English SOL Institute Elementary Research (Grades 4 & 5) Strand

1. English SOL Institute • Elementary Research (Grades 4 & 5) Strand Creating Authentic Research Tasks Linda Farringer and Sarah Schweiker

2. Introductions • LindaFarringer • Fifth grade teacher • Working toward Masters in Educational Leadership from James Madison University • Eight years of teaching experience • Sarah Schweiker • Elementary Instructional Supervisor • Masters in Curriculum and Instruction from UVA • Eight years of teaching experience

3. Today’s Objective • Participants will implement the 2010 English Standards of Learning Research Strandusing various components of and tasks associated with authentic writing.

4. Grade 4 Strand 4.9 • The student will demonstrate comprehension of information resources to research a topic. a) Construct questions about a topic. b) Collect information from multiple resources including online, print, and media. c) Use technology as a tool to organize, evaluate, and communicate information. d) Give credit to sources used in research. e) Understand the difference between plagiarism and using own words.

5. The student will find, evaluate, and select appropriate resources for a research product. a) Construct questions about a topic. b) Collect information from multiple resources including online, print, and media. c) Use technology as a tool to research, organize, evaluate, and communicate information. d) Organize information presented on charts, maps, and graphs. e) Develop notes that include important concepts, summaries, and identification of information sources. f) Give credit to sources used in research. g) Define the meaning and consequences of plagiarism. Grade 5 Strand 5.9 ** Information highlighted in blue denotes differences from fourth to fifth grade.

6. The Essentials • Frame, analyze, and synthesize information to solve problems, answer questions, and generate new knowledge • Effectively use a variety of resources • Critically evaluate the accuracy, quality, and validity of the information

7. The Essentials • Strand should be integrated into content area lessons • Collection, evaluation, and organization of information emphasized • Research “product” does not have to be a paper

8. Keeping the Main Thing the Main Thing • Turn and Talk: • What is our number one goal for teaching reading and writing to students? • How do we do that?

9. Keeping the Main Thing the Main Thing • “What they do is what they think it is. • That is, what the students do during “reading” time is what they think is the main thing about reading” (Duffy, 2009). What does this teacher think is the main thing? During writing instruction, a teacher introduces a new grammar skill whole group, conducts a guided practice session, and then students complete a worksheet for independent practice (could be differentiated). What do these students think writing is?

10. Keeping the Main Thing the Main Thing • “What they do is what they think it is.” • -Duffy, 2009 What does this teacher think is the main thing? In the fifth grade, Maddie was reading all the Nancy Drew books by herself. Her teacher noted that she was having some decoding problems, so she moved Maddie into the lowest reading group and told her to stop reading Nancy Drew.

11. Keeping the Main Thing the Main Thing • What message are • you sending your students about • reading and writing?

12. How Can I Apply This? • Turn and Talk: • How can we connect the • concept of “keeping the main thing the main thing” to teaching the research strands?

13. Authentic writing instruction usually includes “student choice, the presence of an audience, the creation of a product, attention to writing genres, and an evident purpose for writing among other important factors” (Lidvall, 2006). Skills in isolation Whole group instruction followed by worksheet for independent practice Teacher-centered Inapplicable to real life Producing a product simply for a grade Authentic Writing:Helping Teachers Keep the Main Thing the Main Thing What it is What it’s not

14. Components of Authentic Writing • Writing/creating a product for an audience • Writing with purpose • Writing with motivation • Writing through genres • Writing to create a product • Writing with choice • Lidvall (2008)

15. Sample Products • “While story writing is a completely valid form of authentic writing, teachers may encourage variety by introducing a vast array of formats. Student-created information may be presented in many real forms of magazines, brochures, picture books, newspapers, diaries, scrapbooks, videotapes, reference books, debates, skits, exhibitions, big books, interactive/manipulative books, speeches and more.” Lidvall (2008)

16. Authentic Writing & Student Achievement • According to studies conducted by Duke & Hall (2006), students who are engaged in authentic tasks show higher growth in comprehension and writing. • Students engaged in authentic writing activities have demonstrated an increase in the ability to write and comprehend new genres of literature. (Purcell-Gates & Duke, 2004). • Authentic writing instruction makes grammar skill instruction more meaningful. When grammar is taught within its naturally occurring context, students make better use of conventions of grammar than in if learned only within isolation (Weaver, 1998).

17. Becoming Real Readers and Writers Emulating Real Readers Emulating Real Writers Inform colleagues through email and memos. Blog or journal about interests, daily life and culture. Make to-do and grocery lists. Write editorials to persuade public opinion. • Read the directions to learn a new board game. • Read expository text to learn more about a matter that concerns them. • Read a newspaper or magazine to help decide with which side of a civic issue you agree.

18. WHY? Students will use their experiences with reading and writing to construct an understanding of why we read and write. “We cannot teach writing well unless we trust that there is a real, human reason to write” -Lucy Calkins Duffy, 2009

19. So How Do We Motivate our Students? “From the standpoint of the child, the great waste in the school comes from his inability to utilize the experiences he gets outside the school in any complete and free way within the school itself, while, on the other hand, he is unable to apply in daily life what he is learning in school” -John Dewey, The School and Society, MW 1:46 Have a vision of what reading and writing is and share this with your students. 2. Create tasks or activities that give students realistic experiences with reading and writing (not “school” reading and writing).

20. Authentic Task:Field Trip • The Field Trip must: • be related to concepts taught in social studies or science this year • Be located in Virginia or Maryland • Be within a ____ mile radius of the school. Give stipulations: Allow students to help plan this year’s field trip or the field trip students will go on next year.

21. 4th Grade Connections Strand Connections SW develop a list of questions to guide them in their research of the different trips. SW collect information online, by emailing to receive brochures, interviews/questionnaires, and even adult supervised phone calls. SW create a spreadsheet to organize info, graph data from questionnairs, establish a system for evaluating the best trip, and develop a presentation/product. Cite all sources using APA format. Use quotes, paraphrasing and own words. • a) Construct questions about a topic. • b) Collect information from multiple resources including online, print, and media. • c) Use technology as a tool to organize, evaluate, and communicate information. • d) Give credit to sources used in research. • e) Understand the difference between plagiarism and using own words.

22. 5th Grade Connections Strand Connections c) SW collect information online, by emailing to receive brochures, interviews/questionnaires, and even adult supervised phone calls. d) SW devise their own system of organizing the questions they are considering, info they gather, maps, graphs, etc using spreadsheets, graphs and other tools. e) SW prioritize the important aspects of planning a trip, summarize their findings with a conclusion, and cite all sources. • c) Use technology as a tool to research, organize, evaluate, and communicate information. • d) Organize information presented on charts, maps, and graphs. • e) Develop notes that include important concepts, summaries, and identification of information sources.

23. Is This Real Reading and Writing? • Turn and Talk: • What makes this an authentic task? • What needs to take place to make this a real task?

24. MAKE IT REAL! All students will present their findings to a “panel,” which can be students, parents, teachers, principal, next year’s class … (whomever you decide). • Based on an evaluation system developed between you and the students….. • The panel will decide the best trip and take the students on the field trip that receives the most votes!

25. NORFOLK Jamestown Settlement and Yorktown Victory Center http://www.historyisfun.org/ Science Museum of Virginia http://www.smv.org/ Virginia Aquarium and Marine Science Center http://www.virginiaaquarium.com/Pages/default.aspx Virginia Teacher http://www.virginiateacheronline.com/field-trips/ LEESBURG Virginia Teacher http://www.virginiateacheronline.com/field-trips/ DC Field Trips http://www.dcfieldtrips.com/ Smithsonian Field Trips http://smithsonianeducation.org/educators/field_trips/field_trips.html MD Field Trip and Teacher’s Guide http://www.baltimoreschild.com/publications/index.cfm?pub=tg Local Resources

26. Authentic Task:Newspaper • The Newspaper must: • Contain contributions from all students. • Reflect facts and opinions. • Reveal student interest, culture, learning and daily life. Give stipulations: SW, working individually or in groups, create writing pieces to be in a class newspaper that reflects student interests, culture, current events, class studies, and creative writing.

27. a) Construct questions about a topic. b) Collect information from multiple resources including online, print, and media. c) Use technology as a tool to organize, evaluate, and communicate information. d) Give credit to sources used in research. e) Understand the difference between plagiarism and using own words. SW develop a list of questions to guide them in their research/ interviews (different depending on topic). SW collect information online, student notebooks, newspapers, magazines, books, interviews/ questionnaires. SW create a spreadsheet to organize info, evaluate sources of information, and brainstorm their articles. Cite all sources using APA format Use quotes, paraphrasing and own words Strand Connections 4th Grade Connections

28. c) Use technology as a tool to research, organize, evaluate, and communicate information. d) Organize information presented on charts, maps, and graphs. e) Develop notes that include important concepts, summaries, and identification of information sources. c) SW collect information online, student notebooks, newspapers, magazines, books, interviews/ questionnaires. d) SW devise their own system of organizing the information they gather, graphics/pictures, etc. using spreadsheets and other tools. e) SW prioritize the important aspects of their topic, summarize their findings in an article and cite all sources. Connections Strand 5th Grade Connections

29. Ideas for Newspaper Columns • (Auto)biography of a student or faculty member • Poetry corner • Dear “Abby” – give real or mock advice to students on friendship, bullying or other cultural issues • Math - a job that includes what students are learning or other authentic ideas • Interviews with a faculty member • Soc st/sci - research more about a topic we learned this month/quarter/unit • This month in history • Upcoming dates • Editorials • Creative writing samples from students • Weather • Ads • Political or Pop Culture cartoons • Jokes

30. An Example • http://www.thethinkingstick.com/the-classroom-newspaper-google-docs-style/ • Click this link to read about this class newspaper/magazine, get ideas, and scroll down to view their work in progress.

31. Online Resources • Students need to have it modeled, start with a real newspaper or magazines to incorporate into social studies and science curriculum. • Newspapers in Education: free newspapers and lessons • http://www.reacheverychild.com/feature/newspapers.html • Online template for newspaper (ReadWriteThink): • http://interactives.mped.org/view_interactive.aspx?id=110&title=: • Template for brainstorming newspaper article • http://www.readwritethink.org/files/resources/lesson_images/lesson249/format.pdf • Everything a teacher needs to create a classroom newspaper: (Full LPs and student sheets • http://nie.miamiherald.com/_pdf/CreatingAClassroomNewspaperNAA.pdf • Article Referenced in Presentation • http://discoverarchive.vanderbilt.edu/bitstream/handle/1803/789/CarlyLidvallCapstone.pdf?sequence=1 • Using Google Docs • http://www.youblisher.com/p/128614-Class-Newspaper-Draft/ • Online Classroom Newspaper • http://jc-schools.net/tutorials/indexnews.html • Using Microsoft Publisher 2007 • http://www.microsoft.com/education/en-us/teachers/how-to/Pages/class-newspaper.aspx

32. Authentic Task: Blog • The Blog must: • Contain contributions from all students. • Reflect facts and opinions. • Reveal student interest, culture, learning and daily life. • Remain respectful. Give stipulations: SW, working individually or in groups, create a class blog reflecting student interests, culture, current events, class studies, and creative writing.

33. a) Construct questions about a topic. b) Collect information from multiple resources including online, print, and media. c) Use technology as a tool to organize, evaluate, and communicate information. d) Give credit to sources used in research. e) Understand the difference between plagiarism and using own words. a) SW develop a list of questions to ask others to stimulate conversation on their topic. b) SW collect information from various sources to include on blog, answer questions, and stimulate/continue conversation. c) SW use blog sources to organize conversations, evaluate and reflect on ideas and communicate learning. d) SW cite all sources (including ideas from relatives and friends). e) SW use quotes, paraphrasing and own words. 4th Grade Connections Strand Connection

34. c) Use technology as a tool to research, organize, evaluate, and communicate information. d) Organize information presented on charts, maps, and graphs. e) Develop notes that include important concepts, summaries, and identification of information sources. c) SW research information to contribute to blog conversations. d) SW brainstorm or present blog information an in organized way, using spreadsheets, charts, graphs, maps, etc. e) SW prioritize the important aspects of their topic, summarize their findings in a blog and cite all sources. 5th Grade Connections Strand Connection

35. Online Resources • Check out class blogs so you can get ideas for your own: • http://theedublogger.com/check-out-these-class-blogs/ • Safe and Simple blogs for your students • http://kidblog.org/home.php • How to use blogs to integrate technology into your classroom: • http://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/47/ • Create a class blog and learn how to do it all at once: • http://classblogs.us/ • Classroom blogs and wikis • http://www.my-ecoach.com/online/webresourcelist.php?rlid=4992

36. Give Stipulations Authentic Task:Game Show-“Who Doesn’t Want to be a Millionaire” SW, working in small groups, will brainstorm advantages of a particular lifestyle or experience and share responses with class. Students then choose a book from the “You Wouldn’t Want to…” series (there are over 30 titles) and explore negative aspects of a historical topic to create an anti-game show's questions. Then, play your wacky games in groups! • Advantages must: • - reflect the “glamorous” side of the lifestyle or experience - be a collaborative effort • Questions must: • be tied to a historical figure or time period - reveal unknown or neglected information that de-glorifies their topic • - be constructed in order of increasing importance http://writingfix.com/RICA/Wacky_We_Search_Reports/millionaire1.htm

37. Construct questions about a topic. b) Collect information from multiple resources including online, print, and media. c) Use technology as a tool to organize, evaluate, and communicate information. d) Give credit to sources used in research. e) Understand the difference between plagiarism and using own words. SW develop a list of questions to ask others to stimulate conversation on their topic. SW collect information from various sources to: compose questions, answer questions, and stimulate/continue conversation. SW use online resources to organize questions, evaluate historical validity and communicate discoveries. 4th Grade Connections Strand Connection

38. c) Use technology as a tool to research, organize, evaluate, and communicate information. d) Organize information presented on charts, maps, and graphs. e) Develop notes that include important concepts, summaries, and identification of information sources. c) SW research historical information in order to construct questions d) SW utilize historical information that is organized in spreadsheets, charts, graphs, maps, etc. e) SW prioritize the important aspects of their topic, summarize their findings in question form, and cite all sources. 5th Grade Connections Connection Strand

39. Online Resources • “Who Doesn't Want to be a Millionaire” • http://writingfix.com/RICA/Wacky_We_Search_Reports/millionaire1.htm • Fact Monster • http://www.factmonster.com/ • World History for Kids • http://www.kidspast.com/world-history/index.php

40. A Teacher-Made Sample:(from Rob Stone, this lesson's creator) • Tonight’s version of “Who Doesn’t Want to be a Millionaire” will feature the age old question…Who doesn’t want to be a Roman Gladiator? Let’s begin. Contestant one, I am sure you are familiar with the rules. You will be asked a series questions based on Roman Gladiators. The dollar value will be allowed to give away multiplies with each question you answer correctly. You can quit when you want, but remember you have three lifelines to use at your disposal. Phone a classmate, poll the class, and narrow the answers down to two. Let’s begin. $50 Question …Today, groups of people with different culture living near each other is called diversity. In Ancient Rome, people from different cultures than Rome were called... a. foreigners b. outsiders c. barbarians d. neighbors

41. $100 Question…If you decided to war with the mighty Roman Legions and lost, you would be... • a. forced to sign a treatyb. killed, tortured, sold into slavery or made into a gladiatorc. warned to never do it again d. made into an ally and a partial citizen of the empire • $ 500 Question…Captured prisoners of war might have a variety of fates. The worst fate of all would be to become... • a. a quarry slave working in the heat and dust of rock quarries, breaking rocksb. a galley slave rowing the Roman navy while being flogged, whipped and beatenc. a farming slave working the land in rain or shine living in filthy, dirt floored hutsd. a Roman gladiator Questions retrieved from: http://writingfix.com/RICA/Wacky_We_Search_Reports/millionaire1.htm

42. Experiences are Not Created Equal • “The belief that all genuine education comes about through experience does not mean that all experiences are genuinely or equally educative.” • -John Dewey

43. Contact Information • Linda Farringer • farringl@frederick.k12.va.us • Sarah Schweiker • schweiks@frederick.k12.va.us

44. References • Calkins, L, M. (1994). The art of teaching writing. Portsmouth: Heinemann. • John Dewey. "The School and Social Progress." Chapter 1 in The School and Society. Chicago: University of Chicago Press (1907). • Duffy, G.G. (2009). Explaining reading: A resource for teaching concepts, skills, and strategies (2nd edition). New York: The Guildford Press. • Duke, N.K., & Hall, L.A. (2006/2007) Authentic literacy activities for • developing comprehension and writing. The Reading Teacher. • Purcell-Gates, V., Duke, N.K., & Martineau, J.A. Learning to read and write in genre-specific text: Roles of authentic experience and explicit • teaching. Reading Research Quarterly. • Weaver, C. (1998). Lessons to share on teaching grammar in context. Portsmouth: Heinemann.

45. Disclaimer Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.