Informational Text for 3-5 Becoming Scientists & Historians

1. April 12, 2014 Informational Text for 3-5Becoming Scientists & Historians

2. Today’s goal: Frustration Enlightenment

3. Let’s get this out of the way…. • http://viewpure.com/KdxEAt91D7k Do you get it now?

4. What percentage of informational text is represented on Reading STAAR for your grade level? Why is it so important that we integrate? 40% 3rd 36% 4th 37% 5th

5. How have expectations shifted? • Duke, Nell K. Starting Out: Practices to Use in K-3 , Educational Leadership 2013

6. Today’s Goals • Provide you with grade level specific resources of Science and Social Studies informational text that you already have on campus • Provide you with best-practices strategies to use with these resources • Make clear the connections of these strategies with Science/Social Studies TEKS and ELAR informational text TEKS (integration!)

7. Informational Text is… • With a partner, • Write down three words that come to mind when you think of informational text. • Write down two questions that quickly come to mind informational text. • Write down one metaphor or simile that comes to mind when you think of informational text.

8. Let’s review informational text • It is everywhere… • It is important to everyone, every day • Examples include: How-to manuals, brochures, internet sites, internet articles, newspaper articles, textbooks, etc.

9. Overview of Strategies

10. A Note About Framing Your Use of Strategies in Content Areas Often strategies such as the ones we use today will serve as reinforcement of a concept, vocabulary development and steps toward addressing the TEKS “I’m a reading teacher supporting the science content.” “I’m a science teacher using text as a tool to develop vocabulary and concept understanding.”

11. Text Coding When you read something that makes you say, “Yeah, I knew that,” or “I predicted that,” or “I saw that coming” When you run across something that contradicts what you know or expect When you have a question, uncertainty, puzzle, need clarification, or are unsure When you discover something new, surprising, exciting, or fun that makes you say: “cool”, “whoa”, “yuck”, “no way”, “awesome” When you read something that seems important, key, memorable or powerful When the reading really makes you see or visualize something When you have a connection between the text and your life, the world, or other things you’ve read

12. Text Coding

14. Text Coding When you read something that makes you say, “Yeah, I knew that,” or “I predicted that,” or “I saw that coming” When you run across something that contradicts what you know or expect When you have a question, uncertainty, puzzle, need clarification, or are unsure When you discover something new, surprising, exciting, or fun that makes you say: “cool”, “whoa”, “yuck”, “no way”, “awesome” When you read something that seems important, key, memorable or powerful When the reading really makes you see or visualize something When you have a connection between the text and your life, the world, or other things you’ve read

15. After Text Coding - Processing • Text coding should lead to rich discussion • What surprised you? • What did you already know? • Was anything different from what you expected? • What was most important? • What helped you “see” ? • Did anyone have any connections?

16. 5.5A Analyze various issues and events of the 20th century such as the world wars 5.25D Create written and visual materials such as journal entries, reports, graphic organizers, outlines, and biblio-graphies This is a great tool to use in PLC meetings and completing lesson plans….

17. This Needs a Caption • Great opportunity to see if students are applying what they know to the pictures they are given. • A caption is – a title or brief explanation to an illustration, cartoon, or poster.

18. Without this important caption, the reader can’t tell what business services, health care, hotel/leisure, natural resources, and retail have in common.

20. This Needs a Caption In this strategy, we help the students choose words that would add information for a reader by describing the visuals.

21. 3.15B Explain the significance of individual writers such as Laura Ingalls Wilder, her stories and other examples of cultural heritage to various communities 3.17C Interpret visual material by identifying the main idea

22. Another way to use this… This is from your Texas History Primary Sources. The pictures in the activity are as well.

24. 4.18A Identify leaders in the national government and Texans who have been president of the United States 4.21C Organize and interpret information in visuals, including timelines

25. Headlines/Reverse Headlines In this strategy, students learn to identify key terms and write or choose a headline that summarizes important information

26. Headlines/Reverse Headlines • Most successful when used at the end of a unit. • Choose text related to overall topic (i.e. Science Rocks lyrics). • Focus on one verse/stanza and model highlighting key terms. • For “Headlines”, students use these key terms to create a headline that summarize the key topic. • For “Reverse Headlines”, students choose from 2 or 3 pre-written Headlines that best matches the text.

27. Headlines/Reverse Headlines Which headline fits each verse the best? What Makes It Alive? What Living Things Need Living Things Have Life Cycles

28. Headlines/Reverse Headlines Which headline fits each verse the best?

29. 3.9B identify and describe the flow of energy in a food chain

30. Sketch to Stretch • In this strategy, students create quick sketches to connect the text and concepts to meaning • Two sources we will use today: STEMScopes P-B-L and upcoming STEMscopesSTEMscopedia

31. Sketch to Stretch

32. Sketch to Stretch

34. Sketch to Stretch: Try It

35. 4.10A explore how adaptations enable organisms to survive in their environment…

36. 5.10C describe the differences between complete and incomplete meta-morphosis of insects

37. Where could I find this information after the training? Strategies and Structures is located under Yearly Content Documents

38. Where could I find this information after the training?

39. I Used to Think… Now I Think • With a partner on a notecard: • Write down I used to think and answer what you used to think about Science/Social Studies and ELAR integration • Write down Now I think and answer what you now think about Science/Social Studies and ELAR integration

40. In Summary • “Information’s pretty thin stuff if not mixed with experience.” – Clarence Day

41. We want your feedback! Please take 3 sticky notes, and add place your responses on the chart paper before you leave. I learned… I appreciate… I suggest… http://schools.birdvilleschools.net/surveys There will also be an on line survey about your experience today, open until April 18, and reminders will go out through Mark Thomas next week.