3. 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. 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.

4. CONTEXT Goals/Standards: (#’S) CONTENT Engaging the Learner Teaching and Learning Events* Individual Student Assessments Final Team Performance Teams create infomercials promoting sustainable growth strategies and base their reasoning on analysis of historical patterns of human growth and development.  Emily Alford, 1998 *Numbers after Teaching and Learning Events refer to assessments 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 Benchmark activity Benchmark activity 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. Student teams are asked to populate an international village based on current population figures. They must then “feed” the village based on what they think the people will need. 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. 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 Vocabulary activity Note taking with graphic organizer

6. What strategies do we use to comprehend text?

8. Why is it important to read nonfiction text?

9. It is estimated that It is estimated that ___% of direct ___% of direct instruction is provided for reading nonfiction materials in the primary grades… instruction is provided for reading nonfiction materials in the primary grades… It is estimated that It is estimated that ___% of direct ___% of direct instruction is provided for reading nonfiction materials in the primary grades… instruction is provided for reading nonfiction materials in the primary grades…

10. ___% of the time spent reading and writing as adults is nonfiction. ___% of the time spent reading and writing as adults is nonfiction.

11. Stages of Inquiry in the Classroom Encountering the Issue getting the “big idea” making connections Encountering the Issue getting the “big idea” making connections Reasoning with Information evaluating, creating, judging, inferring, visualizing making decisions Reasoning with Information evaluating, creating, judging, inferring, visualizing making decisions Task Analysis defining the task asking questions Task Analysis defining the task asking questions Investigating Information seeking, organizing, analyzing, applying to project Investigating Information seeking, organizing, analyzing, applying to project Acting on Decisions synthesizing communicating findings 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

12. 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”?

13. “When reading fiction the strategies are the same.” “Non-fiction text is too difficult for struggling readers.” “Students aren’t as interested in nonfiction as they are in fiction.” Non-Fiction Texts: True or False? Non-Fiction Texts: True or False?

15. 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”. Review: Step One The “HOOK” 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.

16. 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

17. Any Guesses??? Next step: Any guesses? Debrief the party experience Let students know that you were introducing the next unit Ask if they can guess the topic

18. Next step: Letter announcing partnership and tasks.

19. Complete Task Analysis Ask, “What are we expected to do”? Record responses on chart paper 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 What questions do we have now? Define the TaskAsk Questions

20. Inquiry Begins!!! Next: Let them begin!

21. Semantic Features Chart Note-taking organizer

22. Post your questions after students have posted theirs.

23. MakingConnectionsMakingConnections Asking Questions Determining Importance Drawing Inferences SynthesizingSynthesizing VisualizingVisualizing

24. 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.

26. Making Connections: THE HOOK

27. 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. THE HOOK

29. 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: 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

30. AUTHENTIC CONNECTION: Highest Level of Authenticity Student-generated connections 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.

31. 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 readers’ theater, The Goldilocks Problem.

32. 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 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

33. 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 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.). The teacher must reach out to people in the community to move the content beyond the constraints of a textbook.

37. Text-to-SelfText-to-Self Connections that readers make between the text and their past experiences or background knowledge. Goudvis & Harvey 2000

38. Text-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

39. Text-to-TextText-to-Text Connections that readers make between the text they are reading and another text. Goudvis & Harvey 2000

40. Beavers 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/WT/T

41. Open Word Sort krillweb flippers fluke tentacles meat plankton wings insects treesocean seals molars rainforest

42. Semantic Features Chart

43. Making Connections What do you do when the connections students make aren’t very helpful?

44. 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 steps. 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. By November, teachers can encourage text to self connections by using the following steps. 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.

45. Making Connections When you are five…. As students make connections to a book that you read aloud, record their responses on chart paper. Ask them to help you check the statements that help us better understand the book. 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. 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.

46. Anticipation Guides MeText Mosquitoes eat plant nectar and pollinate plants. plants. Mosquitoes make great food for fish. Honeydew is a favorite food of the male mosquito. Honeydew is a favorite food of the male mosquito. The larvae do not breed successfully in water that has fish or frogs. The larvae do not breed successfully in water that has fish or frogs. Mosquitoes are the most dangerous Animal in the world. Mosquitoes are the most dangerous Animal in the world. Making Connections

47. 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 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 Making Connections with Words Making Connections with Words

48. 1.Integration (relating words to previous experiences) 2.Repetition 3.Meaningful use Three properties of successful vocabulary instruction

49. Making Connections With Words Making Connections With Words

50. Open Word Sort krillweb flippers fluke tentacles meat plankton wings insects treesocean seals molars rainforest

51. Closed Word Sort krillweb flippers fluke tentacles meat plankton wings insects treesocean seals molars rainforest Categories: Animal habitats Animal features Food for animals no clue

52. Closed Word Sort ocean rainforest web trees meat krill insects plankton flippers fluke tentacles wing molars Categories: Animal habitats Animal features Food for animals no clue animal habitats animal features food for animals

53. WordUse in TextPage krill web flippers fluke tentacles meat plankton wings insects trees ocean seals molars

54. Continuing Word Connections:

55. 1 2 3 4 5 6 78 9 10 11 12 13 14

56. Group 1 Group 2 Group 3 Birds Zoo Animals Farm Animals

57. 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.

58. Making Connections With Words Making Connections With Words and are connected because kit beavers waste omnivore droppings fins kit beavers waste omnivore droppings fins whales cub dens herbivore fur lodges whales cub dens herbivore fur lodges

59. Making Connections With Words Making Connections With Words More About Beavers, Page 28, 29

60. Mini Lessons for Making 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 Word Detective 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 Word Detective Anticipation Guides

61. 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 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

62. Making Connections Asking Questions Determining Importance Drawing Inferences Synthesizing

63. 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.

64. Readers ask questions to… Find specific information Clarify confusion Construct meaning Discover new information

65. 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?

66. 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) n On My Own: using experiences to answer question

67. 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)

68. 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?

69. 1. I wonder... 2. what horses eat? 3. where horses live? 4. how horses help people?

70. I wonder…? Choose a book, turn the pages and WONDER Write “I wonder… (about animals)?” Wonder and Wander in the books!

73. How does a whale’s body help it survive?

75. Questioning Moves Inquiry Forward

76. CONTEXT Goals/Standards: (#’S) CONTENT Engaging the Learner Teaching and Learning Events* Individual Student Assessments Final Team Performance Teams create infomercials promoting sustainable growth strategies and base their reasoning on analysis of historical patterns of human growth and development.  Emily Alford, 1998 *Numbers after Teaching and Learning Events refer to assessments 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 Benchmark activity Benchmark activity 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. 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. 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 Vocabulary activity Note taking with graphic organizer Student’s continue asking questions and seeking answers throughout the unit. No questions = no inquiry! Call it directed research. Call it project-based learning. But, do not call it inquiry-based learning!

77. Mini Lessons for Asking Questions Question and Answer Relationships (QAR) Developing In the Book Questions (Right There, Think and Search) Wonder and Wander Essential and Coaching Questions

78. Guided Practice 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. 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.

79. Making Connections Asking Questions Determining Importance Drawing Inferences Synthesizing

80. What are the three most important facts in this book?

81. 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?

82. 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

83. The context puts the “ ” into finding important information. The context puts the “ ” into finding important information. Finding Important Information important

84. Beavers by Helen H. Moore 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.

86. 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 Table of Contents Index Titles, Headings Font Size Font Style Tables, Graphs, Charts, Diagrams, Labels, Captions Features of Websites

87. Cutting 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.

88. Cutting 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

92. Note: see section on inferencing for completion of this format.

93. Reading Center: students read trade books about communities Reading and Taking Notes 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

94. Semantic Features Charts Change Over Time Semantic Features Charts Change Over Time Using Graphic Organizers to Determine Importance

95. Semantic Features Chart

96. Change Over Time: Life Cycle of a Tree

98. Investigating Information Inquiry: After seeking information by conducting experiments After seeking information by conducting experiments Students use graphic organizers to organize Students use graphic organizers to organizeInquiry: After seeking information by conducting experiments After seeking information by conducting experiments Students use graphic organizers to organize 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

99. Organizers for Note-taking The power of post-its Cutting up with facts Creating organizers for concepts (mapping the way)

100. Open Word Sort krillweb flippers fluke tentacles meat plankton wings insects treesocean seals molars rainforest

101. My Vocabulary List krill web flippers fluke tentacles meat plankton wings insects trees ocean seals molars rainforest

102. 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 Information: Vocabulary

103. BAT Properties Describe it. Category What is it? Compare/Contrast What is it like? Illustrations: What are some examples? FRUIT INSECT- EATING VAMPIRE ANIMAL MOUSE HAS WINGS MAMMAL USES “RADAR”

104. 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.

105. Properties Describe it. Category What is it? Compare/Contrast What is it like? Illustrations: What are some examples? Earth

106. Non-ExamplesExamples CharacteristicsDefinition word The Frayer Model

107. Characteristics Definition Is warm-blooded, has fur and makes milk. An example is a human. A spider is not a mammal Mammal Examples 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 Model

108. 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

109. 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

110. Making Connections Asking Questions Determining Importance Drawing Inferences Synthesizing

111. “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

112. A volunteer, please…

113. 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?

114. Cutting 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

115. 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?

116. 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.

118. 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 Thinking Animal Survival

119. 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: evaluating, creating, judging, inferring, visualizing, making decisions

120. 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:

121. Mini Lessons for Drawing 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

122. Guided Practice Inferring meaning using Author and Me questions (create questions) Inferring meaning from text clues (words, pictures, notes) Writing prompt Inferring meaning using Author and Me questions (create questions) Inferring meaning from text clues (words, pictures, notes) Writing prompt

123. Making Connections Asking Questions Determining Importance Drawing Inferences Synthesizing

124. “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

126. Beginning MiddleEnd Read aloud Fact Step One

127. Beginning MiddleEnd Read aloud 1.Fact, yada 2.fact, yada 3.fact, 4.fact 1.Fact, yada 2.fact, yada 3.fact 1.Fact, yada 2.fact Step Two

128. Martin Luther King Jr. By: Frankie Forester 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. Step Three

129. Provide a checklist or other means of informing students of the expectations for their final team performance

130. Writing experiences help prepare students for synthesis AND the final team performance.

131. Final Product Organizer These teachers used a linked document to give their students a computer-based inquiry experience

132. Final Product Organizer

133. 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? http://www.bcps.org/offices/lis/models/life/index.html 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/weather/index.html

135. 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 with Synthesis

136. Guided Practice Your task: Your task: Guided Practice Your task: Your task: Use the template to describe the final product that students are asked to create for the authentic connection/audience. 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 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. Create a writing prompt to move your students toward synthesis. Use the template to describe the final product that students are asked to create for the authentic connection/audience. 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 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. Create a writing prompt to move your students toward synthesis.

137. Assessment:Assessment: Individual Accountability And Team Responsibility Individual Accountability And Team Responsibility

138. Holding Individuals Accountable InformationInformation Product: Final Team Performance First individual assessment Unit Ends Second individual assessment Teams work on product Third individual assessment Teams work on product Checks along the way… Checks along the way…

139. CONTEXT Professional Teaching Standards CONTENT 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 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. 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 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.  = outcome is assessed (Number refers to assessment)  Emily Alford, 1998 *Numbers after Teaching and Learning Events refer to assessments Integrated Curriculum and Instruction Design: Inquiry-Based Learning Author: Emily C. AlfordGrades: K - 12

141. CONTEXT Goals/Standards: (#’S) CONTENT Engaging the Learner Teaching and Learning Events* Individual Student Assessments Final Team Performance  = outcome is assessed (Number refers to assessment)  Emily Alford, 1998 Return to your local benchmarks and standards. Ask yourself:: “How will I know if each student has the knowledge and reasoning to communicate an understanding of the concept(s)?” Select a format for checking student knowledge. use ratio and proportion and draw to scale create a garden design using measurements given for area at a scale of 5:1; graph location of plants in courtyard using given coordinates

142. Guided Practice Use the design template to describe how you will know if students have hit the targeted benchmarks and standard. 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. 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. 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.. 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. 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 http://nb.wsd.wednet.edu/big6/big6_resources.htm Use the design template to describe how you will know if students have hit the targeted benchmarks and standard. 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. 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. 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.. 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. 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 http://nb.wsd.wednet.edu/big6/big6_resources.htm

143. Guided Practice Include in your folder copies of assessments designed for your unit. Include in your folder copies of assessments designed for your unit. Briefly describe them on the design template. Briefly describe them on the design template. Include your rubric for the final team performance or create one using the website provided. Include your rubric for the final team performance or create one using the website provided. Create individual assessments and include them in your folder Create individual assessments and include them in your folder

144. Guided Practice Include a bibliography in your folder (Title of Book, author, publisher). Include a bibliography in your folder (Title of Book, author, publisher).