Good Morning!

Before we begin, please: 1. Take a moment to answer the

questions on the orange slip of paper.2. Place a sticky dot on each poster to

represent your familiarity with the 5E Teaching Model and Reading Comprehension Strategies.

Select Book for Website

http://www.pictureperfectscience.com/

What was your favorite book as a child?

Workshop Goals

Receive an overview of Picture Book Science

Learn how to integrate picture books and reading strategies into elementary science lessons

Experience the 5E Teaching Model Write Your Own “Picture Book Science

Lessons”

1. Reading Strategies

3 Main Components of PPS

3 Main Components of PPS

1. Reading Strategies2. The 5E Model

3 Main Components of PPS

1. Reading Strategies2. The 5E Model3. Inquiry

Consensograms

Why Use Children’s Literature?

Lack of Time - Integration is Key

14

ELA Capacities Mathematical Practices Scientific and Engineering Practices

Demonstrate independence Make sense of problems and persevere in solving

them

Asking questions (for science) and defining problems (for

engineering)Build strong content

knowledgeReason abstractly and

quantitativelyDeveloping and using models

Respond to the varying demands of audience, task,

purpose, and discipline

Construct viable arguments and critique the reasoning

of others

Planning and carrying out investigations

Comprehend as well as critique

Model with mathematics Analyzing and interpreting data

Value evidence Use appropriate tools strategically

Using mathematics, information and computer technology, and

computational thinking

Use technology and digital media strategically and

capably

Attend to precision Constructing explanations (for science) and designing solutions

(for engineering)Come to understand other perspectives and cultures

Look for and make use of structure

Engaging in argument from evidence

  Look for and express regularity in repeated

reasoning

Obtaining, evaluating, and communicating informationELA (pg. 7)

http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf Mathematics (pgs. 6-8)

http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf

Analysis of ELA/Math/Science Practices

Context for Concepts

Earth & Space Sciences: Describe how day and night are caused by Earth’s rotation.

Why Use Children’s Literature?

More Depth of Coverage

“More Books to Read” Section

Why Use Children’s Literature?

http://www.nsta.org/publications/ostb/ostb2012.aspx

The Woods ScientistBy Stephen R. Swinburne.Houghton Mifflin. 2002.Grades 4–6.This title from the excellent Scientists in the

Field series features the work of Sue Morse, a forester, habitat ecologist, professional tracker, and passionate student of the woods. Readers experience the thrill of scientific discovery through her eyes and learn about the factors that led her to dedicate her life to wildlife conservation.

Monthly Article: Teaching Through Trade Books – By Karen Ansbury and Emily Morgan

Favorite Children’s Picture Books for Teaching Science in Grades K-6, by Emily Morgan, listing many additional books picture books with brief overviews. http://pictureperfecttot.pbworks.com/w/page/39602237/Training%20Material

Improved Reading and Science Skills

Why Use Children’s Literature ?

Engaging to Students of All Ages

Cautions

Story line may distract –stay focused on the science content

Be aware of “watered-down” science content

Be aware of misconceptions

Suggestions

Choose science objectives first

Collaborate with a knowledgeable colleague

Choose a variety of books, including fiction/nonfiction pairs

Next Generation Science Standards

1. Asking questions (science) and defining problems (engineering)

2. Design and using models3. Planning and carrying out

investigations4. Analyzing and interpreting data5. Using mathematics and computational

thinking 6. Developing explanations (science)

and designing solutions (engineering)7. Engaging in argument8. Obtaining, evaluating, and

communicating information

Eight NGSS Practices

Why Read Aloud in Science?

“By reading information trade books aloud, teachers can expose children to the language and structure of exposition at   the same time they engage them in learning content.”

~Kristo &

Bamford, 2004

Why Read Aloud in Science?

Opportunity to model the strategies of proficient readers

Students’ minds are free to explore the meaning of difficult science concepts when the teacher does the decoding

Fine-tunes students’ observational/listening skills

1. Preview the Book

2. Set the Stage3. Celebrate the

Author & Illustrator

4. Read with Expression

5. Share the Pictures

6. Encourage Interaction

7. Keep the Flow8. Model Reading

Strategies9. Don’t Put it

Away10. Have Fun

10 Tips for Reading Aloud (PPS p10-12 )

Six Key Reading Strategies

(Harvey and Goudvis p10-12)

1. Making Connections2. Questioning3. Visualizing4. Inferring5. Determining Importance6. Synthesizing

Tools to Enhance Comprehension (PPS p14-15)

Anticipation Guide

Chunking Cloze Strategy Most Valuable

Point O-W-L Chart Pairs Read Picture Walk Questioning the

Author

Rereading Sketch to

Stretch Stop and Jot Turn and Talk Using Features

of Nonfiction Venn Diagram

Tools to Enhance Comprehension

According to Timothy Shanahan:• The structure of what is read can help students determine importance. • Students should know common text organization schemes (description; compare/contrast; problem-solution; sequence; cause/effect) • Students should know how to use headings and subheadings to determine the scope and sequence of information• Examine texts to see if organization holds a special key to the meaning (like in a comparison text or problem-solution text) and to guide students to attend to this structure

The 5E Model ( PPS p29-34 )

• BSCS 5E Instructional Model, commonly referred to as the 5E model (or the 5Es).

• Developed by the Biological Sciences Curriculum Study (BSCS)

The 5E Model (p 29-34)

• introductory stage • capture students’

interest.

Engage

• cooperative exploration activities• build models• collect data• make and test predictions• form new predictions

Explore

Explain

• Explains possible solutions to others• Listens critically to explanations of other students and

the teacher• Uses recorded observations in explanations

• Applies new labels, definitions, explanations, and skills in new but similar situations

• Uses previous information to ask questions, propose solutions, make

• decisions, design experiments

• Records observations and explanations

Elaborate

• Demonstrates an understanding of the concept or skill

• Answers open-ended questions by using observations, evidence, and previously accepted explanations

• Evaluates his/her own progress and knowledge

Evaluate

The 5Es Teacher (PPS p30)

The 5Es Student (PPS

p31)

What does it look like?

Fortune Teller Turtle

Reading Writing Speaking and Listening

Key Ideas and Details•Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from text.•Determine central ideas or themes of a text and analyze their development; summarize the key and supporting details and ideas.•Analyze how and why ideas and events develop and interact over the course of a text.

Text Types and Purposes•Write arguments to support claims of substantive topics or texts using valid reasoning and sufficient evidence.•Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.•Write narrative to develop real experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Comprehension and Collaboration•Prepare for and participate in conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.•Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.•Evaluate a speaker’s point of view, reasoning, use of evidence, and rhetoric.Craft and Structure

•Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how word choices shape the meaning or tone.•Analyze the structure of texts, including how specific sentence, paragraphs, and larger portions of the text relate to each other and the whole.•Assess how purpose shapes the content and style of a text.

Production and Distribution of Writing•Produce clear and coherent writing in which the development, organization, and style are appropriate to task and purpose.•Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.•Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

Integration of Knowledge and Ideas•Integrate and evaluate content presented in multiple formats, including visually and quantitatively, as well as in words.•Delineate and evaluate the argument and specific claims in a text, including validity of the reasoning as well as relevance and sufficiency of the evidence. •Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Research to Build and Present Knowledge•Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.•Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source and integrate the information while avoiding plagiarism. •Draw evidence from literary and informational texts to support analysis, reflection, and research.

Presentation of Knowledge of Ideas•Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.•Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.•Adapt speech to a variety of contexts and communication tasks demonstrating command of formal English when indicated or appropriate.

Range of Reading and Level of Text Complexity•Read and comprehend complex literary and informational texts independently and proficiently.

Range of Writing•Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

How Picture Perfect fits with Common Core State Standards

• Picture Perfect Review• Next Steps

o Group Assignmentso Assign Books for

Presentationo Overview for Day 2

DAY 2

Please place a sticky dot on each consensogram poster

before we begin.

Welcome Back!

“Mind and emotions are not separate; emotions, thinking, and learning are all linked. What we feel is real – even if only to us and no one else. Emotions organize and create our reality.”

-Eric Jensen, Teaching with the Brain in Mind

5E Model in Action

Share Time

Resources and Next Steps