English SOL Institute Secondary Vocabulary & Nonfiction Reading Workshop:

1. English SOL Institute Secondary Vocabulary & Nonfiction Reading Workshop: Headlines & Disquieted Minds Carolyn Alley, M.Ed. Reading 6, RtI 7/8 Nate Shotwell, M.Ed. Science 8 Holman Middle School, Henrico, Virginia caalley@henrico.k12.va.us nshotwell@henrico.k12.va.us

2. Vocabulary • Use resources from English SOL Vocabulary Web page • Provide students with opportunities to study vocabulary in authentic texts (newspapers, labels, advertisements, etc.) and words from reading material • Studying vocabulary from authentic texts strengthens nonfiction reading skills

3. Vocabulary • Divide and conquer: Greek and Latin roots! • Model context clues. Give plenty of practice opportunities. • Connect vocabulary instruction to the text through text-dependent questions.

4. Nonfiction Reading Use content text books to create: • nonfiction paired passages • reading comprehension questions • vocabulary questions • usage/mechanics questions • constructed response questions • research connections • paired passages

5. Nonfiction Reading K-12 English SOL Institute October 2013

6. Nonfiction Reading K-12 English SOL Institute October 2013

7. Education is not the filling of a pail but the lighting of a fire. William Butler Yeats Create an Appetite for Wonder!

8. Headlines Create Disquieted Minds Hundreds of Fleeing Syrian Refugees Reach Lebanon QUESTIONS DRIVE LEARNING • Where is Syria? Where is Lebanon? • Why are the refugees leaving? How many have fled? CONNECTIONS ENRICH STUDIES • This is a modern day Underground Railroad DEBATE ISSUES • Should we go to war with Syria? • http://news.nationalgeographic.com/news/2013/09/130920-syria-refugees-camps-war-children/?source=hp_dl2_news_syrian_refugee_camps_20130922#close-modal

9. Articles Allow Learning to be More Accessible for ALL Students http://www.npr.org/blogs/krulwich/2013/02/19/172385254/the-filibuster-solution-or-what-if-honeybees-ran-the-u-s-senate The Filibuster and The Honey Bee Comparing our government with the honey bee - this metaphor creates a stronger curriculum connection than plain content area text. 6.5j Krulwich Wonders – Great Resource

10. A Chronicle of a Whale’s Life, Captured in Ear Wax A Science Friday Headline from 9/20/13 www.sciencefriday.com

11. Scaffolding Builds Background Knowledge • Parallel readings provide the scaffolding necessary for the at risk student to gain knowledge from content text. 6.6a,b Giant Gob of Earwax Reveals Blue Whale Secrets • This article’s rich text allows the student access to more difficult content text. National Geographic’s Weird and Wild http://newswatch.nationalgeographic.com/2013/09/16/giant-gob-of-earwax-reveals-blue-whale-secrets/

12. Articles are Current Resources • National Geographic Daily News • http://news.nationalgeographic.com/news/# • National Geographic Kids News • http://kids.nationalgeographic.com/kids/ • Use for article of the week for HW or as a journaling choice. 6.7a

13. Capture the Spirit of Learning Five Animals With Stinky Defenses http://kidsblogs.nationalgeographic.com/2013/09/19/5-animals-with-stinky-defenses/

14. Pictures and Headlines Support Reluctant Readers 6.6a “The Latest in Scientific Field Equipment: Fido’s Nose” by Adam Cole

15. Graphics Literacy 6.6a NPR: The Latest in Scientific Field Equipment? Fido’s Nose by Adam Cole/9/3/13

16. Don’t be afraid… “I grew up thinking I didn't have the brain for science and in college I studied English and Art History. But after I became a reporter, I found myself gravitating toward science stories, which was very much a surprise, albeit a happy one!” -Megan Gannon, Space.com Science Editor

17. Science is a collection of questions “The questions are always more important than the answers” -Randy Pausch, Dreamer

18. Find you Inner Scientist “When you become comfortable with uncertainty, infinite possibilities open up” -Eckhart Tolle, Author

19. Some Questions 1. What is in your bag? 2. What is inside of the piston thingy inside of your bag? 3. Predict what will happen if I put the cotton inside the tube and push it?

20. So where do I find these questions? • HEADLINES!!!!! • Cicada Infestation • Russian Meteor Explosion • California Wildfires • 2013 Hurricane Season (or lack there of) • Wallops Island NASA Rocket Launch • Colorado Flooding • Fall Equinox • ISON • Your science teaching colleagues!

21. Activity 1 Nonfiction Paired Science Passages

22. A Picture is worth 1000 words What does this graph tell us? Used with permission from author. http://www.space.com/21937-sun-solar-weather-peak-is-weak.html

23. A Picture is worth 1000 words What can you tell about our current “peak”? Used with permission from author. http://www.space.com/21937-sun-solar-weather-peak-is-weak.html

24. A Picture is worth 1000 words How often do peaks occur? Used with permission from author. http://www.space.com/21937-sun-solar-weather-peak-is-weak.html

25. A Picture is worth 1000 words Are peaks good or bad?

26. Magnetic FieldParallel Readings • 2 of my favorite unanswered scientific questions… 2012: Magnetic Pole Reversal Happens All The (Geologic) Time(NASA) Sun's 2013 Solar Activity Peak Is Weakest in 100 Years (Space.com)

27. Magnetic FieldParallel Readings After reading both articles, work with your elbow partner to discuss the following questions: • What similarities did the two pieces share? • What evidence do the authors offer to help the reader understand the concepts? • What questions do you have for the authors after reading the articles?

28. It’s Greek to me • Use the Greek & Latin Root website to identify as many Greek and/or Latin roots as you can find in either article. http://www.learnthat.org/pages/view/roots.html

29. It’s Greek to me • Morph (form) • Scientist (know) • Geologic (Earth, Study of) • Geophysist (Earth, Nature) • Altitude (high) • Solar (Sun) • Century (one hundred) • Hypothesis (To Put Under review)

30. Use Diagrams to Enhance Understanding How does the diagram enhance the reading? Image courtesy NASA

31. Use Diagrams to Enhance Understanding What does the image tell us that the reading does not address? Image courtesy NASA

32. Using TEI Questioning in your instruction Place each phenomenon in the appropriatecategory. Sun Both Earth Associated with Auroras Flips every 11 years Is currently taking place Behaving differently than expected Poorly understood by scientists Determines “north” on a compass

33. Using TEI Questioning in your instruction Place each phenomenon in the appropriatecategory. Sun Both Earth Flips every 11 years Associated with Auroras Determines “north” on a compass Poorly understood by scientists Is currently taking place Behaving differently than expected

34. Using TEI Questioning in your instruction Identify the ideas that the author (Earth’s magnetic field) suggests scientists are certain about. 800,000 years ago, Earth’s magnetic field was reversed Earth’s magnetic field is caused by the hot fluid core Magnetic reversals do not impact Earth’s rotation When the Earth’s field flips, we would not be protected from solar flares

35. Using TEI Questioning in your instruction Identify the ideas that the author (Earth’s magnetic field) suggests scientists are certain about. 800,000 years ago, Earth’s magnetic field was reversed Earth’s magnetic field is caused by the hot fluid core Magnetic reversals do not impact Earth’s rotation When the Earth’s field flips, we would not be protected from solar flares

36. Using TEI Questioning in your instruction Which statement would the author (solar cycles) disagree with? There have been more solar flares this year than there were in 2010 A The sunspots in 2013 are no bigger or smaller than in other years B Scientists understand why the sun goes through an 11 year cycle C

37. Using TEI Questioning in your instruction Which statement would the author (solar cycles) disagree with? There have been more solar flares this year than there were in 2010 A The sunspots in 2013 are no bigger or smaller than in other years B Scientists understand why the sun goes through an 11 year cycle C

38. What did we learn? • Return to your anticipation guide and answer each question again after our discussion.

39. Standards based Instruction • Anticipation guide/follow up questions (SOL 8.6) • Synthesizing parallel reading (SOL 8.6) • Greek/Latin roots (SOL 8.4) • Utilizing diagrams to enhance understanding (SOL 8.6) • Using text dependent questioning & TEI style questioning in your instruction (SOL 8.6)

40. Standards based Instruction • Science explains and predicts the interactions and dynamics of complex Earth systems (ES 2) • Characteristics of the sun(ES 3) • Geologic processes and their resulting features (ES 7) • The history and evolution of Earth can be inferred by studying rocks (ES 9)

41. How to get the “spark” • Temperature is a measure of the energy of the molecules in a substance. The more often and/or faster a molecule bumps into a thermometer, the higher the temperature goes. • When I compressed the air in the syringe, the air molecules got closer together, they bumped into each other more often and increased the temperature in the syringe to more than 500° F! • Cotton’s “flash point” is 454° Fcausing the cotton to spontaneously combusted. • The Fire Syringe is available on Amazon

42. How to get the “spark” “The common denominator among scientists is this disquieted mind, a dissatisfaction with not knowing.” Robert Tai, Science Educator, University of Virginia

43. Turn the Headline into an Essay Response “What Money Can't Buy” • Rick Reilly • After reading the editorial, explore the things that money cannot buy. Use the article first and then use your own experiences to answer this essay. 6.6 e,f • http://sportsillustrated.cnn.com/vault/article/magazine/MAG1107193/

44. Summarize in a Sentence 6.6 g,h • Choosing words carefully to summarize matches this generations desire to TEXT and TWEET with as few characters as possible. Even though the message is concise it is clear. • http://www.sixwordmemoirs.com/index.php • Teaching impact with a short sentence • http://opinionator.blogs.nytimes.com/2013/09/07/the-short-sentence-as-gospel-truth/?_r=0

45. Vocabulary is EVERYWHERE! 6.4 f When talking about character traits, use words that will add to students’ vocabulary. For example: Loquacious instead of talkative Timid instead of shy Fierce instead of intense Use the game Headbands for a new vocabulary game.

46. Academic Vocabulary The 10 most frequently used words across content domains (Coxhead 2000) Analysis Factors Benefit Indicate Concept Legal Method Established Derived Occur 6.4 f

47. Power Prefixes • The 20 prefixes in your packet make-up 97% of all prefixed words. • The list is ranked by usage. • Why wouldn’t you teach those 20 prefixes? • 6.4 b

48. Divergent Classroom Research: ISON • Spend 5-10 minutes researching ISON. • ISON Research Guide is what my students are working on today. • Force students to not just seek the answer but evaluate their sources.

49. Pros of using Student Selected Passages • Students gain authentic research experience (SOL 8.9) • Students are forced to evaluate their resources and choose what to trust (SOL 8.6 & 8.9) • Multiple & differing viewpoints incorporated into discussion (SOL 8.6) • Students generally self-select resources appropriate to their reading level

50. Cons of using Student Selected Passages • Difficult to monitor every student’s resource selection. • Impossible to fact check all of the resources that the class will use before you turn them loose. • Variety of materials makes formal assessment difficult.