1 inquiry and reading in the content areas its real unit modification and review

11

Inquiry and ReadingInquiry and Reading in the Content Areas in the Content Areas

ITS REALITS REAL

Unit Modification and ReviewUnit Modification and Review

22

Stages of InquiryStages of Inquiry in the Classroom in the ClassroomStages of InquiryStages of Inquiry in the Classroom in the Classroom

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

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

Task Analysis• defining the task• asking questions

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

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

Synthesizing text to text, self and worldapplying to new settings and contextsin 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


33

CONTEXT

Goals/Standards: (#’S)

CONTENTEngaging the Learner

Teaching and Learning Events*

Individual Student AssessmentsFinal Team Performance

= outcome is assessed(Number refers to assessment)

Emily Alford, 1998

*Numbers after Teaching and Learning Events refer to assessments

44

Template Section 1:Template Section 1: Encountering the Issue Encountering the Issue

HookHook Opening activityOpening activity

Is of personal relevance/interest to studentsIs of personal relevance/interest to students Allows ALL to participateAllows ALL to participate Introduces the “big ideas” of the unitIntroduces the “big ideas” of the unit

Authentic ConnectionAuthentic Connection Letter (1Letter (1stst unit) unit)

Audience awarenessAudience awareness Describes FTP (final team Describes FTP (final team

performance/product)performance/product) Has standards/benchmarks embeddedHas standards/benchmarks embedded

55

Template Section 2:Template Section 2: Final Team Performance Final Team Performance

Is created and revised throughout Is created and revised throughout the unit, not at the end of the unitthe unit, not at the end of the unit Constructed in sections to allow Constructed in sections to allow

students to apply and synthesize new students to apply and synthesize new knowledge and skills as they are learnedknowledge and skills as they are learned

Has a real useHas a real use Created for a real audienceCreated for a real audience Has a purposeHas a purpose

66

The Learning PyramidThe Learning Pyramid

The Learning Pyramid

National Training Laboratories, Bethel, Maine

Average Retention Rates

5%

10%

20%

30%

50%

75%

90%

77

Final Team PerformanceFinal Team Performance Reflects mastery of all Reflects mastery of all

benchmarksbenchmarks Is a synthesis of Is a synthesis of

individual & team work, individual & team work, not a collection of not a collection of individual piecesindividual pieces

Students use technology Students use technology in order to communicate in order to communicate & demonstrate learning& demonstrate learning

88

Template Section 3. Template Section 3. Goals/StandardsGoals/Standards

BENCHMARKBENCHMARK Concepts that students need to know for Concepts that students need to know for

the rest of their lives.the rest of their lives. Concepts that students use to build an Concepts that students use to build an

understanding of the world.understanding of the world. Concepts that allow students to scaffold Concepts that allow students to scaffold

to new understanding and add to their to new understanding and add to their schema.schema.

Show connections between concepts on Show connections between concepts on mapmap

99

Template Section 5: Template Section 5: AssessmentAssessment

Individual accountability and team Individual accountability and team responsibilityresponsibility Each benchmark is assessed individually Each benchmark is assessed individually

AND COMPLETELY!AND COMPLETELY! Assessments are guides to student Assessments are guides to student

progressprogress Can be used by teams to create part of Can be used by teams to create part of

FTPFTP Can be holistic or analyticalCan be holistic or analytical

1010

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 FTP

Teams work on FTP

Third individual assessment

Teams work on FTP

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



Final Team Performance completed and evaluated by

team

1111

CONTEXT


CONTENTEngaging the Learner




Emily Alford, 1998


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

• inquiry begins with students seeking information from a variety of sources

• jigsaw information in teams, organize and share with class

• mini lessons begin

Benchmark

• activity• activity• activity• activity

Benchmark • activity• activity•activity

• determined coal usage

In modeling the opening we:• brainstormed appliances

• calculated costs• received the letter

•Individual assessment

•teams create slides, pictures, text…for FTP•Students continue asking questions & seeking answers•Ongoing vocabulary work

1212

CONTEXT


CONTENT

Engaging the Learner




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

1313

IBL/Reading Infusion ReviewIBL/Reading Infusion Review

1414

InquiryInquiry

““a seeking for truth, information, or a seeking for truth, information, or knowledge – seeking information by knowledge – seeking information by questioning”questioning”

Focused on using & learning content as Focused on using & learning content as a means to develop information-a means to develop information-processing and problem-solving skillsprocessing and problem-solving skills

Traditional learning focuses on Traditional learning focuses on LEARNING ABOUT THINGS (LOTS). LEARNING ABOUT THINGS (LOTS). Inquiry focuses on LEARNING THINGS! Inquiry focuses on LEARNING THINGS! (HOTS)(HOTS)

1515

Modeling the Inquiry Method Buying a Car? Senior Going to College? Sick

Relative? Vacation? Encountering the IssueEncountering the Issue

Task AnalysisTask Analysis

Investigating Investigating InformationInformation

Reasoning with Reasoning with InformationInformation

Acting on DecisionsActing on Decisions

1717

Making Connections: THE HOOKMaking Connections: THE HOOK

Take a guessTake a guess

1818

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

2020

AUTHENTIC CONNECTIONAUTHENTIC CONNECTIONLevels of AuthenticityLevels of Authenticity

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 Someone from the local community or from outside the communityor from outside the community

2121

• 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 letter is real when it is not.

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

• 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.).

2222

Genetics and The CellGenetics and The Cell

The Belvedere Humane Society would like people to understand the genetic problems pure breeds may encounter. They would like help in advertising information about the value of adopting mixed breed dogs. Their hope is that people will want to adopt a dog or cat as a pet.

2323

Belvedere Humane Society

Dear Students,

As a representative of the local humane society, I work with animals that have been cast off by society. Day after day I walk past cages of animals whose eyes follow me no matter where I go. Often at night, I imagine I can hear their whines and cries as I’m trying to fall asleep.

The objective of the humane society is to find homes for these animals. We need your help to accomplish this overwhelming task. We are especially concerned about placing our canine friends. While the cute, cuddly purebred dogs are the first to get picked, the mixed-breed dogs are often left behind.

We feel that the community would respond to a guidebook on dogs more that just a letter from us. Perhaps you could create such a book to make the public aware of the desirability of adopting mixed breed dogs as well as purebreds. If at all possible we would like your guidebook to include the results of a community survey on ownership of purebred dogs versus mixed-breed dogs.

Please include information about the value of mixed breed dogs. It would be helpful for people to understand the genetic problems pure breeds may encounter. What are the probabilities of dogs inheriting hip dysphasia? How are traits inherited? A better understanding of these issues will lead to better decision making and more successful adoptions.

Thank you for your willingness to help on this project!Sincerely,The Humane Society

2424

AUTHENTIC CONNECTION: Highest Level of Authenticity

Student-generated connections• If students have had 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

• 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.

2525

Introduce the Young Producer’s 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 reader’s theater, The Goldilocks Problem.

http://www.earthsky.org/Teachers/YP/

http://www.earthsky.org/Teachers/YP/

2626

Student Decision Making: Student Decision Making: Levels of EmpowermentLevels of Empowerment

1.1. Staff member requests help in some Staff member requests help in some aspects of planningaspects of 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 Students assume leadership with feedback and suggestions from stafffeedback and suggestions from staff

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

2727












2828

Making ConnectionsMaking ConnectionsMaking ConnectionsMaking Connections

Asking QuestionsAsking QuestionsAsking QuestionsAsking QuestionsDetermining ImportanceDetermining ImportanceDetermining ImportanceDetermining Importance

Drawing InferencesDrawing InferencesDrawing InferencesDrawing Inferences

SynthesizingSynthesizingSynthesizingSynthesizing

2929

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

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

Goudvis & Harvey 2000Goudvis & Harvey 2000

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


3030

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

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


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


3131

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

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

Goudvis & Harvey 2000

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

Goudvis & Harvey 2000

3232

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

3333

Vocabulary Connections: Open Word SortVocabulary Connections: Open Word SortVocabulary Connections: Open Word SortVocabulary Connections: Open Word Sort

beliefs latitude carrying capacity architecture soil arable consumption demographics agglomeration longitude land use population die-off clothing government industries language homes climate education overshoot crash collapse drawdown

3434

Vocabulary Connections: Vocabulary Connections: Closed Word Sort

clothing government industries agglomeration language homes beliefs education

consumption drawdown overshoot carrying capacity crash die-off collapse

latitude longitude soil arable demographicsclimate land usepopulation architecture

Categories:• Location and Place• Human Interactions• Sustainability • no clue

Location and PlaceHuman Interactions

Sustainability

3535

Making Connections with Making Connections with WordsWords

Latitudelongitude soil Arabledemographicsclimate land usePopulationarchitecture

consumption drawdown overshoot carrying

capacity crash die-off collapse

clothing government industries agglomeration languagehomes beliefs education

______________ and _________________ are connected because _________

________________________________________________________________.

3636

WordWord Use in TextUse in Text PagePage

Continuing Word Connections:

3737

Continuing Word Connections:

Vocabulary Word My Definition Dictionary Definition

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

3838

Making Connections:Making Connections: Anticipation Guides Anticipation Guides

TeamTeam TextTextTeamTeam TextTextMosquitoes 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.

Honeydew is a favorite food of the male Honeydew is a favorite food of the male mosquito.mosquito.

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

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

3939

Explain how _________(topic of the day) plays a part in your life.

Write a sentence telling how knowing about ________(new topic) might be useful to you personally.

How do you think your feelings about ________(new topic) is different from your teachers (or friends or parents)?

4040

Book BitsBook Bits1.1. Give each student a short excerpt from a Give each student a short excerpt from a

piece of text that everyone will be reading. piece of text that everyone will be reading. 2.2. Each child reads his/her excerpt silently.Each child reads his/her excerpt silently.3.3. Each child then writes a Each child then writes a

prediction/questions about the entire prediction/questions about the entire article. article.

4.4. Students are placed in groups of 3-4 to Students are placed in groups of 3-4 to share excerpts with other students. Each share excerpts with other students. Each child reads to and listens to 2-3 other child reads to and listens to 2-3 other students. They must read their excerpts students. They must read their excerpts exactly exactly as written. as written.

5.5. Students now return to their seats to make Students now return to their seats to make new predictions or ask questions new predictions or ask questions concerning the text they will read.concerning the text they will read.

4141

Benefits of Book Bits Benefits of Book Bits ActivityActivity

Builds fluencyBuilds fluency Activates prior knowledge (Making Activates prior knowledge (Making

Connections)Connections) Builds questioning skills (Asking Questions)Builds questioning skills (Asking Questions) Provides a purpose for readingProvides a purpose for reading

*The Reading Teacher Volume 57, #3, November *The Reading Teacher Volume 57, #3, November 2003, Ruth Helen Yopp & Hallie Kay Yopp, page 284 2003, Ruth Helen Yopp & Hallie Kay Yopp, page 284 “Time with Text” “Time with Text”

4242

Mini Lessons for Mini Lessons for Making ConnectionsMaking Connections

Engaging the Learner (jigsaw and Engaging the Learner (jigsaw and letter)letter)

(T/S, T/W, T/T)(T/S, T/W, T/T) Open Sort/Closed SortOpen Sort/Closed Sort Connect TwoConnect Two Word SplashWord Splash Anticipation GuidesAnticipation Guides Reflection JournalsReflection Journals Book BitsBook Bits

4343

Template Section 1:Template Section 1: Encountering the Issue Encountering the Issue

HookHook Opening activityOpening activity

Is of personal relevance/interest to studentsIs of personal relevance/interest to students Allows ALL to participateAllows ALL to participate Introduces the “big ideas” of the unitIntroduces the “big ideas” of the unit

Authentic ConnectionAuthentic Connection Letter (1Letter (1stst unit) unit)

Audience awarenessAudience awareness Describes FTP (final team Describes FTP (final team

performance/product)performance/product) Has standards/benchmarks embeddedHas standards/benchmarks embedded Letters MUST be authentic, not fiction.Letters MUST be authentic, not fiction.

4444

Planning Planning Reading Connections for Your Reading Connections for Your

UnitUnit Include:Include:

Reading (articles or books) for the opening Reading (articles or books) for the opening jigsawjigsaw

Note taking format e.g. Semantic Features ChartNote taking format e.g. Semantic Features Chart Vocabulary activities (introductory & ongoing)Vocabulary activities (introductory & ongoing)

Method of trackingMethod of tracking

Optional:Optional: anticipation guidesanticipation guides structure journal writing (format and stems)structure journal writing (format and stems)=mandatory=mandatory = optional= optional=mandatory=mandatory = optional= optional

4545

Stop, Peer Review, & ReviseStop, Peer Review, & Revise

Review the “Engaging the Learner” section Review the “Engaging the Learner” section of the template using the continuumof the template using the continuum Review the hook & authentic connection Review the hook & authentic connection

Review first section of “Teaching & Review first section of “Teaching & Learning Events”Learning Events” Review the Making Connections activitiesReview the Making Connections activities Review the opening jigsaw activityReview the opening jigsaw activity Review the opening/ongoing vocabulary Review the opening/ongoing vocabulary

activitiesactivities

4646

Template Section 4: Template Section 4: TEACHING &LEARNING TEACHING &LEARNING

EVENTSEVENTS

Activities in Activities in which students which students will participate to will participate to help them reach help them reach the benchmark the benchmark and develop the and develop the product.product.

4747

Important Points Important Points About T/L EventsAbout T/L Events

1.1. Your T/L events are just a sentence or Your T/L events are just a sentence or two. Lesson plans are written later.two. Lesson plans are written later.

2.2. Every T/L Event should tie directly to at Every T/L Event should tie directly to at least one of your benchmarks.least one of your benchmarks.

3.3. T/L Events can be science experiments, T/L Events can be science experiments, interviews, field trips, demonstrations, interviews, field trips, demonstrations, simulations, text book work, video, simulations, text book work, video, Webquests, software. Webquests, software.

4.4. Some of your T/L Events will be used as Some of your T/L Events will be used as individual assessments.individual assessments.

5.5. Technology should be used throughout Technology should be used throughout your teaching and learning events.your teaching and learning events.

4848












4949

First TLE-Task AnalysisFirst TLE-Task Analysis

Answers the Answers the questions, “What do questions, “What do we need to know?” we need to know?” and “What do we and “What do we need to do?”need to do?”

5050

AUDUBON COUNCIL OF ILLINOIS, INC. A COUNCIL OF NATIONAL AUDUBON SOCIETY CHAPTERS

Dear Coulterville Students,

“Rover was reported to us as a juvenile delinquent hanging around a trailer park near Burlington. The kind woman who called us was concerned that he would get into trouble if we didn’t take him somewhere safe – as he had no fear of people. After bringing the immature goose back to Fellow Mortals, we quickly realized that he was a human imprint, raised by a human and not a goose”. One animal, one story…there are many, many more to tell.

Originally, the Audubon society was established to protect birds pushed toward extinction because of human activities. More recently we have recognized the need to address the driving force behind threats to all forms of wildlife: humanity’s unprecedented population growth. Nation Wildlife Federation President, Mark Van Putten states, "Simply put, more people, taking up more space, needing to use more natural resources, and engaging in ever-growing material consumption, create profound challenges for our ability to protect the resources on which all life depends. Since 1950, world population has grown more than in the previous four million years."

I am asking for your assistance with investigating this issue. We believe there are a number of major variables involved in sustaining human populations. We would like for you to identify the variables that impact population growth around the world. Is there a relationship between areas in which people live and population growth? You may find clues in mankind’s past. Why are ancient civilizations called “ancient”? Where did these communities go?

People in your community can help if they can better understand the ways in which continued growth into farmlands and undeveloped areas in Illinois have impacted local wildlife like songbirds and Monarch butterflies. Approximately 25 percent of the world's mammals and 11 percent of its birds currently are at significant risk of extinction. Some estimate that two-thirds of all species may disappear by the end of this century.

We believe that people your age can be more effective in communicating with other young adults. Please create an infomercial that dramatizes the need for public support for organizations like Fellow Mortals. Remember that each one of us can make a difference. The most critical component is public involvement in shaping a sustainable future for both humans and animals.

Thank you for assisting us with this important issue, Bob Lippold, President

Next step:Letter announcingpartnership and tasks.

5151

Complete Task Analysis (Life Skill)Complete Task Analysis (Life Skill)Complete Task Analysis (Life Skill)Complete Task Analysis (Life Skill)Ask, “What are we expected to do”?Ask, “What are we expected to do”?Ask, “What are we expected to do”?Ask, “What are we expected to do”?

Record responses on chart paperRecord responses on chart paperRecord responses on chart paperRecord responses on chart paper

Create infomercials so that our community can better understand:

• Population sustainability• Impact of human population on wildlife and the environment

• Connections to and clues from ancient civilizations

• The need to support organizations that take care of our environment and endangered animals

Next: Task Analysis

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

Define the Task Ask Questions

5252


Asking QuestionsAsking Questions

Determining ImportanceDetermining ImportanceDrawing InferencesDrawing Inferences

SynthesizingSynthesizing

5353

Questioning Questioning Moves Inquiry Moves Inquiry

ForwardForward

Questioning Questioning Moves Inquiry Moves Inquiry

ForwardForward

5454

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


• 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.

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.

No questions = no inquiry!

Call it directed research.

Call it project-based learning.

But, do not call it inquiry-based learning!

5555

““The Question is the The Question is the Answer”Answer” Main Types of QuestionsMain Types of Questions

Factual questions Factual questions One correct answerOne correct answer If broad, can allow room for inquiry (Why If broad, can allow room for inquiry (Why

does a curve ball curve?)does a curve ball curve?) Inference questionsInference questions

Go beyond immediately available informationGo beyond immediately available information Requires students to find clues, examine Requires students to find clues, examine

them, and discuss what inferences are them, and discuss what inferences are justifiedjustified

Evaluative questionsEvaluative questions Students are asked for an opinion, belief, or Students are asked for an opinion, belief, or

point of viewpoint of view

Right There/Think & Search

Author & You

On Your Own

5656

Which Questions Matter?Which Questions Matter?

Prime Prime QuestionsQuestions

5757

Requires analysis of cause-and-effect Requires analysis of cause-and-effect and an understanding of the and an understanding of the relationship between variables. relationship between variables.

The favorite question of four-year-olds. The favorite question of four-year-olds. It is the basic tool for figuring stuff out It is the basic tool for figuring stuff out (constructivist learning). (constructivist learning).

Leads naturally to problem-solving (the Leads naturally to problem-solving (the “How” question) or to decision-making “How” question) or to decision-making (the “Which is best?” question).(the “Which is best?” question).

5858

Why does the sun fall each day? Why Why does the sun fall each day? Why does the rain fall? Why do some people does the rain fall? Why do some people throw garbage out their car windows? throw garbage out their car windows? Why do some people steal? Why do Why do some people steal? Why do some people treat their children badly? some people treat their children badly? Why can't I ask more questions in Why can't I ask more questions in school?school?

5959

The basis for problem-solving and The basis for problem-solving and synthesis. synthesis.

The inventor’s favorite questionThe inventor’s favorite question ““How?” leads to the seeking of How?” leads to the seeking of

information that leads to a solution information that leads to a solution or understandingor understanding

6060

Requires decision-making - a Requires decision-making - a reasoned choice based upon clearly reasoned choice based upon clearly stated criteria and evidence.stated criteria and evidence.

Which school or trade will I pick for Which school or trade will I pick for myself? Faced with a moral dilemma, myself? Faced with a moral dilemma, which path will I follow? Confronted which path will I follow? Confronted by a serious illness, which treatment by a serious illness, which treatment will I choose for myself?will I choose for myself?

6161

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)

6262

In the Book (Gathering 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)

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?

6363

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

QAR- Question and Answer Relationships Text or QAR- Question and Answer Relationships Text or ArtArt

Writing Team Questions Writing Team Questions Developing Four Types of QuestionsDeveloping Four Types of Questions ““I wonder..”I wonder..” Question TrackersQuestion Trackers

QAR- Question and Answer Relationships Text or QAR- Question and Answer Relationships Text or ArtArt

Writing Team Questions Writing Team Questions Developing Four Types of QuestionsDeveloping Four Types of Questions ““I wonder..”I wonder..” Question TrackersQuestion Trackers

6464

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

6565

IBL MethodologyIBL Methodology

Investigating Investigating InformationInformation Begin with Jigsaw to Begin with Jigsaw to

build background build background knowledgeknowledge

Add questions to Add questions to Task AnalysisTask Analysis

6666

Semantic Features ChartSemantic Features ChartSemantic Features ChartSemantic Features Chart

Description: Location, place

Resources Culture: history, etc.

Disappearance Implications

Maya

Mesopotamia

Easter Island

Anasazi

Modern World

Note-taking organizer

6767


Provide activities throughout the TLE Provide activities throughout the TLE for students to ask and answer for students to ask and answer questionsquestions

Create a QAR lesson for use in the Create a QAR lesson for use in the unitunit

An additional task: Create/Revise An additional task: Create/Revise essential & coaching questions for essential & coaching questions for your unit.your unit.

6868

Stages of Inquiry in the Stages of Inquiry in the ClassroomClassroomStages of Inquiry in the Stages of Inquiry in the ClassroomClassroom











6969


Investigating Investigating InformationInformation Seeking, organizing,

analyzing information from a variety of sources

Answering and asking more questions

7070



Determining ImportanceDetermining Importance

Drawing InferencesDrawing InferencesSynthesizingSynthesizing

7171

Nonfiction Nonfiction Text StructuresText Structures

Nonfiction Nonfiction Text StructuresText Structures

Cause-Effect Cause-Effect Problem-SolutionProblem-Solution Compare/Contrast Compare/Contrast DescriptionDescription Chronological SequenceChronological Sequence EpisodicEpisodic DefinitionDefinition

Cause-Effect Cause-Effect Problem-SolutionProblem-Solution Compare/Contrast Compare/Contrast DescriptionDescription Chronological SequenceChronological Sequence EpisodicEpisodic DefinitionDefinition

7272

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.

7373

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




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




Baboons live together in troups.




Features

Behaviors

7474

Readers TheatreReaders Theatre

Students stand or sit in semi-circle at front Students stand or sit in semi-circle at front of classroom.of classroom.

Students read aloud from a script adapted Students read aloud from a script adapted from a book.from a book.

No props, scenery, or staging requiredNo props, scenery, or staging required Emphasis is placed on oral interpretation Emphasis is placed on oral interpretation

of text by readersof text by readers Emphasis is placed on listening skills of Emphasis is placed on listening skills of

audience.audience.

7575

Readers TheatreReaders Theatre

1.1. Teacher read the text on which script Teacher read the text on which script is based and did lessons on fluency.is based and did lessons on fluency.

2.2. Day 2-3 students met in small groups Day 2-3 students met in small groups and read the script several times – and read the script several times – taking a different role with each taking a different role with each reading.reading.

3.3. Day 4 – students practice their rolesDay 4 – students practice their roles

4.4. Day 5 – students performDay 5 – students perform

7676

Research FindingsResearch Findings

Based on a 10 week Readers Theatre Based on a 10 week Readers Theatre experience following the 5 day formatexperience following the 5 day format

dramatic gains in students reading fluencydramatic gains in students reading fluency high motivation to read and rereadhigh motivation to read and reread students supported one another in students supported one another in

preparation for performancepreparation for performance

7777

Semantic Features ChartSemantic Features ChartSemantic Features ChartSemantic Features Chart Food

(predator prey relationships)

Other habitat features (location, description)

Features (size, body parts)

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

Threats to animal

Mammals

Fish

Birds

Amphibians Reptiles

Insects

7878

Maple key (seed)

Falls from mature tree.

Spins to forest floor.

Lies under leaves all winter.

Maple seed sprouts

Seed inside key swells.

Seed coat splits apart.

Tiny root creeps into the damp soil.

Seedling grows

Stretches leaves to sun.

Leaves make chlorophyll and food

Becomes dormant in winter.

Tree matures

Produces blossoms which are fertilized.

Smooth trunk becomes rough.

Makes more maple keys (seeds).

Tree dies

Maple can live for 200 years.

Many holes made by animals lightening

Not enough sap can feed growth.

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

7979

BAT

MOUSE

HAS WINGS

MAMMAL

USES “RADAR”

PropertiesDescribe it.

CategoryWhat is it?

Compare/Contrast

What is it like?

Illustrations: What are some examples?

ANIMAL

FRUIT

INSECT-EATING

VAMPIRE

8080

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

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

8181

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?

8282

Scavenger HuntInteractions of animals and plants

How do animals use plants?

Name of animal Part of plant used

Human (animal) Part of plant used

8383

Moving SeedsName of mover How seeds are moved

8484

Insect Life Cycle

Basic Information What 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 to survive? Help each other to stay alive? How do they work together?

What should we do about ___________ in our school?

Virginia Lake, First Grade

8585

Activities for Activities for Determining ImportanceDetermining Importance

Activities for Activities for Determining ImportanceDetermining Importance

• Features of Nonfiction TextFeatures of Nonfiction Text• The Structures of Nonfiction TextThe Structures of Nonfiction Text• Finding Important Information Finding Important Information

Rather Than One Main IdeaRather Than One Main Idea• Key Points vs. Supporting DetailsKey Points vs. Supporting Details• Taking NotesTaking Notes• Graphic OrganizersGraphic Organizers

• Features of Nonfiction TextFeatures of Nonfiction Text• The Structures of Nonfiction TextThe Structures of Nonfiction Text• Finding Important Information Finding Important Information

Rather Than One Main IdeaRather Than One Main Idea• Key Points vs. Supporting DetailsKey Points vs. Supporting Details• Taking NotesTaking Notes• Graphic OrganizersGraphic Organizers

8686


Review / Revise activities for Review / Revise activities for Determining ImportanceDetermining Importance

8787












8888


Reasoning with InformationReasoning with Information Asking further questionsAsking further questions Individual assessments occur as Individual assessments occur as

benchmarks are coveredbenchmarks are covered Organized activities that structure work Organized activities that structure work

on FTPon FTP

8989

Making Connections Making Connections Making Connections Making Connections

Asking QuestionsAsking QuestionsDetermining ImportanceDetermining Importance

Drawing InferencesDrawing Inferences


9090

What can we infer?What can we infer?






Baboons live together in troupes.

Animal behaviors….• Behaviors help animals survive

•Some run, some hide, some take flight, some fight

•All have behaviors to communicate

9191

What can we infer?What can we infer?




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


The cheetah has a spotted coat.

•Animal Features…•Grass is difficult to digest so animals have special stomachs or eat droppings to digest it

•Special features help animals survive

•Some features help animals hide

9292

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

9393

Poetry ReconstructionPoetry Reconstruction

1.1. Record a poem on sentence stripsRecord a poem on sentence strips

2.2. Record the same poem on stiff paper for Record the same poem on stiff paper for studentsstudents

3.3. Cut the poem into phrasesCut the poem into phrases

4.4. Distribute strips randomly to studentsDistribute strips randomly to students

5.5. Students work in teams to reconstruct the Students work in teams to reconstruct the poempoem

6.6. Check their work against poem in pocket chartCheck their work against poem in pocket chart

Activity: Activity: Seed, Sprout, FlowerSeed, Sprout, Flower reconstruction reconstruction

9494

Seed, Sprout, FlowerSeed, Sprout, Flowerby Helen H. Mooreby Helen H. Moore

A seed is planted:A seed is planted:

First a sprout,First a sprout,

then stem,then stem,

and leaves,and leaves,

and budsand buds

come out. come out.

Buds grow bigger,Buds grow bigger,

smelling sweet,smelling sweet,

bees and birds comebees and birds come

‘‘round to eat.round to eat.

Bees and birdsBees and birds

help flowers spreadhelp flowers spread

their new seeds ontheir new seeds on

the garden bed . . the garden bed . .

A seed is planted.A seed is planted.

9595

Concept CirclesConcept Circles

1.1. View a completed circle and name View a completed circle and name the conceptthe concept

2.2. Provide a concept and one Provide a concept and one word/picture – add other word/picture – add other words/pictures that fitwords/pictures that fit

3.3. Identify the word or picture that Identify the word or picture that does not belongdoes not belong

9696

Concept CircleConcept CircleWhat concepts are represented?What concepts are represented?

car

bike van Explain your choice: ______________________________________________________

9797

Concept CircleConcept CircleWhat other examples fit?What other examples fit?

ant insects

Explain your choices:

____________________

____________________

____________________

9898

Concept Circle Concept Circle Which one does not belong?Which one does not belong?

tiger

lion dog Explain why:

____________________

____________________

____________________

9999

Concept CircleConcept Circle What concepts are represented?What concepts are represented?

Explain your choice: ____________________________________________________________________

http://images.google.com/imgres?imgurl=http://www.premierphotographer.com/iris4.jpg&imgrefurl=http://www.premierphotographer.com/flowers.html&h=450&w=300&sz=26&tbnid=iZmSeJQZYcYJ:&tbnh=123&tbnw=82&start=21&prev=/images%3Fq%3Dflowers%26start%3D20%26hl%3Den%26lr%3D%26ie%3DUTF-8%26sa%3DN

http://images.google.com/imgres?imgurl=http://www.angwinreporter.com/pix/PictureArchive/flowers/amarillas.jpg&imgrefurl=http://www.angwinreporter.com/pix/PictureArchive/flowers/&h=450&w=600&sz=55&tbnid=105rpekU5jEJ:&tbnh=99&tbnw=132&start=34&prev=/images%3Fq%3Dflowers%26start%3D20%26hl%3Den%26lr%3D%26ie%3DUTF-8%26sa%3DN

http://places.mongabay.com/south_america/white_flowers.jpg

100100

Concept Circle Concept Circle Which one does not belong?Which one does not belong?

category

Explain why: __________________________________________________________________________________________________________________________________________

http://images.google.com/imgres?imgurl=http://www.backyardnature.net/pix/frogsits.jpg&imgrefurl=http://www.backyardnature.net/amphibs.htm&h=145&w=146&sz=4&tbnid=kBdxitoektEJ:&tbnh=88&tbnw=88&start=58&prev=/images%3Fq%3Damphibians%26start%3D40%26hl%3Den%26lr%3D%26ie%3DUTF-8%26sa%3DN

http://images.google.com/imgres?imgurl=http://www.vdof.org/images/wildlife-salamander.jpg&imgrefurl=http://www.vdof.org/images/&h=288&w=200&sz=16&tbnid=v0f-N3Hu6rwJ:&tbnh=109&tbnw=76&start=80&prev=/images%3Fq%3Dsalamander%26start%3D60%26hl%3Den%26lr%3D%26ie%3DUTF-8%26sa%3DN

http://images.google.com/imgres?imgurl=http://www.rogerwilliamsparkzoo.org/Stayin_Alive/Images/Snapping-Turtle.jpg&imgrefurl=http://www.rogerwilliamsparkzoo.org/Stayin_Alive/stayin_alive_info.htm&h=160&w=200&sz=4&tbnid=52wePSGSIMsJ:&tbnh=79&tbnw=98&start=101&prev=/images%3Fq%3Dsnapping%2Bturtle%26start%3D100%26hl%3Den%26lr%3D%26ie%3DUTF-8%26sa%3DN

101101

Mystery BubblesMystery Bubbles

Select key conceptsSelect key concepts Provide one clue related to the conceptProvide one clue related to the concept Provide a list of vocabulary words – including Provide a list of vocabulary words – including

the concept wordsthe concept words Students must now complete the mystery Students must now complete the mystery

bubblesbubbles As students develop proficiency – you may As students develop proficiency – you may

want to eliminate the word listwant to eliminate the word list Students complete the bubbles on their ownStudents complete the bubbles on their own

102102

Mystery BubblesMystery Bubbles

mammals 3 middle ear bones reptiles

scales horse lay eggs

bo

dy

hai

r

snak

e

103103

Biomes / Habitats

strataextreme temperaturesprairieequatortemperaterainforestlittle rainfallSaharaplains of grass

DESERT

mid

-Am

eric

a

den

se &

war

m

104104

People in our Community

MAYOR

bri

ng

s b

ills

keep

s

us

safe

Mystery Bubbles without vocabulary list

105105

Stop, Review,& ReviseStop, Review,& Revise

Review your TLE for Reasoning with Review your TLE for Reasoning with Information/Inferring activitiesInformation/Inferring activities

Create activities which support Create activities which support students in reasoning with students in reasoning with information/inferring. information/inferring.

106106












107107

IBL MethodologyIBL Methodology Acting on DecisionsActing on Decisions

Review of earlier FTP elements in Review of earlier FTP elements in preparation for final preparation for final performance/publicationperformance/publication

Completion of work on FTPCompletion of work on FTP Presentation to target audiencePresentation to target audience Evaluation of performance by student, Evaluation of performance by student,

teacher, and audienceteacher, and audience

108108



Determining ImportanceDetermining Importance

Drawing InferencesDrawing Inferences


109109

“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

110110

SynthesisSynthesis

111111

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

I feel imbarrist because all the trees around me are pine trees and 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 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 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 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 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 don’t see any other trees to ask so I don’t know what will happen nextnext

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

I’m starting to wonder if I’m goinjg to die. I don’t know if this is 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 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 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.you. This is terrible. I hate it. I like green way better than brown.

2nd grade2nd grade

Synthesizing / Reasoning with Synthesizing / Reasoning with Information:Information:

evaluating, creating, judging, evaluating, creating, judging, inferring, visualizing, making decisions inferring, visualizing, making decisions

Synthesizing / Reasoning with Synthesizing / Reasoning with Information:Information:

evaluating, creating, judging, evaluating, creating, judging, inferring, visualizing, making decisions inferring, visualizing, making decisions

Benchmark: Predict and verify the life cycle of plants

112112

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

I look so pretty but I wish they were nice fresh green. The colors are so 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 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 long time. At least I am alive. I do not like fall because it makes my leave turn different colors.leave turn different colors.

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

I look so bad and my leaves are falling off. The brown is werse than 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 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 turn green again nest summer. I wish I was a needle leaf and not a broad leaf.broad leaf. 2nd grade2nd grade

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

113113

Student-Produced Readers Student-Produced Readers TheatreTheatre

1.1. In teams review texts and notes to In teams review texts and notes to create script. create script.

2.2. Small groups meet and read the Small groups meet and read the script several times – taking a script several times – taking a different role with each reading.different role with each reading.

3.3. Students practice their rolesStudents practice their roles

4.4. Readers’ Theatre is performedReaders’ Theatre is performed

114114

Final ProductFinal ProductFinal ProductFinal Product

1

• The last TLE allows teams to review and refine the final product or performance

• Students use the Final Product Organizer to guide activities

• Students help create the rubric to assess the quality of the FTP

1 inquiry and reading in the content areas its real unit modification and review

Documents

text clues

conclusionssynthesizing

team contextgoalsstandards

final team performanceis

structures of text note

learning events

wayfinal team performance

ftpteams work