modeling the inquiry methods buy a car? senior going to college? sick relative? travel in your...
TRANSCRIPT
Modeling the Inquiry MethodsModeling the Inquiry Methods Buy a car? Senior going to college? Sick relative? Travel in your future?Buy a car? Senior going to college? Sick relative? Travel in your future?
Modeling the Inquiry MethodsModeling the Inquiry Methods Buy a car? Senior going to college? Sick relative? Travel in your future?Buy a car? Senior going to college? Sick relative? Travel in your future?
• Encountering the IssueEncountering the Issue• Encountering the IssueEncountering the Issue• Task AnalysisTask Analysis• Task AnalysisTask Analysis• Investigating InformationInvestigating Information• Investigating InformationInvestigating Information• Reasoning with InformationReasoning with Information• Reasoning with InformationReasoning with Information• Acting onActing on DecisionsDecisions• Acting onActing on DecisionsDecisions
Why is it important to Why is it important to read nonfiction text?read nonfiction text?Why is it important to Why is it important to read nonfiction text?read nonfiction text?
It is estimated that ___% of direct instruction is provided for reading nonfiction materials in the primary grades…
…while ____ of the time spent reading and writing as adults is nonfiction.
“The strategies are the same.”“The strategies are the same.”
“Non-fiction text is too difficult for struggling readers.”
“Non-fiction text is too difficult for struggling readers.”
“Students aren’t as interested in nonfiction as they are in fiction.”
“Students aren’t as interested in nonfiction as they are in fiction.”
Explicit Strategy InstructionExplicit Strategy InstructionExplicit Strategy InstructionExplicit Strategy Instruction
Teacher Modeling Guided Practice Independent Practice Application of the Strategy
in Real Reading Situations
Teacher Modeling Guided Practice Independent Practice Application of the Strategy
in Real Reading Situations
MakingConnectionsMakingConnectionsMakingConnectionsMakingConnections
Asking QuestionsAsking QuestionsAsking QuestionsAsking Questions
Determining ImportanceDetermining ImportanceDetermining ImportanceDetermining Importance
Drawing InferencesDrawing InferencesDrawing InferencesDrawing InferencesSynthesizingSynthesizingSynthesizingSynthesizing
VisualizingVisualizingVisualizingVisualizing
The questions that p________ face as they raise ch______ from in________ to adult life are not easy to an__________. Both fa______ and m_______ can become concerned when health problems such as co___________ arise any time after the e___________ stage to later life. Experts recommend that young ch_________ should have plenty of s_______ and nutritious food for healthy growth. B______ and g______ should not share the same b________ or even sleep in the same r_____. They may be afraid of the d_____.
Open Word Sort
krill web flippers
fluke tentacles
meat plankton wings
insects trees ocean
seals molars rainforest
Illinois SchoolPark Forest, Illinois
Dear Second Grade Students,
Lions and tigers and bears, oh my! Those are some of the animals we will see on our trip to the zoo. But what do we know about these animals? Where do they live when they are not in a zoo? Do we have lions and tigers in the United States? Could parrots live in our backyards? Some animals are endangered and only live in zoo habitats. What is happening to their homes?
Before we go to the zoo I would like you to find out about these animals and create guide books for us to use on our trip. Please include information about the way animals look and behave in their natural environment. We also need information about the animal’s survival, conservation, and importance.
After we have learned about animals and visited them in the zoo the third graders will organize an election to choose 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. Because you will know so much about animals I want you to nominate ten animals that could 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 and to our trip to the zoo.
Sincerely,
Dr. Joyce Carmine, PrincipalIllinois School
Semantic Features ChartSemantic Features ChartFood(predator preyrelationships)
Otherhabitatfeatures(location,description)
Features(size, bodyparts)
Behaviors(nesting,life clycle,hiding,movement,defenses)
Threats toanimal
Mammals
Fish
Birds
AmphibiansReptiles
Insects
Stages of Inquiry Stages of Inquiry in the Classroomin the ClassroomStages of Inquiry Stages of Inquiry in the Classroomin the Classroom
Encountering the Issue• getting the “big idea”• making connections
Reasoning with Information• evaluating, creating, judging, inferring, visualizing• making decisions
Task Analysis• defining the task• asking questions
Investigating Information• seeking, organizing, analyzing,• applying to project
Acting on Decisions• synthesizing • communicating findings
Making Connections Text to text, text to self, text to world Open and closed word sorts
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
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
Grade Rigby Fountas & Reading DRA Accelerated Wright Literacy Pinnell Recovery* ReadingK 1 A - 1 0.1 - 0.9K 2 A 1 A - 1 0.1 - 0.9 AK 3 – 4] B 2 2 0.1 - 0.9 B1 5 C 3 - 4 3 0.1 - 0.9 C – D1 6 D 5 - 6 4 1.0 - 1.9 E1 7 E 7 – 8 6-8 1.0 - 1.9 F1 8 F 9 - 10 10 1.0 - 1.9 G1 9 G 11 - 12 12 1.0 - 1.9 H1 10 H 13 - 14 14 1.0 - 1.9 I1 11 I 15 - 16 16 1.0 - 1.9 J2 12 J 17 – 18 16 1.0 - 1.9 K2 13 K 19 - 20 18 2.0 - 2.9 L2 14 - 15 L 20 2.0 - 2.9 M2 16 - 17 M 24 2.0 - 2.9 N3 18 N 28 2.0 - 2.9 O3 19 O 28 2.0 - 2.9 P3 20 P 30 2.0 - 2.9 Q4 Q 30 2.0 - 2.9 R4 R 34 3.0 - 3.9 S – T4 S 34 3.0 - 3.95 T 38 3.0 - 3.95 U 40 3.0 - 3.95 V 40 4.0 - 4.95 W 44 4.0 - 4.95 X 44 4.0 - 4.95 Y 5.0 - 5.95 Z
Leveling Correlation Chart
*Chara cteristicsdiffer am ong th evarious leve lingsys tems .
Text-to-SelfText-to-SelfText-to-SelfText-to-Self
Connections that readers make between the text and their past experiences or background knowledge.
Goudvis & Harvey 2000
Text-to-WorldText-to-WorldText-to-WorldText-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-TextText-to-TextText-to-TextText-to-Text
Connections that readers make between the text they are reading and another text.
Goudvis & Harvey 2000
Beavers by Helen H. MooreBeavers by Helen H. Moore
Read about beaver features, p. 24-27 Use post it notes and write:
t/s = text to self
T/S
t/w = text to world
t/t = text to text
T/W T/T
Making ConnectionsWhat do you do when the connections students make aren’t very helpful?
Anticipation GuidesAnticipation GuidesAnticipation GuidesAnticipation GuidesMeMe TextTextMeMe TextText
Mosquitoes eat plant nectar and pollinate Mosquitoes eat plant nectar and pollinate plants.plants.Mosquitoes eat plant nectar and pollinate Mosquitoes eat plant nectar and pollinate plants.plants.
Mosquitoes make great food for fish.Mosquitoes make great food for fish.Mosquitoes make great food for fish.Mosquitoes make great food for fish.
Honeydew is a favorite food of theHoneydew is a favorite food of themale mosquito.male mosquito.Honeydew is a favorite food of theHoneydew is a favorite food of themale mosquito.male mosquito.
The larvae do not breed successfully in The larvae do not breed successfully in water that has fish or frogs.water that has fish or frogs.The larvae do not breed successfully in The larvae do not breed successfully in water that has fish or frogs.water that has fish or frogs.
Mosquitoes are the most dangerous Mosquitoes are the most dangerous Animal in the world.Animal in the world.Mosquitoes are the most dangerous Mosquitoes are the most dangerous Animal in the world.Animal in the world.
Making ConnectionsMaking Connections
Text to Text ConnectionsText to Text ConnectionsText to Text ConnectionsText to Text Connections
Text to self… Text to world… Text to text...
Text to self… Text to world… Text to text...
Independent Independent PracticePracticeIndependent Independent PracticePractice
Read: The Log HotelBy Anne Schreiber
CharacteristicsCategories
Habitats
Life Cycle
BIRDS
Body Parts
Behaviours
Classification
Aquatic
Birds of Prey
Flightless
Fowl
Game
Migratory
Songbirds
Tropical
Location
Food
Conditions
Migratory PatternsStages
Needs of Animal
What other animal could be placed in the center
topic circle?
Know and apply conceptsthat explain how living thingsfunction, adapt and change.
State Goal 12, Standard A
Know and apply concepts that describehow living things interact with each other
and their environment.
State goal 12. Standard B
Dear Students, I live in the Caring First Nursing Home just a few miles from your school. I
like living here but, like many people who live here, I miss my pet. Before moving here I had a pet kitten; my roommate had a little dog. We have decided that we would like to buy a bird for our nursing home. A bird could bring a lot of joy and provide hours of entertainment for us.
Some of the residents think we should buy a parakeet. One wants to buy a robin; another wants a goldfinch. One man even suggested buying a buzzard. Can you imagine that! That is why I am writing to you. Would you have time to study birds and help us decide what type of bird would make a good pet for a nursing home?
We will need to know some very specific things about these birds. In order to provide a good home, we need to know about the different types of birds and their characteristics, what their homes are like, and how long they live.
With your help, I think we will be able to find a bird that will be happy living here and that we will all enjoy. I hope that you will be able to visit us to share the information you have learned. Perhaps you could make a photo album with pictures and written information about each bird.
Sincerely, Frank HuelsmannResident of Caring First
CharacteristicsCategories
Habitats
Life Cycle
BIRDS
Body Parts
Behaviours
Classification
Aquatic
Birds of Prey
Flightless
Fowl
Game
Migratory
Songbirds
Tropical
Location
Food
Conditions
Migratory PatternsStages
Needs of Animal
Illinois SchoolPark Forest, Illinois
Dear Second Grade Students,
Lions and tigers and bears, oh my! Those are some of the animals we will see on our trip to the zoo. But what do we know about these animals? Where do they live when they are not in a zoo? Do we have lions and tigers in the United States? Could parrots live in our backyards? What would they eat? Some animals are endangered and only live in zoo habitats. What is happening to their homes?
Before we go to the zoo I would like you to find out about these animals and create guide books for us to use on our trip. Please include information about the way animals look and behave in their natural environment. We also need information about the animal’s survival, conservation, and importance.
After we have learned about animals and visited them in the zoo the third graders will organize an election to choose 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. Because you will know so much about animals I want you to nominate ten animals that could 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 and to our trip to the zoo.
Sincerely,
Dr. Joyce Carmine, PrincipalIllinois School
Know and apply conceptsthat explain how living thingsfunction, adapt and change.
Know and apply conceptsthat describe how living thingsinteract with their environment.
Vocabulary knowledge is Vocabulary knowledge is the single most important the single most important factor contributing to factor contributing to reading comprehension.reading comprehension.J. G. Laflamme, The effect of the Multiple Exposure Vocabulary Method and the Target J. G. Laflamme, The effect of the Multiple Exposure Vocabulary Method and the Target Reading Writing Strategy on Test Scores. 1997Reading Writing Strategy on Test Scores. 1997
Vocabulary knowledge is Vocabulary knowledge is the single most important the single most important factor contributing to factor contributing to reading comprehension.reading comprehension.J. G. Laflamme, The effect of the Multiple Exposure Vocabulary Method and the Target J. G. Laflamme, The effect of the Multiple Exposure Vocabulary Method and the Target Reading Writing Strategy on Test Scores. 1997Reading Writing Strategy on Test Scores. 1997
Making Connections Making Connections with Wordswith Words
Making Connections Making Connections with Wordswith Words
Aspects of Content Area Vocabulary
Content vocabulary is rarely associated with words that students already know.
It consists of major concepts that undergrid a lesson or a unit of study.
adaptationadaptationcamouflagecamouflage
predator
photosynthesis
nutrients
ox
yg
en
co2
Aspects of Content Area Vocabulary
Here is the book I want to read, PROPPED on my pillowWhat synonym can you give for propped?
“Here is my shuttle with the astronaut crew that I’ll STASH with my cars.” (The Bag I’m Taking to Grandma’s House)What synonym can you give for stash?
ColoniesColonies
HoneycombHoneycomb
PollenPollen
cirruscirruscumuluscumulus stratusstratus
Aspects of Content Area Vocabulary
Terms are often semantically related.Armbruster and Nagy, Vocabulary in content area lessons. 1992
Aesop’s Fable: The Fox & The Sick Lion
semantically unrelated
1.Integration (relating words to previous experiences)
2.Repetition
3.Meaningful use
Three properties of
successful vocab instruction
Making Connections Making Connections With WordsWith Words
Making Connections Making Connections With WordsWith Words
Open Word Sort
krill web flippers
fluke tentacles
meat plankton wings
insects trees ocean
seals molars rainforest
Closed Word Sort
krill web flippers
fluke tentacles
meat plankton wings
insects trees ocean
seals molars rainforest
Categories:•Animal habitats•Animal features•Food for animals•no clue
Closed Word Sort
oceanrainforest
webtrees
meat krillinsects
plankton
flippers fluke
tentacles wing
molars
Categories:•Animal habitats•Animal features•Food for animals•no clue
•animal habitats
animal features
food for animals
Word Use in Text Page
krill
web
flippers
fluke
tentacles
meat
plankton
wings
insects
trees
ocean
seals
molars
12 3 4 5 6
7 8 9
10
1112 13 14
Group 1
Group 2Group 3
Birds
Zoo Animals
Farm Animals
Making Connections Making Connections With WordsWith Words
Making Connections Making Connections With WordsWith Words
and are connected because and are connected because
kitbeaverswasteomnivoredroppingsfins
kitbeaverswasteomnivoredroppingsfins
whalescubdensherbivorefurlodges
whalescubdensherbivorefurlodges
Making Connections Making Connections With WordsWith Words
Making Connections Making Connections With WordsWith Words
More About Beavers,Page 28, 29
Mini Lessons for Mini Lessons for Making ConnectionsMaking Connections
Mini Lessons for Mini Lessons for Making ConnectionsMaking Connections
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 Anticipation Guides
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 Anticipation Guides
Guided PracticeGuided PracticeGuided PracticeGuided Practice Write the letter Select jigsaw materials and
organizer Choose book for modeling Text to
Text connections Select vocabulary strategy and
create student handouts – including note tracking organizer
Create anticipation guide
Write the letter Select jigsaw materials and
organizer Choose book for modeling Text to
Text connections Select vocabulary strategy and
create student handouts – including note tracking organizer
Create anticipation guide
Making ConnectionsMaking Connections
Asking QuestionsAsking Questions
Determining ImportanceDetermining ImportanceDrawing InferencesDrawing Inferences
SynthesizingSynthesizing
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.
Itsy Bitsy Spider
The itsy bitsy spider went up the water spout.
Down came the rain and washed the spider out.
Out came the sun and dried up all the rain,
And the itsy, bitsy spider went up the spout again.
Questions: Who climbed up on the water spout? What happened after the rain washed the spider out? Why do you think the spider decided to climb back up the water spout? Have you ever tried and failed at something once, yet still had the courage to try again?
Asking Questions
Readers ask questions Readers ask questions to…to…Readers ask questions Readers ask questions to…to…
Find specific information Clarify confusion Construct meaning Discover new information
Questioning Questioning Moves Inquiry Moves Inquiry
ForwardForward
Questioning Questioning Moves Inquiry Moves Inquiry
ForwardForward
Ask me about the opera Lucia.Ask me about the opera Lucia.
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)Question/Answer Relationship (QAR)Question/Answer Relationship (QAR)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
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
Think and Search: words and answers come from different parts of text (or books)
On My Own: using experiences to answer question
In the Book (Investigation 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)
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)
On Your Own
Do you know someone who works as hard as the bee?
Author and You (Inference)
Which bee is the busiest?
Why is it necessary for the queen to lay so many eggs?
1. I wonder...2. what horses eat?3. where horses live?4. 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.yahooligans.com/content/animals/species/3595.html
Where do ants live?
http://www.bijlmakers.com/entomology/begin.htm#anatomy
Under “Insect anatomy,”
What are the body parts of an insect?
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 larval phase?
What happens when the colony queen dies?
Task Analysis• defining the task• asking questions
Mini Lessons for Mini Lessons for Asking QuestionsAsking QuestionsMini Lessons for Mini Lessons for Asking QuestionsAsking Questions
Question and Answer Relationships (QAR)
Developing In the Book Questions (Right There, Think and Search)
Wonder and Wander
Guided PracticeGuided PracticeGuided PracticeGuided Practice Select book and create In the Book
questions Create hotlist or Webquest and
guiding questions Design activities for teaching the
QAR Kindergarten develop Wonder and
Wander strategies
Select book and create In the Book questions
Create hotlist or Webquest and guiding questions
Design activities for teaching the QAR
Kindergarten develop Wonder and Wander strategies
Making ConnectionsMaking Connections
Asking QuestionsAsking Questions
Determining ImportanceDetermining Importance
Drawing InferencesDrawing InferencesSynthesizingSynthesizing
What are the threemost important
facts in this book?
How does a whale’s body help it survive?
Illinois SchoolPark 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, PrincipalIllinois School
The context puts the “ ” into finding
important information.
The context puts the “ ” into finding
important information.
Finding Important Finding Important InformationInformationFinding Important Finding Important InformationInformation
important
Beavers by Helen H. MooreBeavers by Helen H. Moore
What did the author think was important for the reader to know about beavers?
What did the author think was important for the reader to know about beavers?
Read the book using only features as clues for determining importance.
Read the book using only features as clues for determining importance.
Using The Features Using The Features of Nonfiction Text to of Nonfiction Text to
Determine ImportanceDetermine Importance
Using The Features Using The Features of Nonfiction Text to of Nonfiction Text to
Determine ImportanceDetermine Importance
Table of Contents Index Titles, Headings Font Size Font Style Tables, Graphs, Charts, Diagrams,
Labels, Captions Features of Websites
Table of Contents Index Titles, Headings Font Size Font Style Tables, Graphs, Charts, Diagrams,
Labels, Captions Features of Websites
Cutting Up With FactsCutting Up With FactsCutting Up With FactsCutting Up With Facts
Cows have four stomachs. They eat grass
Rabbits eat their droppings. Rabbits eat grass.
The starfish stomach goes out of its body and into the shellfish
Frogs pushes their stomach out of their body when if it eats something bad.
Ostriches can run 40 miles an hour. It can kick its enemies.
Ostriches have long nails.
Chameleons change colors to hide.
Baboons live together in troups.
Cobras puff out their necks to look bigger.
Whales can talk to each other.
Meercats stand guard to warn of danger.
Cutting Up With FactsCutting Up With FactsCutting Up With FactsCutting Up With Facts
Cows have four stomachs. They eat grass
Rabbits eat their droppings. Rabbits eat grass.
The starfish stomach goes out of its body and into the shellfish
Frogs pushes their stomach out of their body if it eats something bad.
Ostriches can run 40 miles an hour. It can kick its enemies.
Ostriches have long nails.
Chameleons change colors to hide.
Baboons live together in troups.
Cobras puff out their necks to look bigger.
Whales can talk to each other.
Meercats stand guard to warn of danger.
Features
Behaviors
Name: ____________________________________
What are the parts of a tree and what do they do?
Tree Part What does it do?
Draw a picture of a tree’s life cycle.
What are the two main types of trees? How can you tell them apart?
In the box below, draw a picture of your favorite tree. Next to the picture,explain how to identify this tree.
What products are made from trees? How are trees important inyour life?
Scavenger Hunt
Interactions of animals and plants
How do animals use plants?
Name of animal Part of plant used
Human (animal) Part of plant used
Moving SeedsName of mover How seeds are moved
PollinationName of pollinator How they carry pollen
Insect
Life Cycle
Basic InformationWhat 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:
How do plants and _______________depend on each other tosurvive? Help each other to stay alive? How do they worktogether?
What should we do about ___________ inour school?
Virginia Lake, First Grade
Semantic Features Charts Change Over Time
Semantic Features Charts Change Over Time
Using Graphic Organizers to Using Graphic Organizers to Determine ImportanceDetermine Importance
Using Graphic Organizers to Using Graphic Organizers to Determine ImportanceDetermine Importance
Semantic Features ChartSemantic Features ChartFood(predator preyrelationships)
Otherhabitatfeatures(location,description)
Features(size, bodyparts)
Behaviors(nesting,life clycle,hiding,movement,defenses)
Threats toanimal
Mammals
Fish
Birds
AmphibiansReptiles
Insects
Change Over Time: Life Cycle of a TreeChange Over Time: Life Cycle of a Tree
Maple key
(seed)
Fallsfrom
mature
tree.
Spinsto
forest
floor.
Liesunder
leaves all
winter.
Mapel seed
sprouts
Seed
inside
key
swells.
Seedcoat
splits
apart.
Tiny root
creepsinto the
damp soil.
Seedling
grows
Stretchesleaves to
sun.
Leavesmake
chlorophyll
and food
Becomes
dormant
in winter.
Tree
matures
Producesblossoms
which are
fertilized.
Smooth
trunk
becomes
rough.
Makes
moremaple
keys(seeds).
Tree dies
Maple
can live
for 200
years.
Manyholes
made byanimals
lightening
Not
enoughsap can
feedgrowth.
Change Over Time: Life Cycle of a TreeChange Over Time: Life Cycle of a Tree
Investigating Information
Investigating InformationInvestigating InformationInvestigating InformationInvestigating Information
Inquiry:Inquiry: After seeking information by After seeking information by
conducting experimentsconducting experiments
Students use graphic Students use graphic organizers to organizeorganizers to organize
Inquiry:Inquiry: After seeking information by After seeking information by
conducting experimentsconducting experiments
Students use graphic Students use graphic organizers to organizeorganizers to organize
Organizers for Organizers for Note-takingNote-taking
Organizers for Organizers for Note-takingNote-taking
The power of post-its Cutting up with facts Creating organizers for
concepts (mapping the way)
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
Finding Important Finding Important Information: VocabularyInformation: Vocabulary
Finding Important Finding Important Information: VocabularyInformation: Vocabulary
BAT
PropertiesDescribe it.
CategoryWhat is it?
Compare/Contrast
What is it like?
Illustrations: What are some examples?
FRUIT
INSECT-EATING
VAMPIRE
ANIMAL
MOUSE
HAS WINGS
MAMMAL
USES “RADAR”
A bat is an animal similarto a mouse. It is a mammal, has wings and uses radar to locate prey. Some examples are fruit, vampire and insect eating bats.
A bat is an animal similarto a mouse. It is a mammal, has wings and uses radar to locate prey. Some examples are fruit, vampire and insect eating bats.
PropertiesDescribe it.
CategoryWhat is it?
Compare/Contrast
What is it like?
Illustrations: What are some examples?
Non-ExamplesExamples
CharacteristicsDefinition
word
The Frayer ModelThe Frayer ModelThe Frayer ModelThe Frayer Model
CharacteristicsDefinitionA member of a class of higher vertebrates
MammalExamples Non-
examples• human
• squirrel
• dog
• bat
• horse
• whale
• cow
• rabbit
• frog
• snake
• turtle
• butterfly
• spider
• lizard
• shark
• chicken
• warm-blooded
• have fur
• produce milk
The Frayer ModelThe Frayer ModelThe Frayer ModelThe Frayer Model
Open Word Sort
krill web flippers
fluke tentacles
meat plankton wings
insects trees ocean
seals molars rainforest
My Vocabulary ListMy Vocabulary List
krill
web
flippers
fluke
tentacles
meat
plankton
wings
insects
trees
ocean
seals
molars
rainforest
Important Words And Concepts (IWAC)
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
Finding Important Finding Important InformationInformation
Finding Important Finding Important InformationInformation
BAT
PropertiesDescribe it.
CategoryWhat is it?
Compare/Contrast
What is it like?
Illustrations: What are some examples?
FRUIT
INSECT-EATING
VAMPIRE
ANIMAL
MOUSE
HAS WINGS
MAMMAL
USES “RADAR”
A bat is an animal similarto a mouse. It is a mammal, has wings and uses radar to locate prey. Some examples are fruit, vampire and insect eating bats.
A bat is an animal similarto a mouse. It is a mammal, has wings and uses radar to locate prey. Some examples are fruit, vampire and insect eating bats.
Mini Lessons for Mini Lessons for Determining ImportanceDetermining ImportanceMini Lessons for Mini Lessons for Determining ImportanceDetermining Importance
The Features of Nonfiction Text Key Points and Supporting
Details Graphic Organizers, Note
Taking IWAC, The Frayer Model,
Concept Definition
Guided Practice for Guided Practice for Determining Determining ImportanceImportance
Guided Practice for Guided Practice for Determining Determining ImportanceImportance
Select books for teaching features
Create note taking format Create graphic organizer(s) for
whole group summaries and comparisons
Use Frayer Model or Concept Definition Map and define a selected word
Making Connections Making Connections
Asking QuestionsAsking QuestionsDetermining ImportanceDetermining Importance
Drawing InferencesDrawing Inferences
SynthesizingSynthesizing
“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)
On Your Own
Do you know someone who works as hard as the bee?
Author and You (Inference)
Which bee is the busiest?
Why is it necessary for the queen to lay so many eggs?
DavidRight There:•What did David do as soon as he saw the clock?•What type of shirt did David put on?
Think and Search•What did David look for before he left the house?•What steps did David take to get ready to leave the house?
Author and Me•Where was David headed that morning?•What time of day was David getting ready to go?
•On My Own•Should parents wake their children up for school?
Cutting Up With FactsCutting Up With FactsCutting Up With FactsCutting Up With Facts
Cows have four stomachs. They eat grass
Rabbits eat their droppings. Rabbits eat grass.
The starfish stomach goes out of its body and into the shellfish
Frogs pushes their stomach out of their body when if it eats something bad.
Ostriches can run 40 miles an hour. It can kick its enemies.
Ostriches have long nails.
Chameleons change colors to hide.
Baboons live together in troups.
Cobras puff out their necks to look bigger.
Whales can talk to each other.
Meercats stand guard to warn of danger.
Features
Behaviors
What can we infer?
Cows have four stomachs. They eat grass
Rabbits eat their droppings. Rabbits eat grass.
The starfish stomach goes out of its body and into the shellfish
Frogs pushes their stomach out of their body when if it eats something bad.
Ostriches have long nails.
Animal features…
The cheeta has a spotted coat.
What can we infer about grass?
Considering all of the facts about animal features, what can we infer?
What can we infer?
Animal behaviors…
Ostriches can run 40 miles an hour. It can kick its enemies.
Chameleons change colors to hide.
Cobras puff out their necks to look bigger.
Whales can talk to each other.
Meercats stand guard to warn of danger.
Baboons live together in troups.
ABC’s of Inferring
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
Inferential ThinkingInferential ThinkingInferential ThinkingInferential Thinking
Animal SurvivalAnimal Survival
Mini Lessons for Mini Lessons for Drawing InferencesDrawing InferencesMini Lessons for Mini Lessons for
Drawing InferencesDrawing Inferences
Inferring Feelings Inferring from the Cover,
Illustrations, and Text Inferring in Nonfiction Facts, Inferences, New
Ideas
Inferring Feelings Inferring from the Cover,
Illustrations, and Text Inferring in Nonfiction Facts, Inferences, New
Ideas
Guided PracticeGuided PracticeGuided PracticeGuided Practice Plan to teach inferences Inferring meaning using Author
and Me questions (create questions)
Inferring meaning from text clues (words, pictures, notes)
Plan to teach inferences Inferring meaning using Author
and Me questions (create questions)
Inferring meaning from text clues (words, pictures, notes)
Making ConnectionsMaking Connections
Asking QuestionsAsking Questions
Determining ImportanceDetermining Importance
Drawing InferencesDrawing Inferences
SynthesizingSynthesizing
“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
Holding Individuals AccountableHolding Individuals AccountableHolding Individuals AccountableHolding Individuals AccountableInformationInformationInformationInformation Product: Final Team PerformanceProduct: Final Team PerformanceProduct: Final Team PerformanceProduct: Final Team Performance
First individual assessment
Unit EndsUnit EndsUnit EndsUnit Ends
Second individual assessment
Teams work on product
Teams work on product
Third individual assessment
Teams work on product
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
Reasoning with Information:Reasoning with Information: evaluating, creating, judging, evaluating, creating, judging, inferring, visualizing, making decisions inferring, visualizing, making decisions
Reasoning with Information:Reasoning with Information: evaluating, creating, judging, evaluating, creating, judging, inferring, visualizing, making decisions 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 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
Response to writing prompt at the conclusion of the unit:Response to writing prompt at the conclusion of the unit:
Writing Experiences
Effectively Using Technology to Communicate
Completing the Final Product: Trees, Planets
Writing Experiences
Effectively Using Technology to Communicate
Completing the Final Product: Trees, Planets
Supporting Students Supporting Students with Synthesiswith Synthesis
Supporting Students Supporting Students with Synthesiswith Synthesis