Teaching & Learning Events Begin to design reading activities that will help your students...

Teaching & Learning Teaching & Learning EventsEvents

Begin to design reading activities Begin to design reading activities that will help your students that will help your students comprehend the content of complex comprehend the content of complex text and reach the benchmarks and text and reach the benchmarks and Standards for reading and science Standards for reading and science or social studies.or social studies.

Teaching & Learning Teaching & Learning EventsEvents

Begin to design reading activities Begin to design reading activities that will help your students that will help your students comprehend the content of complex comprehend the content of complex text and reach the benchmarks and text and reach the benchmarks and Standards for reading and science Standards for reading and science or social studies.or social studies.

CONTEXTGoals/Standards: (#’S) CONTENTEngaging the Learner

Teaching and Learning Events*

Individual Student AssessmentsFinal Team PerformanceTeams create infomercials promoting sustainable growth strategies and base their reasoning on analysis of historical patterns of human growth and development.

Emily Alford, 1998

*Numbers after Teaching and Learning Events refer to assessments

• students read letter and complete task analysis; ask questions based on opening activities and letter

• inquiry begins with students reading articles provided by teacher

• jigsaw information in teams, organize and share with class• mini lessons begin

Benchmark • activity• activity• activity• activity

Benchmark • activity• activity• activity

In modeling the opening we:People interact with their environment to create cultures. If civilization depends on natural resources then their demise may be the result of overuse; Students explore cultures that collapsed because of this mistake. Teachers use an apple to represent the Earth and slice away portions that represent resources.

Student teams are asked to populate an international village based on current population figures. They must then “feed” the village based on what they think the people will need.

State Goal 17. Understand world geography and the effects of geography on society, with emphasis on the United States.Standard A. Locate, describe, and explain places, regions, and features on the Earth.

State Goal 1. Read with understanding and fluency. Standard A. Apply word analysis and vocabulary skills to comprehend selectionsStandard B. Apply reading strategies to improve understanding and fluency.Standard C. Comprehend a wide range of reading materials.Read a variety of non-fiction materials to identify, describe and locate important information about trees

Vocabulary activity

Note taking with graphic organizer

Integrated Curriculum and Instruction Design: Inquiry-Based LearningAuthors: Lori Ufkes, Carthage School District; Becky Cowser, Peoria School District

Title: Trees or Us Grade Level: 2nd

CONTEXTGoals/Standards: (#’S) CONTENT

State Goal 12: Understand thefundamental concepts, principles andinterconnectons of the life, physical andearth/space sciencesStandard A. Know and apply concepts thatexplain how living things function, adaptand change.Standard B. Know and apply concepts thatdescribe how living things function, adaptand change.

• Analyze the tree as a li ving systemand determine the function of itsparts

• Determine the growing patternsand needs of plants

• Predict and verify the lif e cycle ofplants

• Use the parts of trees to determinethe species

• Describe how trees impact ourdaily li ves and judge their value

State Goal 1. Read with understandingand fluency. Standard A. Apply word analysis andvocabulary skill s to comprehend selectionsStandard B. Apply reading strategies toimprove understanding and fluency.Standard C. Comprehend a wide range ofreading materials.

• Read a variety of non-fi ctionmaterials to identif y, describe andlocate important information abouttrees

Engaging the Learner

The teacher brings in a bird nest,products from trees, a brokenbranch, etc. Teams are asked tobrainstorm relationships betweenthe items.

The Park Ranger speaks (and sendsa letter) to the class explaining thathe/she can protect the trees that arewithin the forest preserve but not thetrees outside of the preserve.Children are harming the trees bycarving on them, climbing on them,naili ng things to them, breaking offleaves and branches, etc.

The Ranger will ask the class tomake a book for other children tohelp them understand the importanceof trees and their needs.

Teaching and Learning Events*Note: prior to beginning unit students received instruction in theQAR (Question and Answer Relationships)

• identif y essential questions and current thinking about our treesand plants including their importance, parts and systems;organize questions (1)

• Reading Strategy: Making Connections, open or closedword sorts

• inquiry begins with students seeking information from books,internet and observations of trees

• Reading Strategy: Questioning; review “right there” and“think and search” questions, students practice and becomeproficient in answering these types of questions using non-fiction materials.

• teams jigsaw information, record important facts and sketchtrees showing major parts; share with class; hypothesize howparts of the tree serve the whole system

• Mini lessons on lif e cycle: teams grow Fast Plants (U. of Wisc.);(2); students will observe plants growing, draw and labelpictures and describe growth patterns

• Sort parts (root, stem, leaf, fl ower, seed) and “expert” teamslocate information about function and physical characteristics

• Mini lesson: use celery and food coloring in water to show howplants distribute water and nutrients; experts write teamsummary statement; share results orally (3)

Individual Student Assessments(1,3) Pre-test on tree parts and their functions.(2) Pre-test in which students sequence pictures of the li fe cycle of a

plant.(4) Post test: students sequence pictures of the li fe cycle of a plant(5) Narrative writi ng prompt: Seasons in the Li fe of a Tree

Final Team PerformanceThe children will make a trade book

about trees to be shared with lowergrade children. The book:• explains the importance of the of

trees and their parts• provides information about needs

and protection of trees

Emily Alford, 1998 *Numbers after Teaching and Learning Events refer to assessments

What strategies do we What strategies do we use to comprehend use to comprehend

text?text?

What strategies do we What strategies do we use to comprehend use to comprehend

text?text?

Why is it important to Why is it important to read nonfiction text?read nonfiction text?Why is it important to Why is it important to read nonfiction text?read nonfiction text?

It is estimated that It is estimated that ___%___% of direct of direct instruction is instruction is provided for reading provided for reading nonfiction materials in the nonfiction materials in the primary grades…primary grades…

It is estimated that It is estimated that ___%___% of direct of direct instruction is instruction is provided for reading provided for reading nonfiction materials in the nonfiction materials in the primary grades…primary grades…

___%___% of the time of the time spent reading and spent reading and writing as adults is writing as adults is nonfiction.nonfiction.

___%___% of the time of the time spent reading and spent reading and writing as adults is writing as adults is nonfiction.nonfiction.

Stages of Inquiry Stages of Inquiry in the Classroomin the ClassroomStages of Inquiry Stages of Inquiry in the Classroomin the Classroom

Encountering the Issue• getting the “big idea”• making connections

Encountering the Issue• getting the “big idea”• making connections

Reasoning with Information• evaluating, creating, judging, inferring, visualizing• making decisions

Reasoning with Information• evaluating, creating, judging, inferring, visualizing• making decisions

Task Analysis• defining the task• asking questions

Task Analysis• defining the task• asking questions

Investigating Information• seeking, organizing, analyzing,• applying to project

Investigating Information• seeking, organizing, analyzing,• applying to project

Acting on Decisions• synthesizing • communicating findings

Acting on Decisions• synthesizing • communicating findings

Making Connections Text to text, text to self, text to world Open and closed word sorts

Inferring and Visualizing creating models using text clues and prior knowledge using implicit and explicit information to reach conclusions (author and you)

Synthesizing text to text, self and world• applying to new settings and contexts• in your head

Asking Questions Right there, think and search Author and you, in your head

Determining Importance Features, structures of text Note taking, graphic organizers Facts to main ideas, summaries

What happens when we provide non-fiction materials to primary children? What happens when we provide non-fiction materials to primary children?

They read more, are more willing to struggle with difficult text, choose trade books over games during indoor recess, and are empowered to find information that supports the inquiry question. The classroom mantra is…”did you know”?

They read more, are more willing to struggle with difficult text, choose trade books over games during indoor recess, and are empowered to find information that supports the inquiry question. The classroom mantra is…”did you know”?

“When reading fiction the strategies are the same.”

“When reading fiction the strategies are the same.”

“Non-fiction text is too difficult for struggling readers.”

“Non-fiction text is too difficult for struggling readers.”

“Students aren’t as interested in nonfiction as they are in fiction.”

“Students aren’t as interested in nonfiction as they are in fiction.”

Non-Fiction Texts:True or False?Non-Fiction Texts:True or False?

Brainstorm: what’s this unit about?“It’s “Monday” morning, let’s begin... . Oh, I just received a note from the office to which I must attend. Tell you what, why don’t you plan a party while I’m working. We’ve worked so hard and I think we could use a party”.

Review: Step OneThe “HOOK”

Students are asked to plan a Students are asked to plan a party while the teacher tends party while the teacher tends to an “office” problem. They to an “office” problem. They are given no guidelines for planning are given no guidelines for planning or decision making. After 15 or decision making. After 15 minutes the teacher requests minutes the teacher requests the party plan. Students process the party plan. Students process the obstacles to successful planning.the obstacles to successful planning.

Open Word SortOpen Word SortOpen Word SortOpen Word Sort

beliefs congress patriotism governor Lincoln Memorial rights democracy Capitol senator responsibility House voting Senate government

Step Two: Optional placement forvocabulary activity

Any Guesses???

Next step: Any guesses?

Debrief the party experience Let students know that you were

introducing the next unit Ask if they can guess the topic

Next step:Letter announcingpartnership and tasks.

Virginia Lake Schoo lPa l ati ne Schoo l Dist r ict 15

Pa l ati ne, I l lin ois Dear Students, I need your help! We have a lot of families moving into our community from othercountries. They have so much they are trying to learn: a new language, new customs,and about a new community. They are eager to become a part of this country, and Iwould like our school to help them learn more about the United States government.

We would like to be able to give these families a kit that has lots of information that willhelp them learn more about our government in our town, our state, and our country.We want them to know more about the leaders in our government. They could learnhow to respect the law, what "patriotism" means, and their individual rights. They mustknow about our election process so they better understand how Americans cooperateto elect our leaders. Remember, these people don't speak very much English! That means you will need toinclude pictures, diagrams, and videotapes. You can make the kit so it will help themimprove their English as they learn about our government. Thank you for your help! I'm looking forward to seeing your project when you arefinished. Sincerely, Dr. LudwigPrincipal

Complete Task AnalysisComplete Task Analysis

Ask, “What are we expected to do”?Ask, “What are we expected to do”?

Record responses on chart paperRecord responses on chart paper

Create kits so that our community can better understand:•Government in our town, state and our nation•Leaders in our government•The meaning of patriotism, rights and responsibilities•How our democracy works through the election process

Next: Task Analysis

What questions do we have now?• • • • • •

Define the Task Ask Questions

Inquiry Begins!!!Inquiry Begins!!!Next: Let them begin!

Semantic Features ChartSemantic Features Chart

Government Places toknow

Importance Leaders andtheir jobs

How they arechoosen

Importantdecisions

Local

State

National

Note-taking organizer

Essential Question

How does a government help people make decisions?

Coaching questions: (developed from the learner outcomes)

• What is the significance of patriotic symbols?• What are the similarities and differences between local, state, and

federal government?• What process do we use to elect our leaders?

Post your questions after students have posted theirs.

MakingConnectionsMakingConnectionsMakingConnectionsMakingConnections

Asking QuestionsAsking QuestionsAsking QuestionsAsking QuestionsDetermining ImportanceDetermining ImportanceDetermining ImportanceDetermining Importance

Drawing InferencesDrawing InferencesDrawing InferencesDrawing Inferences

SynthesizingSynthesizingSynthesizingSynthesizing

VisualizingVisualizingVisualizingVisualizing

And then there is the v of w . If w were any less s , it would be less stable and could therefore disrupt delicate c activities. But if w were more v , it would prevent the movement of large m necessary for c division.

Making Connections: THE HOOKMaking Connections: THE HOOK

The teacher introduces the unit by having teams participate in a taste test; one cup is chocolate and water, one is chocolate and milk, and one is chocolate mixed with salt water. They must rate the three drinks and give their preference. Then students read Goldilocks and the Three Bears (reader’s theater). Following the reading teams look on the bottom of the glasses to reveal a picture of Venus, Earth, and Mars. Earth isconsidered the GoldilocksPlanet and it is their task todiscover why.

THE HOOK

AUTHENTIC CONNECTION: Levels ofAUTHENTIC CONNECTION: Levels ofAuthenticityAuthenticity

1.1.Someone from within the classroomSomeone from within the classroom

2.2.Someone from within the schoolSomeone from within the school

3.3.Someone from the local community or Someone from the local community or from outside the communityfrom outside the community

AUTHENTIC CONNECTION: Levels ofAUTHENTIC CONNECTION: Levels ofAuthenticityAuthenticity

1.1.Someone from within the classroomSomeone from within the classroom

2.2.Someone from within the schoolSomeone from within the school

3.3.Someone from the local community or Someone from the local community or from outside the communityfrom outside the community

AUTHENTIC CONNECTION: AUTHENTIC CONNECTION:

Highest Level ofHighest Level ofAuthenticityAuthenticity

Student-generated connectionsStudent-generated connections

AUTHENTIC CONNECTION: AUTHENTIC CONNECTION:

Highest Level ofHighest Level ofAuthenticityAuthenticity

Student-generated connectionsStudent-generated connections• If students have had other inquiry experiences in which a letter

delivered the challenge, then it is most appropriate to use another form of invitation

• If students have had other inquiry experiences in which a letter delivered the challenge, then it is most appropriate to use another form of invitation

• Students with high competency levels in using inquiry strategies can be challenged to explore connections to up-coming unit topics and advise the class about possibilities

• Students with high competency levels in using inquiry strategies can be challenged to explore connections to up-coming unit topics and advise the class about possibilities

• The teacher could also encourage teams of students to work on different projects connected to authentic needs in the school, community or world at large.

• The teacher could also encourage teams of students to work on different projects connected to authentic needs in the school, community or world at large.

Introduce the Young Producers’ Contest from www.earthsky.org/Teachers/YP/

The Young Producers’ Contest

What is the Young Producers’ Contest?The Young Producers’ Contest is an annual event sponsored by the Earth & Sky radio series and the National Science Foundation. Each year, students around the world create their own science radio programs. We choose the five best and air them on the Earth and Sky program in the spring.

Teams will share scripts with fifth grade students who are studying the planets to help them learn about space and to get feedback before submitting their scripts.

Conclude with readers’ theater, The Goldilocks Problem.

Student Decision Making: Levels ofStudent Decision Making: Levels ofEmpowermentEmpowerment

1.1.Staff member requests help in some aspects Staff member requests help in some aspects of planningof planning

2.2.Staff member and students collaborate Staff member and students collaborate during planning and implementationduring planning and implementation

3.3.Students assume leadership with feedback Students assume leadership with feedback and suggestions from staffand suggestions from staff

4.4.Students define issue, develop and Students define issue, develop and implement action plan and operate within implement action plan and operate within parameters established by teacher and classparameters established by teacher and class

Student Decision Making: Levels ofStudent Decision Making: Levels ofEmpowermentEmpowerment

1.1.Staff member requests help in some aspects Staff member requests help in some aspects of planningof planning

2.2.Staff member and students collaborate Staff member and students collaborate during planning and implementationduring planning and implementation

3.3.Students assume leadership with feedback Students assume leadership with feedback and suggestions from staffand suggestions from staff

4.4.Students define issue, develop and Students define issue, develop and implement action plan and operate within implement action plan and operate within parameters established by teacher and classparameters established by teacher and class

•Letters MUST be authentic, not fiction. Unless the students are told it is a simulated event, you cannot move forward as if the partnership between the class and the designated connection were real. Otherwise, it becomes an ethically questionable process whereby students are lead to believe the partnership reflected in the letter is real when it is not.

•Letters MUST be authentic, not fiction. Unless the students are told it is a simulated event, you cannot move forward as if the partnership between the class and the designated connection were real. Otherwise, it becomes an ethically questionable process whereby students are lead to believe the partnership reflected in the letter is real when it is not.

•The letter should outline the need that will be served and introduce the target audience.

•The letter should outline the need that will be served and introduce the target audience.

• Information needed by the audience should be outlined and the format for presentation specified (PowerPoint, etc.).

• Information needed by the audience should be outlined and the format for presentation specified (PowerPoint, etc.).

• The teacher must reach out to people in the community to move the content beyond the constraints of a textbook.

• The teacher must reach out to people in the community to move the content beyond the constraints of a textbook.

Vi rginia Lake SchoolPalatine, Il linois

Dear First and Second Students,

Who should live and who should die? I think I’ve got Charlotte living inthe basement. Others creatures are wiggling in the classrooms, jump ing inthe hallways and flying in the cafeteria. Some of them are furr y, somecrawl, some scoot, some sting and some may bite. What should I do?

I need your help to investigate these critters and tell me which insects areharmfu l and which ones are helpful . I need to know if I should call theextermin ator, if I should smoosh them, or if I should catch the insects andrelease them outside.

Could centipedes be useful in the courtyard? Do spid ers help people? Dobirds eat roll ie poll ies? What about the bees on the playground? Doinsects serve any useful purp ose?

Af ter you learn about these insects, please let me know what you learn .Reporting the information in a flip book would be helpful to me so I knowwhich insects I should rescue and which ones, if any, I should not.

Sincerely,

The Head Custodian

Text-to-SelfText-to-SelfText-to-SelfText-to-Self

Connections that readers make between the text and their past experiences or background knowledge.

Goudvis & Harvey 2000

Text-to-WorldText-to-WorldText-to-WorldText-to-World

Connections that readers make between the text and the bigger issues, events, or concerns of society and the world at large.


Text-to-TextText-to-TextText-to-TextText-to-Text

Connections that readers make between the text they are reading and another text.


Beavers by Helen H. MooreBeavers by Helen H. Moore

Read about beaver features, p. 24-27 Use post it notes and write:

t/s = text to self

T/S

t/w = text to world

t/t = text to text

T/W T/T

Open Word Sort

krill web flippers

fluke tentacles

meat plankton wings

insects trees ocean

seals molars rainforest

Semantic Features ChartSemantic Features ChartFood(predator preyrelationships)

Otherhabitatfeatures(location,description)

Features(size, bodyparts)

Behaviors(nesting,life clycle,hiding,movement,defenses)

Threats toanimal

Mammals

Fish

Birds

AmphibiansReptiles

Insects

Making ConnectionsWhat do you do when the connections students make aren’t very helpful?

Making Connections

When you are five… .

Think about the connections young children make by telling their stories! In September and October, kindergarteners are making connections to each other and their teacher, who is the first replacement for MOM.

Think about the connections young children make by telling their stories! In September and October, kindergarteners are making connections to each other and their teacher, who is the first replacement for MOM.

By November, teachers can encourage text to self connections by using the following steps.

1.Pair students and have them take turns discussing their stories as you pause after interesting pages.

2.Students discuss connections to the book.

3.Call on several students to tell about the connection made by their their PARTNER.

By November, teachers can encourage text to self connections by using the following steps.

1.Pair students and have them take turns discussing their stories as you pause after interesting pages.

2.Students discuss connections to the book.

3.Call on several students to tell about the connection made by their their PARTNER.

Making Connections

When you are five… .

As students make connections to a book that you read aloud, record their responses on chart paper.As students make connections to a book that you read aloud, record their responses on chart paper.

Ask them to help you check the statements that help us better understand the book.Ask them to help you check the statements that help us better understand the book.

I saw a beaver on Animal Planet.

When I watched Animal Planet I saw Steve Erwin wrestling a crocodile.

My grandmother has a beaver family at the lake where she spends the summer. They bite the trees near her house. She said they use the trees for their dams.

My grandmother lives in Florida.

I saw a beaver on Animal Planet.

When I watched Animal Planet I saw Steve Erwin wrestling a crocodile.

My grandmother has a beaver family at the lake where she spends the summer. They bite the trees near her house. She said they use the trees for their dams.

My grandmother lives in Florida.

Anticipation GuidesAnticipation GuidesAnticipation GuidesAnticipation GuidesMeMe TextTextMeMe TextText

Mosquitoes eat plant nectar and pollinate Mosquitoes eat plant nectar and pollinate plants.plants.Mosquitoes eat plant nectar and pollinate Mosquitoes eat plant nectar and pollinate plants.plants.

Mosquitoes make great food for fish.Mosquitoes make great food for fish.Mosquitoes make great food for fish.Mosquitoes make great food for fish.

Honeydew is a favorite food of theHoneydew is a favorite food of themale mosquito.male mosquito.Honeydew is a favorite food of theHoneydew is a favorite food of themale mosquito.male mosquito.

The larvae do not breed successfully in The larvae do not breed successfully in water that has fish or frogs.water that has fish or frogs.The larvae do not breed successfully in The larvae do not breed successfully in water that has fish or frogs.water that has fish or frogs.

Mosquitoes are the most dangerous Mosquitoes are the most dangerous Animal in the world.Animal in the world.Mosquitoes are the most dangerous Mosquitoes are the most dangerous Animal in the world.Animal in the world.

Making ConnectionsMaking Connections

Vocabulary knowledge is Vocabulary knowledge is the single most important the single most important factor contributing to factor contributing to reading comprehension.reading comprehension.J. G. Laflamme, The effect of the Multiple Exposure Vocabulary Method and the Target J. G. Laflamme, The effect of the Multiple Exposure Vocabulary Method and the Target Reading Writing Strategy on Test Scores. 1997Reading Writing Strategy on Test Scores. 1997

Vocabulary knowledge is Vocabulary knowledge is the single most important the single most important factor contributing to factor contributing to reading comprehension.reading comprehension.J. G. Laflamme, The effect of the Multiple Exposure Vocabulary Method and the Target J. G. Laflamme, The effect of the Multiple Exposure Vocabulary Method and the Target Reading Writing Strategy on Test Scores. 1997Reading Writing Strategy on Test Scores. 1997

Making Connections Making Connections with Wordswith Words

Making Connections Making Connections with Wordswith Words

1.Integration (relating words to previous experiences)

2.Repetition

3.Meaningful use

Three properties of

successful vocabulary instruction

Making Connections Making Connections With WordsWith Words


Open Word Sort

krill web flippers

fluke tentacles

meat plankton wings

insects trees ocean


Closed Word Sort

krill web flippers

fluke tentacles

meat plankton wings

insects trees ocean


Categories:•Animal habitats•Animal features•Food for animals•no clue

Closed Word Sort

oceanrainforest

webtrees

meat krillinsects

plankton

flippers fluke

tentacles wing

molars

Categories:•Animal habitats•Animal features•Food for animals•no clue

•animal habitats

animal features

food for animals

Word Use in Text Page

krill

web

flippers

fluke

tentacles

meat

plankton

wings

insects

trees

ocean

seals

molars

Continuing Word Connections:

Vocabulary Word My Definition DictionaryDefinition

Use in Text

1.

Write about it…

2.

Write about it..

3.

Write about it…

4.

Write about it…

5.

Write about it…

C. Samojedny, 2004

12 3 4 5 6

7 8 9

10

1112 13 14

http://www.fotosearch.com/viewcomp.asp?pp_sku=DGT151&image_name=ANI0006.jpg

http://www.fotosearch.com/viewcomp.asp?pp_sku=DGT113&image_name=AIA0012.jpg

http://www.fotosearch.com/viewcomp.asp?pp_sku=COR306&image_name=6005.jpg


http://www.fotosearch.com/viewcomp.asp?pp_sku=EYW116&image_name=ali_004.jpg


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http://www.fotosearch.com/viewcomp.asp?pp_sku=PHT037&image_name=37052.JPG

Group 1

Group 2Group 3

Birds

Zoo Animals

Farm Animals

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http://www.fotosearch.com/viewcomp.asp?pp_sku=DGT113&image_name=AIA0012.jpg








http://www.fotosearch.com/viewcomp.asp?pp_sku=CPH531&image_name=563038.jpg

http://www.fotosearch.com/viewcomp.asp?pp_sku=PHT037&image_name=37052.JPG

insects

Directions: • Place index card with vocabulary word in the front of the book

along with sticky notes.• Students work in pairs to place sticky note on every page

where the word is printed.• After locating words they return to each page and make

connections between the word and the picture to see if they can name the word.



and are connected because and are connected because

kitbeaverswasteomnivoredroppingsfins

kitbeaverswasteomnivoredroppingsfins

whalescubdensherbivorefurlodges

whalescubdensherbivorefurlodges



More About Beavers,Page 28, 29

Mini Lessons for Mini Lessons for Making ConnectionsMaking Connections

Mini Lessons for Mini Lessons for Making ConnectionsMaking Connections

Engaging the Learner (jigsaw and letter) Power of Post-its (T/S, T/W, T/T) Open Sort/Closed Sort Connect Two Word Splash Tracking Words Word Detective Anticipation Guides

Engaging the Learner (jigsaw and letter) Power of Post-its (T/S, T/W, T/T) Open Sort/Closed Sort Connect Two Word Splash Tracking Words Word Detective Anticipation Guides

Guided PracticeGuided PracticeGuided PracticeGuided Practice Write or edit the letter Select or create organizer for jigsaw

materials (tradebooks) Choose book for modeling Text to Text

connections Select vocabulary strategy and create

student handouts – including word tracking organizer

Create anticipation guide

= mandatory lessons = optional lessons

Write or edit the letter Select or create organizer for jigsaw

materials (tradebooks) Choose book for modeling Text to Text

connections Select vocabulary strategy and create

student handouts – including word tracking organizer

Create anticipation guide

= mandatory lessons = optional lessons


Asking QuestionsAsking Questions

Determining ImportanceDetermining ImportanceDrawing InferencesDrawing Inferences

SynthesizingSynthesizing

A sap-sucking insect may hold the key to a whole new class of antibacterial drugs, say scientists who have been looking at how these creatures combat infection.

Readers ask questions Readers ask questions to…to…Readers ask questions Readers ask questions to…to…

Find specific information Clarify confusion Construct meaning Discover new information

There are how many types of bees? How many eggs does the queen lay? What does the drone do? Where does a colony live? What do worker bees do for the colony? What do bees do with pollen? Where do bees live?

Question/Answer Relationship (QAR)Question/Answer Relationship (QAR)Question/Answer Relationship (QAR)Question/Answer Relationship (QAR)

IN THE BOOK Right There:

answer in text, easy to find; words used in question and used in answer are in same sentence

IN MY HEAD Author and You:

answer not in text; must think about what is known, what text is saying and how it fits together

Think and Search: words and answers come from different parts of text (or books)

On My Own: using experiences to answer question

In the Book (Investigation Information)

Right There:Queens Lay 1500 eggs each day.Right There:Drones mate with the queen bee.

Worker Bees…•Make wax•Feed the larvae•Collect pollen•Store pollen•Make honey•Guard the hive

In Your Head (Inference)

In the Book (Gathering Information




On Your Own

Do you know someone who works as hard as the bee?

Author and You (Inference)

Which bee is the busiest?

Why is it necessary for the queen to lay so many eggs?

1. I wonder...2. what horses eat?3. where horses live?4. how horses help people?

I wonder…? Choose a book, turn the pages

and WONDER Write “I wonder… (about

animals)?” Wonder and Wander in the books!

http://www.yahooligans.com/content/animals/species/3595.html

Where do ants live?

http://www.bijlmakers.com/entomology/begin.htm#anatomy

Under “Insect anatomy,”

What are the body parts of an insect?

http://research.amnh.org/entomology/social_insects/ants/ant_colony_cycle.html

How does an ant colony begin?

Where does the queen search for food?

What are the queen’s responsibilities?

How often do the ants need to be fed?

What are the jobs of the worker ants?

What is the larval phase?

What happens when the colony queen dies?

http://www.fno.org/nov97/toolkit.html#anchor173647What is an Essential Question?

Generate an Essential Question for your unit.

http://www.fno.org/nov97/toolkit2.html#anchor186984What is the difference between an Essential Question and a Telling Question (also called Coaching Questions)?

What part of your unit design (Inquiry-Based Learning Template) will assist you in developing TellingQuestions?

List your Telling or Coaching questions.

How will you introduce your students to your Essential and Telling questions?

created by E. Alford, 2003

How does a whale’s body help it survive?

http://www.ronausting.com/cardpic.htm

Questioning Questioning Moves Inquiry Moves Inquiry

ForwardForward

Questioning Questioning Moves Inquiry Moves Inquiry

ForwardForward

CONTEXTGoals/Standards: (#’S) CONTENTEngaging the Learner


Individual Student AssessmentsFinal Team PerformanceTeams create infomercials promoting sustainable growth strategies and base their reasoning on analysis of historical patterns of human growth and development.

Emily Alford, 1998

*Numbers after Teaching and Learning Events refer to assessments





• jigsaw information in teams, organize and share with class• mini lessons begin

Benchmark • activity• activity• activity• activity

Benchmark

• activity• activity• activity

In modeling the opening we:People interact with their environment to create cultures. If civilization depends on natural resources then their demise may be the result of overuse; Students explore cultures that collapsed because of this mistake. Teachers use an apple to represent the Earth and slice away portions that represent resources.

State Goal 17. Understand world geography and the effects of geography on society, with emphasis on the United States.Standard A. Locate, describe, and explain places, regions, and features on the Earth.

State Goal 1. Read with understanding and fluency. Standard A. Apply word analysis and vocabulary skills to comprehend selectionsStandard B. Apply reading strategies to improve understanding and fluency.Standard C. Comprehend a wide range of reading materials.Read a variety of non-fiction materials to identify, describe and locate important information about trees

• Vocabulary activity

• Note taking with graphic organizer

Student’s continue asking questions and seeking answers throughout the unit.Student’s continue asking questions and seeking answers throughout the unit.

No questions = no inquiry!

Call it directed research.

Call it project-based learning.

But, do not call it inquiry-based learning!

Mini Lessons for Mini Lessons for Asking QuestionsAsking QuestionsMini Lessons for Mini Lessons for Asking QuestionsAsking Questions

Question and Answer Relationships (QAR)

Developing In the Book Questions (Right There, Think and Search)

Wonder and Wander Essential and Coaching

Questions

Guided PracticeGuided PracticeGuided PracticeGuided Practice Select book and create In the Book

questions. Create Cyberhunt and guiding questions. Design activities for teaching the QAR. Kindergarten develop Wonder and Wander

strategies. Create essential and coaching questions. Create planned opportunities for students

to continue inquiry by asking and seeking information to their questions.

Select book and create In the Book questions.

Create Cyberhunt and guiding questions. Design activities for teaching the QAR. Kindergarten develop Wonder and Wander

strategies. Create essential and coaching questions. Create planned opportunities for students

to continue inquiry by asking and seeking information to their questions.



Determining ImportanceDetermining Importance

Drawing InferencesDrawing InferencesSynthesizingSynthesizing

What are the threemost important

facts in this book?

Beavers by Helen H. Moore

• Read the chapter on Beaver Family Life and decide on the three most important ideas.

• What are important strategies that beavers use to survive?

Illinois SchoolPark Forest, Illinois

Dear Students,

Our first Spirit Day is fast approaching. I am really looking forward to honoring the outstanding work of our students and teachers. We have planned the assembly, the treats, and the presentations -- but there’s one thing we forgot: A SCHOOL MASCOT!

A school mascot is a very important symbol. We need to choose a school mascot that is worthy of our attention and promotes school spirit! Most people choose a mascot because of the way it looks. I think we should consider the way it looks and behaves in its environment. When we make our decision, we need to think about the animal’s survival, conservation, and importance.

I understand that you are studying animals this year. Would you be willing to nominate ten animals to be our school mascot? The animals should represent all five classes - mammals, insects, reptiles, amphibians, and birds. Then we’ll have a school election to choose the best mascot for us. Be sure to include information about how these animals adapt and survive. We don’t want students choosing a mascot only because of the way it looks!

I look forward to your nominations.

Sincerely,

Dr. Joyce Carmine, PrincipalIllinois School

The context puts the “ ” into finding

important information.

The context puts the “ ” into finding

important information.

Finding Important Finding Important InformationInformationFinding Important Finding Important InformationInformation

important

Beavers by Helen H. MooreBeavers by Helen H. Moore

What did the author think was important for the reader to know about beavers?

What did the author think was important for the reader to know about beavers?

Read the book using only features as clues for determining importance.

Read the book using only features as clues for determining importance.

Bold Text I talics Captions Labels Table ofContents

Using The Features Using The Features of Nonfiction Text to of Nonfiction Text to

Determine ImportanceDetermine Importance

Using The Features Using The Features of Nonfiction Text to of Nonfiction Text to

Determine ImportanceDetermine Importance

Table of Contents Index Titles, Headings Font Size Font Style Tables, Graphs, Charts, Diagrams,

Labels, Captions Features of Websites

Table of Contents Index Titles, Headings Font Size Font Style Tables, Graphs, Charts, Diagrams,

Labels, Captions Features of Websites

Cutting Up With FactsCutting Up With FactsCutting Up With FactsCutting Up With Facts

Cows have four stomachs. They eat grass

Rabbits eat their droppings. Rabbits eat grass.

The starfish stomach goes out of its body and into the shellfish

Frogs pushes their stomach out of their body when if it eats something bad.

Ostriches can run 40 miles an hour. It can kick its enemies.

Ostriches have long nails.

Chameleons change colors to hide.

Baboons live together in troups.

Cobras puff out their necks to look bigger.

Whales can talk to each other.

Meercats stand guard to warn of danger.





Frogs pushes their stomach out of their body if it eats something bad.








Features

Behaviors

Name: ____________________________________

What are the parts of a tree and what do they do?

Tree Part What does it do?

Draw a picture of a tree’s life cycle.

What are the two main types of trees? How can you tell them apart?

In the box below, draw a picture of your favorite tree. Next to the picture,explain how to identify this tree.

What products are made from trees? How are trees important inyour life?

Scavenger Hunt

Interactions of animals and plants

How do animals use plants?

Name of animal Part of plant used

Human (animal) Part of plant used

Moving SeedsName of mover How seeds are moved

Insect

Life Cycle

Basic InformationWhat do I know about plants and _________________?

• How do they survive?• How do they change?

Features that help it survive:

Ways in which it helps others:

Ways in which it may harm others:

Virginia Lake, First Grade

Note: see section on inferencing for completion of this format.

Reading Center: students read trade books about communities

Reading and Taking NotesReading and Taking Notes

they write the name of the book and one fact that is important to the questions they are answering.

Examples:This Is My StreetPeople live on different streets and go different places.Needs and WantsThe things you want sometimes don’t help us live.

People Who Lead UsPeople who lead us are people like somebody who teaches people how to work as a team.

SignsSign help us and keep us safer like sign at the zoo say do not feed the animals. Created by Kathy Kroll

Semantic Features Charts Change Over Time

Semantic Features Charts Change Over Time

Using Graphic Organizers to Using Graphic Organizers to Determine ImportanceDetermine Importance

Using Graphic Organizers to Using Graphic Organizers to Determine ImportanceDetermine Importance

Semantic Features ChartSemantic Features ChartFood(predator preyrelationships)

Otherhabitatfeatures(location,description)

Features(size, bodyparts)

Behaviors(nesting,life clycle,hiding,movement,defenses)

Threats toanimal

Mammals

Fish

Birds

AmphibiansReptiles

Insects

Change Over Time: Life Cycle of a TreeChange Over Time: Life Cycle of a Tree

Maple key

(seed)

Fallsfrom

mature

tree.

Spinsto

forest

floor.

Liesunder

leaves all

winter.

Mapel seed

sprouts

Seed

inside

key

swells.

Seedcoat

splits

apart.

Tiny root

creepsinto the

damp soil.

Seedling

grows

Stretchesleaves to

sun.

Leavesmake

chlorophyll

and food

Becomes

dormant

in winter.

Tree

matures

Producesblossoms

which are

fertilized.

Smooth

trunk

becomes

rough.

Makes

moremaple

keys(seeds).

Tree dies

Maple

can live

for 200

years.

Manyholes

made byanimals

lightening

Not

enoughsap can

feedgrowth.

Change Over Time: Life Cycle of a TreeChange Over Time: Life Cycle of a Tree

Investigating InformationInvestigating InformationInvestigating InformationInvestigating Information

Inquiry:Inquiry: After seeking information by After seeking information by

conducting experimentsconducting experiments

Students use graphic Students use graphic organizers to organizeorganizers to organize

Inquiry:Inquiry: After seeking information by After seeking information by

conducting experimentsconducting experiments

Students use graphic Students use graphic organizers to organizeorganizers to organize

Note: this was a second unit and this team created their own format for organizing information. Then they called 1-800-flowers

Organizers for Organizers for Note-takingNote-taking

Organizers for Organizers for Note-takingNote-taking

The power of post-its Cutting up with facts Creating organizers for

concepts (mapping the way)

Open Word Sort

krill web flippers

fluke tentacles

meat plankton wings

insects trees ocean


My Vocabulary ListMy Vocabulary List

krill

web

flippers

fluke

tentacles

meat

plankton

wings

insects

trees

ocean

seals

molars

rainforest

Words And Concepts (WAC)

A B C D E F G H

I J K L M N O P

Q R S T U V W X

Y Z

Reading Strategy: Determining Importance

Finding Important Finding Important Information: VocabularyInformation: Vocabulary

Finding Important Finding Important Information: VocabularyInformation: Vocabulary

BAT

PropertiesDescribe it.

CategoryWhat is it?

Compare/Contrast

What is it like?

Illustrations: What are some examples?

FRUIT

INSECT-EATING

VAMPIRE

ANIMAL

MOUSE

HAS WINGS

MAMMAL

USES “RADAR”

A bat is an animal similarto a mouse. It is a mammal, has wings and uses radar to locate prey. Some examples are fruit, vampire and insect eating bats.

PropertiesDescribe it.

CategoryWhat is it?

Compare/Contrast

What is it like?

Illustrations: What are some examples?

Earth

Non-ExamplesExamples

CharacteristicsDefinition

word

The Frayer ModelThe Frayer ModelThe Frayer ModelThe Frayer Model

CharacteristicsDefinitionIs warm-blooded, has fur and makes milk. An example is a human. A spider is not a mammal

MammalExamples Non-

examples• human

• squirrel

• dog

• bat

• horse

• whale

• cow

• rabbit

• frog

• snake

• turtle

• butterfly

• spider

• lizard

• shark

• chicken

• warm-blooded

• have fur

• produce milk

The Frayer ModelThe Frayer ModelThe Frayer ModelThe Frayer Model

Mini Lessons for Mini Lessons for Determining ImportanceDetermining ImportanceMini Lessons for Mini Lessons for Determining ImportanceDetermining Importance

The Features of Nonfiction Text Key Points and Supporting

Details Graphic Organizers, Note

Taking IWAC, The Frayer Model,

Concept Definition

Guided Practice for Guided Practice for Writing Lessons for Writing Lessons for

Determining Determining ImportanceImportance

Guided Practice for Guided Practice for Writing Lessons for Writing Lessons for

Determining Determining ImportanceImportance

Select books for teaching features Create or modify note taking format Create or modify graphic

organizer(s) for whole group summaries and comparisons

Use Frayer Model or Concept Definition Map and define a selected word for your unit

Making Connections Making Connections

Asking QuestionsAsking QuestionsDetermining ImportanceDetermining Importance

Drawing InferencesDrawing Inferences


“Inferential thinking occurs when text clues merge with the reader’s prior knowledge and questions to point toward . . . a conclusion in the text.”

Goudvis & Harvey, 2000

A volunteer, please…

In the Book (Gathering Information




On Your Own

Do you know someone who works as hard as the bee?

Author and You (Inference)

Which bee is the busiest?

Why is it necessary for the queen to lay so many eggs?













Features

Behaviors

What can we infer?






Animal features…

The cheeta has a spotted coat.

What can we infer about grass?

Considering all of the facts about animal features, what can we infer?

What can we infer?

Animal behaviors…







We know this because:

1.

2.

3.

4.

5.

ABC’s of Inferring

A B C D E F G H

I J K L M N O P

Q R S T U V W X

Y Z

Reading Strategy: Inferential Thinking

Inferential ThinkingInferential ThinkingInferential ThinkingInferential Thinking

Animal SurvivalAnimal Survival

You are a tree in the fall. Your leaves are changing color for the first time. Tell what you see and how you feel. What would you say?

I feel imbarrist because all the trees around me are pine trees and their leaves don’t change color. I’m scared because I wonder if somethings wrong. I don’t like it because I liked it when my leaves were green. I’m asking the pine trees if something is wrong but they don’t know because they have not dad it happen to them. I don’t see any other trees to ask so I don’t know what will happen next

Uh-oh! Your leaves are turning brown and falling to the ground. Now how do you feel? What do you see? What would you say?

I’m starting to wonder if I’m goinjg to die. I don’t know if this is something that should happen. I’m glad I got throught the other thing but this is even worse. This is worse than having a kid climb you. This is terrible. I hate it. I like green way better than brown. 2nd grade

Reasoning with Information:Reasoning with Information: evaluating, creating, judging, evaluating, creating, judging, inferring, visualizing, making decisions inferring, visualizing, making decisions

Reasoning with Information:Reasoning with Information: evaluating, creating, judging, evaluating, creating, judging, inferring, visualizing, making decisions inferring, visualizing, making decisions

You are a tree in the fall. Your leaves are changing color for the first time. Tell what you see and how you feel. What would you say?I look so pretty but I wish they were nice fresh green. The colors are so pretty but I wish it never happens. I will just haft to stay like this for a long time. At least I am alive. I do not like fall because it makes my leave turn different colors.

Uh-oh! Your leaves are turning brown and falling to the ground. Now how do you feel? What do you see? What would you say?

I look so bad and my leaves are falling off. The brown is werse than last time. I rather have colored leaves than brown. At least they will turn green again nest summer. I wish I was a needle leaf and not a broad leaf. 2nd grade

Response to writing prompt at the conclusion of the unit:Response to writing prompt at the conclusion of the unit:

Mini Lessons for Mini Lessons for Drawing InferencesDrawing InferencesMini Lessons for Mini Lessons for


Inferring Feelings Inferring from the Cover,

Illustrations, and Text Inferring in Nonfiction Facts, Inferences, New

Ideas

Inferring Feelings Inferring from the Cover,

Illustrations, and Text Inferring in Nonfiction Facts, Inferences, New

Ideas

Guided PracticeGuided PracticeGuided PracticeGuided Practice Inferring meaning using Author

and Me questions (create questions)

Inferring meaning from text clues (words, pictures, notes)

Writing prompt

Inferring meaning using Author and Me questions (create questions)

Inferring meaning from text clues (words, pictures, notes)

Writing prompt



Determining ImportanceDetermining Importance



“Synthesis at the highest level goes beyond merely taking stock of meaning as one reads. A true synthesis is achieved when a new perspective or thought is born out of the reading.”

Goudvis & Harvey, 2000

Insect

Life Cycle

Basic InformationWhat do I know about plants and _________________?

• How do they survive?• How do they change?

Features that help it survive:

Ways in which it helps others:

Ways in which it may harm others:

How do plants and _______________depend on each other tosurvive? Help each other to stay alive? How do they worktogether?

What should we do about ___________ inour school?

Virginia Lake, First Grade

Beginning Middle End

Read aloud

Fact

Fact

Fact

Fact

Fact

Fact

Fact

Fact

Fact

Step One

Beginning Middle End

Read aloud

1. Fact, yada

2. fact, yada3. fact, 4. fact

1. Fact, yada

2. fact, yada3. fact

1. Fact, yada

2. fact

Step Two

Martin Luther King Jr.By: Frankie Forester

Martin Luther King’s birthday is January 15. He got his Ph.D and was then Dr. Martin Luther King, Jr.

He won the Nobel peace prize in 1964. He had ideas that were good for black people and white people.

Martin Luther King, Jr. gave many important speeches. His most important speech was his “I Have a Dream” speech. King wanted peace and everyone treated the same.

Step Three

Planet Power Point Checklist Name: _________________

Planet:__________________QuickTime™ and a

Graphics decompressorare needed to see this picture.

Check off each step when it is done.

I have completed a chart that shows the distancebetween my planet and the sun, and my planet and theEarth.

I have defined revolution and rotation.

I have explained how revolution affects the seasonsand years.

I have explained how rotation affects night and day.

I have described the size of my planet.

I have described the atmosphere of my planet.

I have described the climate of my planet.

I have included at least two unique features of myplanet.

My presentation includes at least one picture of myplanet.

My presentation has my name on it.

My teacher has checked my work and helped me tosave and print it.

I have shared my presentation with my class and myfirst grade friends.

Provide a checklist or other means of informing students of the expectations for their final team performance

Writing experiences help prepare students for synthesis AND the final team performance.

Final Product OrganizerFinal Product OrganizerFinal Product OrganizerFinal Product OrganizerSouth Berwyn School District 100Julie Dyra, Angelo Annoreno, Kathy Grimes

The Nine Planets

Ahhh, it’s just right!

Scenario

Why is Earth the “Goldilocks”planet?

There are nine planets in our solar system. Of those nineplanets Earth is the “Goldilocks” planet. I t is your missionto discover why this is true and to help other 3rd gradersstudying the solar system know why our planet is so special.

Task You will research each of the planets and compare them toeach other and to the Goldilocks planet, Earth.

ProductYou will create a Power Point presentation and bookabout a specif ic planet and compare that planet toEarth.

Assessments

QuickTime™ and aGraphics decompressor

are needed to see this picture.

U s e t h i s c h ec kl i st f or you r p l a n e t un it .

These teachers used a linked document to give their students a computer-based inquiry experience

Final Product OrganizerFinal Product OrganizerFinal Product OrganizerFinal Product OrganizerSouth Berwyn School District 100Julie Dyra, Angelo Annoreno, Kathy Grimes

Questions Here are some questions to think about whileyou are researching:

• Why does the distance from the sun influence thedevelopment of li fe on each planet?

• How does revolution and rotation affect seasons,days, and years?

• How do the size, atmosphere, climate, andunique features influence the development of lif eon each planet?

Gat her Gat her i nfor mati on using int ernet sit es and

books.

Organize Click on t he pencil and paper t o organize

your re search not es on a planning sheet .

Conclusion Review your checkli st t omake sure you have

included all t he

inf ormat ion r equired inyour Power Point

present at ion and book.

Display your b ooklet in t he Library M edia Cent ert o share what you have learned about th e

planets wit h st udent s, parent s and f rien ds.

Let ' s have a class discussion...

Do you t hinkEart h is t he

“Goldi locks”

planet?

Use the links to see how other teachers organize their inquiry units.

Click on the assessment component to view the student product checklist.

What will you include in a checklist to guide your students in completing their Final Team Performance?

http://www.bcps.org/offices/lis/models/life/index.html

http://www.bcps.org/offices/lis/models/families/index.html

http://www.bcps.org/offices/lis/models/depaola/index.html

http://www.bcps.org/offices/lis/models/snow/index.html

http://www.bcps.org/offices/lis/models/weather/index.html

Ending the Unit:

As well as using the Harcourt Science Assessment, students will share theirresearch about the solar system to counteract misconceptions in a format decided onby the teacher or as a class. Possibilities include video, PowerPoint presentations,books, or brochures. In the final project, students must clearly demonstrateknowledge of the essential facts about their planet and explain reasons why higherlife forms cannot exist on their planet. They will explain why Earth is consideredthe Goldilocks planet. See following rubric attached used to rate students on theirscripts and cooperative skills in a final video project.

Writing Experiences

Effectively Using Technology to Communicate

Completing the Final Product: Trees, Planets

Writing Experiences

Effectively Using Technology to Communicate

Completing the Final Product: Trees, Planets

Supporting Students Supporting Students with Synthesiswith Synthesis

Supporting Students Supporting Students with Synthesiswith Synthesis

Guided PracticeGuided Practice

Your task:Your task:

Guided PracticeGuided Practice

Your task:Your task: Use the template to describe the Use the template to describe the

final product that students are asked final product that students are asked to create for the authentic to create for the authentic connection/audience.connection/audience.

Create a Word document which more Create a Word document which more fully explains the ftp (final team fully explains the ftp (final team performance and place in your performance and place in your desktop folder).desktop folder).

Create a writing prompt to move Create a writing prompt to move your students toward synthesis.your students toward synthesis.

Use the template to describe the Use the template to describe the final product that students are asked final product that students are asked to create for the authentic to create for the authentic connection/audience.connection/audience.

Create a Word document which more Create a Word document which more fully explains the ftp (final team fully explains the ftp (final team performance and place in your performance and place in your desktop folder).desktop folder).

Create a writing prompt to move Create a writing prompt to move your students toward synthesis.your students toward synthesis.

Assessment:Assessment:Assessment:Assessment:

Individual AccountabilityIndividual AccountabilityAndAnd

Team ResponsibilityTeam Responsibility

Individual AccountabilityIndividual AccountabilityAndAnd

Team ResponsibilityTeam Responsibility

Holding Individuals AccountableHolding Individuals AccountableHolding Individuals AccountableHolding Individuals AccountableInformationInformationInformationInformation Product: Final Team PerformanceProduct: Final Team PerformanceProduct: Final Team PerformanceProduct: Final Team Performance

First individual assessment

Unit EndsUnit EndsUnit EndsUnit Ends

Second individual assessment

Teams work on product


Third individual assessment


Checks along the way…Checks along the way…Checks along the way…Checks along the way…



CONTEXTProfessional Teaching Standards

CONTENTContent Knowledge#1 The teacher understands the central concepts, methods of inquiry, and structures of the discipline(s) and creates learning experiences that make the content meaningful to all students.Instructional Delivery#6 The teacher understands and uses a variety of instructional strategies to encourage students’ development of critical thinking, problem solving, and performance skills.• identify elements of Integrated Curriculum and Instruction Design and inquiry for structuring teaching and planning units of instruction• identify content outcomes for selected unit topic• determine strategies for engaging the learner and plan ways in which students will demonstrate content mastery• analyze links between content, benchmarks and standards and plan teaching and learning events• select format for assessing individual readiness for completing team product


Participants are introduced to the goals for the workshop and shares the unit organizer. Stages of inquiry are introduced by asking participants to share steps in resolving everyday activities in which information is needed in order to make a decision.

The instructor models a unit opening using information on energy costs and coal usage. A letter of request from a town leader to share information about the topic is used to focus the task.

Teaching and Learning Events*• ICID training begins following modeling; PowerPoint is used to guide work• select unit topics, map concepts• teams view examples of other teaching units with interesting preparatory sets (hooks) and authentic connections• plan unit opening and complete the first part of the unit organizer• select format teams will use for the final performance and write description which include concepts from map• inquiry (internet search) to identify resources to supplement textbook materials (activities, hot lists, web quests, lesson plans, reading materials for students, etc.)• mini lesson: writing local benchmarks; teams use concept maps and power verbs to write outcomes; align to Illinois Learning Goals and Standards• continue inquiry into Energy; read short articles overnight• teams jigsaw information, organize and share with class• review stages of implementation using PowerPoint• begin designing teaching and learning events for each benchmark

Individual Student Assessments• Each section of unit is reviewed by instructor.• map and local benchmarks show higher level performances for students• the context for learning provides student the “big picture’ for the unit and focused direction with the authentic connection• benchmarks are differentiated; teaching and learning events

are aligned to benchmarks

Final Team PerformanceTeachers create units using the ICID template including targeted Illinois Goals/Standards, strategies for engaging students in real-world contexts, teaching and learning events and assessments. = outcome is assessed

(Number refers to assessment)

Emily Alford, 1998*Numbers after Teaching and Learning Events refer to assessments

Integrated Curriculum and Instruction Design: Inquiry-Based LearningAuthor: Emily C. Alford Grades: K - 12

Content-Area Rubric

Knowledge Content information or processes.

1 2 3 4incomplete incomplete complete completemajor errors minor errors minor errors accurate

Unit Knowledge Elaboration

Key concepts, principles, themes, issues, facts, details, or processes (Processexamples: conflict-resolution, scientific inquiry, computation, surveying areading selection)

Example: Process of scientific inquiry, including prediction and testing outprediction

Rule of thumb: “Knowledge” supplied by students will be the same from oneperson to another.

Reasoning Analysis, evaluation and synthesis of evidence.1 2 3 4

incomplete incomplete complete completemajor errors minor errors minor errors accurateno rationale some rationale some rationale strong

rationale

Unit Reasoning Elaboration

Use of critical/higher-order thinking; presence and validity ofsupport/evidence/references for statements/opinions/conclusions;consideration of all elements and the relationships/connections among them;logic of interpretation/justification/explanation

Example: Observation/factual support is provided for prediction and forfindings after inquiry; relationships of all elements are considered; logical andsystematic application of plan to test prediction is evident

Rule of thumb: “Reasoning” is the unique use of knowledge by each student,though there may be common patterns.

Communication: Clear message, specific terms andvocabulary while communicating knowledge and reasoning.

1 2 3 4partly clear partly clear mostly clear totallyclearno terms some terms most terms all terms

Communication ElaborationKey terms that students should be able to use knowledgeably

Communication of knowledge through: Of reasoning through:_____drawings ____ drawings_____labels ____ labels_____orally ____ orally_____in writing ____ in writing_____in English ____ in English_____in another language ____ other language

Rule of thumb: “If they can use these terms and communicate theirmessage, their language will reflect learning of essential unit knowledgeand reasoning.”

CONTEXT

Goals/Standards: (#’S)

CONTENT



Individual Student AssessmentsFinal Team Performance

= outcome is assessed(Number refers to assessment)

Emily Alford, 1998

Return to your local benchmarks and standards. Ask yourself:: “How will I know if each student has the knowledge and reasoning to communicate an understanding of the concept(s)?”Select a format for checking student knowledge.

• use ratio and proportion and draw to scale

• create a garden design using measurements given for area at a scale of 5:1; graph location of plants in courtyard using given coordinates

Guided PracticeGuided PracticeGuided PracticeGuided Practice Use the design template to describe how you will know if Use the design template to describe how you will know if

students have hit the targeted benchmarks and standard.students have hit the targeted benchmarks and standard.

Include individual student assessments and a rubric for Include individual student assessments and a rubric for judging the final team performance in your folder.judging the final team performance in your folder.

How will you evaluate the final team performance? Check How will you evaluate the final team performance? Check out this website. You must login first then follow directions out this website. You must login first then follow directions to create your own rubric. Include in your folder.to create your own rubric. Include in your folder.

• http://rubistar.4teachers.org/ http://rubistar.4teachers.org/ You must sign in to create a You must sign in to create a rubric..rubric..

What about individual assessments? This site allows you to What about individual assessments? This site allows you to choose from available assessments or create your own.choose from available assessments or create your own.

http://nb.wsd.wednet.edu/big6/big6_resources.htmhttp://nb.wsd.wednet.edu/big6/big6_resources.htm

Use the design template to describe how you will know if Use the design template to describe how you will know if students have hit the targeted benchmarks and standard.students have hit the targeted benchmarks and standard.

Include individual student assessments and a rubric for Include individual student assessments and a rubric for judging the final team performance in your folder.judging the final team performance in your folder.

How will you evaluate the final team performance? Check How will you evaluate the final team performance? Check out this website. You must login first then follow directions out this website. You must login first then follow directions to create your own rubric. Include in your folder.to create your own rubric. Include in your folder.

• http://rubistar.4teachers.org/ http://rubistar.4teachers.org/ You must sign in to create a You must sign in to create a rubric..rubric..

What about individual assessments? This site allows you to What about individual assessments? This site allows you to choose from available assessments or create your own.choose from available assessments or create your own.

http://nb.wsd.wednet.edu/big6/big6_resources.htmhttp://nb.wsd.wednet.edu/big6/big6_resources.htm

Guided PracticeGuided PracticeInclude in your folder copies of Include in your folder copies of

assessments designed for your unit.assessments designed for your unit.

Briefly describe them on the design Briefly describe them on the design template.template.

Include your rubric for the final team Include your rubric for the final team performance or create one using the performance or create one using the website provided.website provided.

Create individual assessments and Create individual assessments and include them in your folderinclude them in your folder

Guided PracticeGuided PracticeInclude a bibliography in your folder (Title Include a bibliography in your folder (Title

of Book, author, publisher).of Book, author, publisher).

Teaching & Learning Events Begin to design reading activities that will help your students...

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