1. Good Morning! Before we begin, please: take a moment to answer the questions on the orange slip of paper take a moment to answer the questions on the orange slip of paper place a sticky dot on each poster to represent your familiarity with the 5Es and Reading Strategies place a sticky dot on each poster to represent your familiarity with the 5Es and Reading Strategies

3. What was your favorite book as a child?

4. We believe in books. Somehow we want to make childhood better, and we believe that a book given at the right moment can work magic in a child's life. -Ann Schlee

5. Workshop Goals Receive an overview of Picture Book Science Learn how to integrate picture books and reading strategies into elementary science lessons Experience the 7E ( 5E) Instructional Model Participate in Model Lessons Write Your Own “Picture Book Science Lessons” Have some fun

6. 3 Main Components 1. Reading Strategies

7. 3 Main Components of PPS 1. Reading Strategies 2. The 5E Model

8. 3 Main Components of PPS 1. Reading Strategies 2. The 5E Model 3. Inquiry

9. Consensograms

10. Why Use Children’s Literature? Lack of Time - Integration is Key Lack of Time - Integration is Key

13. Why Use Children’s Literature? Context for Concepts Context for Concepts Earth & Space Sciences: Describe how day and night are caused by Earth’s rotation.

15. Why Use Children’s Literature? More Depth of Coverage More Depth of Coverage “More Books to Read” Section

17. Why Use Children’s Literature? Improved Reading and Science Skills Improved Reading and Science Skills

18. Why Use Children’s Literature? Engaging to Students of All Ages Engaging to Students of All Ages

21. Cautions Story line may distract –stay focused on the science content Story line may distract –stay focused on the science content Be aware of “watered-down” science content Be aware of “watered-down” science content Be aware of misconceptions Be aware of misconceptions

24. Suggestions Choose science objectives first Choose science objectives first Collaborate with a knowledgeable colleague Collaborate with a knowledgeable colleague Choose a variety of books, including fiction/nonfiction pairs Choose a variety of books, including fiction/nonfiction pairs

27. Why Read Aloud in Science? Opportunity to model the strategies of proficient readers Opportunity to model the strategies of proficient readers Students’ minds are free to explore the meaning of difficult science concepts when the teacher does the decoding Students’ minds are free to explore the meaning of difficult science concepts when the teacher does the decoding Fine-tunes students’ observational/listening skills Fine-tunes students’ observational/listening skills

28. Why Read Aloud in Science? Being read to is the most influential activity for building the knowledge required for eventual success in reading (Anderson, Heibert, Scott, and Wilkinson 1985). Being read to is the most influential activity for building the knowledge required for eventual success in reading (Anderson, Heibert, Scott, and Wilkinson 1985).

29. 10 Tips for Reading Aloud p8 Preview the Book Preview the Book Set the Stage Set the Stage Celebrate the Author & Illustrator Celebrate the Author & Illustrator Read with Expression Read with Expression Share the Pictures Share the Pictures Encourage Interaction Keep the Flow Model Reading Strategies Don’t Put it Away Have Fun! Have Fun!

30. Six Key Reading Strategies p10-12 (Harvey and Goudvis) 1. Making Connections 2. Questioning 3. Visualizing 4. Inferring 5. Determining Importance 6. Synthesizing

31. Create a Poster With your team, create a poster that represents your reading strategy With your team, create a poster that represents your reading strategy You may want to use pictures, lists, graphic organizers, and/or specific examples You may want to use pictures, lists, graphic organizers, and/or specific examples

32. Tools to Enhance Comprehension p12-15 Anticipation Guide Anticipation Guide Chunking Chunking Cloze Strategy Cloze Strategy Most Valuable Point Most Valuable Point O-W-L Chart O-W-L Chart Pairs Read Pairs Read Picture Walk Picture Walk Questioning the Author Questioning the Author Rereading Sketch to Stretch Stop and Jot Turn and Talk Using Features of Nonfiction Venn Diagram

35. The 5E Model p29-34

36. BSCS 5E Instructional Model, commonly referred to as the 5E model (or the 5Es). Developed by the Biological Sciences Curriculum Study (BSCS)

37. introductory stage capture students’ interest.

38. cooperative exploration activities build models collect data make and test predictions form new predictions

39. Explains possible solutions to others Listens critically to explanations of other students and the teacher Uses recorded observations in explanations

40. Applies new labels, definitions, explanations, and skills in new but similar situations Uses previous information to ask questions, propose solutions, make decisions, design experiments Records observations and explanations

41. Demonstrates an understanding of the concept or skill Answers open-ended questions by using observations, evidence, and previously accepted explanations Evaluates his/her own progress and knowledge

42. The 5Es Teacher – page 32

43. The 5Es Student – page 33

44. Picture Perfect & CCSS

45. Reading Picture Perfect & CCSS Reading Key Ideas and Details Craft and Structure Integration of Knowledge & Ideas Range of Reading & Level of Text Complexity

46. Key Ideas & Details Read closely to determine what the text says explicitly and to make logical inferences from it. Determine central ideas or themes of a text and analyze and summarize details and ideas. Analyze how and why ideas and events develop and interact over the course of a text. Picture Perfect & CCSS Reading

47. Craft and Structure Picture Perfect & CCSS Reading Interpret words and phrases as they are used in a text and analyze how word choices shape the meaning. Analyze the structure of texts. Assess how purpose shapes the content and style of a text.

48. Integration of Knowledge and Ideas Picture Perfect & CCSS Reading Read closely to determine what the text says explicitly and to make logical inferences from it. Determine central ideas or themes of a text and analyze and summarize details and ideas. Analyze how and why ideas and events develop and interact over the course of a text.

49. Range of Reading & Level of Text Complexity Picture Perfect & CCSS Reading Read and comprehend complex literary and informational texts

50. Writing Picture Perfect & CCSS Writing Text Types & Purposes Production & Distribution of Writing Research to Build & Present Knowledge Range of Writing

51. Text Types and Purposes Picture Perfect & CCSS Writing Write arguments to support claims of substantive texts using evidence. Write informative/ explanatory texts to examine and convey ideas and information clearly and accurately. Write narratives to develop real experiences or events.

52. Production & Distribution of Writing Picture Perfect & CCSS Writing Produce clear and coherent writing appropriate to task and purpose. Develop and strengthen writing. Draw evidence from informational texts to support analysis, reflections, and research

53. Research to Build & Present Knowledge Picture Perfect & CCSS Writing Conduct research projects based on focused questions. Gather relevant information from multiple print and digital sources, and integrate the information. Draw evidence from informational texts to support analysis, reflection, and research.

54. Range of Writing Picture Perfect & CCSS Writing Write routinely over extended times frames and shorter time frames.

55. Speaking and Listening Picture Perfect & CCSS Speaking and Listening Presentation of Knowledge and Ideas Comprehension and Collaboration

56. Picture Perfect & CCSS Speaking and Listening Prepare for and participate in conversations and collaborations with partners. Integrate and evaluate information presented in diverse media and formats. Evaluate a speaker’s point of view, reasoning, and use of evidence. Comprehension and Collaboration

57. Picture Perfect & CCSS Speaking and Listening Present information, findings, and supporting evidence. Make use of digital media and visual displays of data to express information and enhance understanding. Adapt speech to a variety of contexts and communication tasks. Presentation of Knowledge & Ideas

58. How can you integrate Picture Perfect Science into your grade level? How can you integrate Picture Perfect Science into your grade level? Picture Perfect & CCSS Integration

59. If a child is to keep alive his inborn sense of wonder…he needs the companionship of at least one adult who can share it, rediscovering with him the joy, excitement, and mystery of the world we live in. -Rachel Carson

64. EXIT SLIP. HOW CAN YOU APPLY THIS IN YOUR CLASSROOM?