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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
Making Connections Text to text, text to self, text to world Open and closed word sorts
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
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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
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The Learning PyramidThe Learning Pyramid
The Learning Pyramid
National Training Laboratories, Bethel, Maine
Average Retention Rates
5%
10%
20%
30%
50%
75%
90%
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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
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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
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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
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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…
Checks along the way…Checks along the way…Checks along the way…Checks along the way…
Checks along the way…Checks along the way…Checks along the way…Checks along the way…
Final Team Performance completed and evaluated by
team
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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
• 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
Goals/Standards: (#’S)
CONTENT
Engaging the Learner
Teaching and Learning Events*
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
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IBL/Reading Infusion ReviewIBL/Reading Infusion Review
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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)
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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
1616
1717
Making Connections: THE HOOKMaking Connections: THE HOOK
Take a guessTake a guess
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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
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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
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• 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.
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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
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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.
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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.
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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
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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
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Making ConnectionsMaking ConnectionsMaking ConnectionsMaking Connections
Asking QuestionsAsking QuestionsAsking QuestionsAsking QuestionsDetermining ImportanceDetermining ImportanceDetermining ImportanceDetermining Importance
Drawing InferencesDrawing InferencesDrawing InferencesDrawing Inferences
SynthesizingSynthesizingSynthesizingSynthesizing
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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.
Goudvis & Harvey 2000Goudvis & Harvey 2000
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.
Goudvis & Harvey 2000Goudvis & Harvey 2000
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.
Goudvis & Harvey 2000Goudvis & Harvey 2000
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
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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
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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 _________
________________________________________________________________.
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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
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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.
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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”
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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
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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
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
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.
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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
Making ConnectionsMaking ConnectionsMaking ConnectionsMaking Connections
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
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.
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)
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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
Stop, Peer Review, & ReviseStop, Peer Review, & Revise
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
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
6969
IBL MethodologyIBL Methodology
Investigating Investigating InformationInformation Seeking, organizing,
analyzing information from a variety of sources
Answering and asking more questions
7070
Making ConnectionsMaking ConnectionsMaking ConnectionsMaking Connections
Asking QuestionsAsking Questions
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
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 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.
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
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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
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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?
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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
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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
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Stop, Peer Review, & ReviseStop, Peer Review, & Revise
Review / Revise activities for Review / Revise activities for Determining ImportanceDetermining Importance
8787
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
8888
IBL MethodologyIBL Methodology
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
SynthesizingSynthesizing
9090
What can we infer?What can we infer?
Ostriches can run 40 miles an hour. It can kick its enemies.
Chameleons change colors to hide.
Cobras puff out their necks to look bigger.
Whales can talk to each other.
Meercats stand guard to warn of danger.
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
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What can we infer?What can we infer?
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 have long nails.
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: ____________________________________________________________________
100100
Concept Circle Concept Circle Which one does not belong?Which one does not belong?
category
Explain why: __________________________________________________________________________________________________________________________________________
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
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
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
Making ConnectionsMaking ConnectionsMaking ConnectionsMaking Connections
Asking QuestionsAsking Questions
Determining ImportanceDetermining Importance
Drawing InferencesDrawing Inferences
SynthesizingSynthesizing
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