Informational Text for 3-5 Becoming Scientists & Historians

41
Informational Text for 3-5 Becoming Scientists & Historians April 12, 2014

description

April 12, 2014. Informational Text for 3-5 Becoming Scientists & Historians. Today’s goal: . Frustration. Enlightenment. Let’s get this out of the way…. http://viewpure.com/KdxEAt91D7k. Do you get it now? . What percentage of informational text is represented on - PowerPoint PPT Presentation

Transcript of Informational Text for 3-5 Becoming Scientists & Historians

Page 1: Informational Text for 3-5 Becoming Scientists & Historians

Informational Text for 3-5Becoming Scientists & Historians

April 12, 2014

Page 2: Informational Text for 3-5 Becoming Scientists & Historians

Today’s goal:

Frustration Enlightenment

Page 3: Informational Text for 3-5 Becoming Scientists & Historians

Let’s get this out of the way…. http://viewpure.com/KdxEAt91D7k

Do you get it now?

Page 4: Informational Text for 3-5 Becoming Scientists & Historians

Why is it so important that we integrate?

40% 36

%37%

What percentage of informational text is represented on

Reading STAAR for your grade level?

3rd4th

5th

Page 5: Informational Text for 3-5 Becoming Scientists & Historians

How have expectations shifted?

Duke, Nell K. Starting Out: Practices to Use in K-3 , Educational Leadership 2013

We used to think

K-3 students learn to read3-5 students read to learn

Now we understa

nd K-5 students learn to read and read to

learn

Page 6: Informational Text for 3-5 Becoming Scientists & Historians

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!)

Page 7: Informational Text for 3-5 Becoming Scientists & Historians

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.

Page 8: Informational Text for 3-5 Becoming Scientists & Historians

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.

Page 9: Informational Text for 3-5 Becoming Scientists & Historians

Overview of Strategies

Headlines/Reverse Headlines

provides readers methods to write/identify

summary of important topic of a text Sketch to Stretch

readers draw quick sketches to connect and

stretch their understanding of text

and concepts

Text Codingprovides readers with a

way to flag text they want to remember This Needs a Caption

provides readers an opportunity to

summarize illustrations or diagrams

Strategies You Will

Learn Today

Page 10: Informational Text for 3-5 Becoming Scientists & Historians

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.”

Page 11: Informational Text for 3-5 Becoming Scientists & Historians

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

Page 12: Informational Text for 3-5 Becoming Scientists & Historians

Text Coding

Page 13: Informational Text for 3-5 Becoming Scientists & Historians
Page 14: Informational Text for 3-5 Becoming Scientists & Historians

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

Page 15: Informational Text for 3-5 Becoming Scientists & Historians

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?

Page 16: Informational Text for 3-5 Becoming Scientists & Historians

5.5A Analyze various issues and events of the 20th century such as the world wars5.25D 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….

Page 17: Informational Text for 3-5 Becoming Scientists & Historians

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.

Page 18: Informational Text for 3-5 Becoming Scientists & Historians

Without this important caption,

the reader can’t tell what business

services, health care, hotel/leisure, natural resources, and retail

have in common.

Page 19: Informational Text for 3-5 Becoming Scientists & Historians
Page 20: Informational Text for 3-5 Becoming Scientists & Historians

This Needs a Caption

In this strategy, we help the

students choose words that would add

information for a reader by

describing the visuals.

Page 21: Informational Text for 3-5 Becoming Scientists & Historians

3.15B Explain the significance of individual writers such as Laura Ingalls Wilder, her stories and other examples of cultural heritage to various communities3.17C Interpret visual material by identifying the main idea

Page 22: Informational Text for 3-5 Becoming Scientists & Historians

Another way to use this…

This is from your Texas History

Primary Sources. The pictures in the activity are

as well.

Page 23: Informational Text for 3-5 Becoming Scientists & Historians
Page 24: Informational Text for 3-5 Becoming Scientists & Historians

4.18A Identify leaders in the national government and Texans who have been president of the United States4.21C Organize and interpret information in visuals, including timelines

Page 25: Informational Text for 3-5 Becoming Scientists & Historians

Headlines/Reverse Headlines

In this strategy, students learn to identify key

terms and write or choose a

headline that summarizes important

information

Page 26: Informational Text for 3-5 Becoming Scientists & Historians

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.

Page 27: Informational Text for 3-5 Becoming Scientists & Historians

Headlines/Reverse Headlines

What Makes It Alive?

What Living Things Need

Living Things Have Life Cycles

WHICH HEADLINE FITS EACH VERSE THE BEST?

Page 28: Informational Text for 3-5 Becoming Scientists & Historians

Headlines/Reverse Headlines WHICH HEADLINE FITS

EACH VERSE THE BEST?

Page 29: Informational Text for 3-5 Becoming Scientists & Historians

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

Page 30: Informational Text for 3-5 Becoming Scientists & Historians

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 STEMscopes

STEMscopedia

Page 31: Informational Text for 3-5 Becoming Scientists & Historians

Sketch to Stretch

Page 32: Informational Text for 3-5 Becoming Scientists & Historians

Sketch to Stretch

Page 33: Informational Text for 3-5 Becoming Scientists & Historians
Page 34: Informational Text for 3-5 Becoming Scientists & Historians

Sketch to Stretch: Try It

Page 35: Informational Text for 3-5 Becoming Scientists & Historians

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

Page 36: Informational Text for 3-5 Becoming Scientists & Historians

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

Page 37: Informational Text for 3-5 Becoming Scientists & Historians

Where could I find this information after the training?

Strategies and Structures is located under Yearly Content

Documents

Page 38: Informational Text for 3-5 Becoming Scientists & Historians

Where could I find this information after the training?

Page 39: Informational Text for 3-5 Becoming Scientists & Historians

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

Page 40: Informational Text for 3-5 Becoming Scientists & Historians

In Summary

“Information’s pretty thin stuff if not mixed with experience.” – Clarence

Day

Page 41: Informational Text for 3-5 Becoming Scientists & Historians

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.