINGS
BAT
MOUSE
MAMMAL
FRUIT
INSECTEATING
VAMPIRE
Illustrations: What are some
examples?
USES
“RADAR”
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.
Category
What is it?
Properties
Describe it.
Compare/Contrast
What is it like?
Earth
Illustrations: What are some
examples?
The Frayer Model
Definition
Characteristics
word
Examples
Non-Examples
The Frayer Model
Definition
Characteristics
• warm-blooded
Is warm-blooded, has fur
and makes milk. An
• have fur
example is a human. A
• produce milk
spider is not a mammal
Mammal
Examples
Nonexamples
• human
• horse
• frog
• spider
• squirrel
• whale
• snake
• lizard
• dog
• cow
• turtle
• shark
• bat
• rabbit
• butterfly
• chicken
Mini Lessons for
Determining Importance




The Features of Nonfiction Text
Key Points and Supporting
Details
Graphic Organizers, Note
Taking
IWAC, The Frayer Model,
Concept Definition
Guided Practice for
Writing Lessons for
Determining Importance




Select books for teaching features
Create or modify note taking
format
Create or modify graphic
organizer(s) for whole group
summaries and comparisons
Use Frayer Model or Concept
Definition Map and define a
selected word for your unit
Making Connections
Asking Questions
Determining Importance
Drawing Inferences
Synthesizing
“Inferential thinking occurs
when text clues merge with
the reader’s prior knowledge
and questions to point toward
. . . a conclusion in the text.”
Goudvis & Harvey, 2000
A volunteer,
please…
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?
Cutting Up With Facts
Features
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.
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.
What can we infer?
Cows have four stomachs. They eat grass
Rabbits eat their droppings. Rabbits eat grass.
What can we infer about grass?
Ostriches have long nails.
The starfish stomach goes out of its body and into the shellfish
The cheeta has a spotted coat.
Frogs pushes their stomach out of their body when if it eats something bad.
Animal features…
Considering all of the facts about animal features, what can we infer?
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 troups.
Animal behaviors…
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
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?
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
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
Mini Lessons for
Drawing Inferences
Inferring Feelings
 Inferring from the Cover,
Illustrations, and Text
 Inferring in Nonfiction
 Facts, Inferences, New Ideas

Guided Practice



Inferring meaning using Author and Me
questions (create questions)
Inferring meaning from text clues
(words, pictures, notes)
Writing prompt
Making Connections
Asking Questions
Drawing Inferences
Determining Importance
Synthesizing
“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, 2000
Insect
Life Cycle
Wha t should we do abo ut ___________ i n
our school?
How do plants and _______________d epend on each other to
survive? Help each other to stay alive? How do they wo rk
together?
Basic Informa tion
Wha t do I know a bout 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 La ke, First Grade
Read aloud
Beginning
Fact
Fact
Fact
Fact
Step One
Middle
Fact
Fact
Fact
End
Fact
Fact
Read aloud
Beginning
1.
2.
3.
4.
Fact, yada
fact, yada
fact,
fact
Step Two
Middle
1. Fact, yada
2. fact, yada
3. fact
End
1. Fact, yada
2. fact
Martin Luther King Jr.
By: Frankie Forester
Step Three
Martin Luther King’s birthday is
January 15. He got his Ph.D and
was then Dr. Martin Luther King, Jr.
He won the Nobel peace prize in
1964. He had ideas that were
good for black people and white
people.
Martin Luther King, Jr. gave many
important speeches. His most
important speech was his “I Have a
Dream” speech. King wanted peace
and everyone treated the same.
Planet Power Point Checklist
Name: _________________
Qui ckTime™ anda
Gra phics decompressor
are needed to seethis picture.
Planet:__________________
Provide a checklist or other means of
informing students of the expectations for
their final team performance
Check o ff each step wh en it is done.
I have comple ted a chart that shows the dis tance
betwee n m y pl anet and the sun, and my planet and the
Earth.
I have defined revolution a nd rotation.
I have expl aine d how revolution affects the seasons
and y ears.
I have expl aine d how rotation affects ni ght and day.
I have described the size of my pla net.
I have described the atmosphere of my pl anet.
I have described the clim ate of my pl anet.
I have i ncluded at leas t two unique features of my
plane t.
My presentation inc ludes a t leas t one picture of my
plane t.
My presentation has my name on it.
My teacher has ch ecke d my wo rk a nd helped me to
save and print it.
I have shared my presentation with my class and my
first grade friends.
Writing experiences help prepare students for
synthesis AND the final team performance.
Final Product Organizer
These teachers used a
The Nine Planets linked document to give
their students a
computer-based inquiry
Ahhh, itÕs just right!
experience
South Berwyn Schoo l District 100
Juli e Dyra, Ange lo Annor eno, Ka thy G rim es
Scenario
Qui c kT i m e™ an d a
Gra p hi c s d e co m pre ss o r
a re ne e d ed to se e t h is p ic t ur e .
Task
Product
Why is Earth the “Goldilocks”
planet?
There are nine planets in our solar system. Of those nine
planets Earth is the “Goldilocks” planet. It is your mission
to discover why this is true and to help other 3 rd graders
studying the solar system know why our planet is so special.
You will research each of the planets and comp are them to
each other and to the Goldilocks planet, Earth.
You w ill create a Power Point presentation and book
about a specific planet and compare that planet to
Earth.
Assessments
U
s
et
h
i
s
c
h
ec
kl
i
st
f
or
y ou
r
p
l
a
n
e
t
un
it
.
South Berwyn Schoo l District 100
Juli e Dyra, Ange lo Annor eno, Ka thy G rim es
Questions
Click here for your sites.
Gather
Organize
Conclusion
Final Product Organizer
Here are some que stions to think about while
you are researching:
 Why does the d ist ance from the sun influence the
deve lopment of li fe on each planet?
 How does revo lution and rotation affect seasons,
days, and years?
 How do the size, atmosphe re, clim ate, and
unique feature s infl uence the d evelopment of lif e
on each pl anet?
Gather informa tion usin g internet sites and
book s.
Click on t he pencil and paper to organize
your research notes on a planning sheet.
Do you think
Earth is the
“Goldilocks”
planet?
Review your checklist to
make sur e you have
include d all the
information required in
your Power Poi nt
presentation and book.
Display your booklet in the Library Media Center
to share what you have learned about the
planets with students, parents and friends.
Let's have a class discussion...
http://www.bcps.org/offices/lis/models/families/index.html
http://www.bcps.org/offices/lis/models/depaola/index.html
http://www.bcps.org/offices/lis/models/snow/index.html
http://www.bcps.org/offices/lis/models/life/index.html
http://www.bcps.org/offices/lis/models/weather/index.html
 Use the links to see how other teachers organize their inquiry
units.
 Click on the assessment component to view the student product
checklist.
 What will you include in a checklist to guide your students in
completing their Final Team Performance?
Ending the Unit:
As well as using the Harcourt Science Assessment, students will share their
research about the so lar system to counteract misconceptions in a format decid ed on
by the te acher or as a class. Possibilities include video , PowerPoint presentations,
books, or brochures. In the final project, students must clearly demonstrate
knowledge of the essential facts about the ir planet and expl ain reasons why high er
life forms cannot exist on their planet. They will explain why Earth is considered
the Goldilocks planet. See following rubric attached used to rate students on their
scripts and coope rative skills in a final video project.
Supporting Students with
Synthesis

Writing Experiences

Effectively Using Technology to
Communicate
Completing the Final Product:
Trees, Planets

Guided Practice
Your task:
 Use the template to describe the
final product that students are asked
to create for the authentic
connection/audience.
 Create a Word document which more
fully explains the ftp (final team
performance and place in your
desktop folder).
 Create a writing prompt to move
your students toward synthesis.
Assessment:
Individual Accountability
And
Team Responsibility
Holding Individuals Accountable
Information
Product: Final Team Performance
First individual assessment
Checks along the way…
Teams work on product
Second individual assessment
Checks along the way…
Teams work on product
Third individual assessment
Teams work on product
Unit Ends
Checks along the way…
Integrated Curriculum and Instruction Design: Inquiry-Based Learning
Author: Emily C. Alford
Grades: K - 12
Professional Teaching Standards
Content Knowledge
#1 The teacher understands the
central concepts, methods of
inquiry, and structures of the
discipline(s) and creates learning
experiences that make the content
meaningful to all students.
Instructional Delivery
#6 The teacher understands and
uses a variety of instructional
strategies to encourage students’
development of critical thinking,
problem solving, and performance
skills.
• identify elements of Integrated
Curriculum and Instruction Design
and inquiry for structuring teaching
and planning units of instruction
• identify content outcomes
for selected unit topic
• determine strategies for engaging the
learner and plan ways in which
students will demonstrate content
mastery
• analyze links between content,
benchmarks and standards and plan
teaching and learning events
• select format for assessing individual
readiness for completing team
product
 = outcome is assessed
(Number refers to assessment)
Emily Alford, 1998
CONTEXT
Engaging the Learner
Participants are introduced to
the goals for the workshop and
shares the unit organizer.
Stages of inquiry are introduced
by asking participants to share
steps in resolving everyday
activities in which information
is needed in order to make a
decision.
The instructor models a unit
opening using information on
energy costs and coal usage. A
letter of request from a town
leader to share information
about the topic is used to focus
the task.
Final Team Performance
Teachers create units using the
ICID template including targeted
Illinois Goals/Standards, strategies
for engaging students in real-world
contexts, teaching and learning
events and assessments.
CONTENT
Teaching and Learning Events*
• ICID training begins following modeling; PowerPoint is
used to guide work
• select unit topics, map concepts
• teams view examples of other teaching units with
interesting preparatory sets (hooks) and authentic
connections
• plan unit opening and complete the first part of the unit
organizer
• select format teams will use for the final performance and
write description which include concepts from map
• inquiry (internet search) to identify resources to
supplement textbook materials (activities, hot lists, web
quests, lesson plans, reading materials for students, etc.)
• mini lesson: writing local benchmarks; teams use concept
maps and power verbs to write outcomes; align to Illinois
Learning Goals and Standards
• continue inquiry into Energy; read short articles overnight
• teams jigsaw information, organize and share with class
• review stages of implementation using PowerPoint
• begin designing teaching and learning events for each
benchmark
Individual Student Assessments
• Each section of unit is reviewed by instructor.
• map and local benchmarks show higher level performances
for students
• the context for learning provides student the “big picture’ for
the unit and focused direction with the authentic connection
• benchmarks are differentiated; teaching and learning events
are aligned to benchmarks
*Numbers after Teaching and Learning Events refer to assessments
Content-Area Rubric
Knowledge Content information o r processes.
1
incomplete
major errors
2
incomplete
mino r errors
3
comple te
mino r errors
Unit Knowledge Elaboration
4
comple te
accurate
Key concepts, principles, themes, issues, facts, details, or processes (Process
examples: conflict-resolution, scientific inquiry, computation, surveying a
reading selection)
Example: Process of scientific inquiry, including prediction and testing out
prediction
Rule of thumb: ŅKnowledgeÓsupplied by students will be the same from one
person to another.
Reasoning Analysis, evaluation and syn thesis of evidence.
1
2
3
4
incomplete
incomplete
comple te
comple te
major errors mino r errors
mino r errors
accurate
no rationale some r ationale
some r ationale strong
rationale
Unit Reasoning E laboration
Use of critical/higher-order thinking; presence and validity of
support/evidence/references for statements/opinions/conclusions;
consideration of all elements and the relationships/connections among them;
logic of interpretation/justification/explanation
Example: Observation/factual support is provided for prediction and for
findings after inquiry; relationships of all elements are considered; logical and
systematic application of plan to test prediction is evident
Rule of thumb: ŅReasoningÓ is the unique use of knowledge by each student,
though there may be common patterns.
Commu nication: Clear message, specific terms and
vocabular y wh ile comm uni cating know le dge and reasoning.
1
partly clear
clear
no terms
2
partly clear
3
mostly clear
4
totally
Commu nication E laboration
Key terms that students shou ld be able to use know le dgeably
Commun ic ation o f know le dge through:
Of reasoning through:
_____drawings
____ drawings
_____labels
____ labels
some terms
most terms
all t erms
_____orally
_____in writing
____ orally
____ in w riting
_____in Eng li sh
____ in Eng li sh
_____in ano ther langu age
____ other langu age
Rule of thumb: “If they can u se these terms and commun ic ate their
message, their la nguag e will ref lect le arning o f essential un it know ledge
and reasoning. ”
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 aAsk
garden
design
standards.
yourself::
“Howusing
will I know if
each
student has the
knowledge
and reasoning
measurements
given
for area
at a scale
to communicate an understanding of the
of 5:1; graph location of plants in
concept(s)?”
courtyard
using
given coordinates
Select a format
for checking
student
knowledge.
Guided Practice



•


Use the design template to describe how you will know if students
have hit the targeted benchmarks and standard.
Include individual student assessments and a rubric for judging the
final team performance in your folder.
How will you evaluate the final team performance? Check out this
website. You must login first then follow directions to create your
own rubric. Include in your folder.
http://rubistar.4teachers.org/ You must sign in to create a rubric..
What about individual assessments? This site allows you to choose
from available assessments or create your own.
http://nb.wsd.wednet.edu/big6/big6_resources.htm
Guided Practice
Include in your folder copies of
assessments designed for your unit.
Briefly describe them on the design
template.
Include your rubric for the final team
performance or create one using the
website provided.
Create individual assessments and
include them in your folder
Guided Practice
Include a bibliography in your folder (Title
of Book, author, publisher).