Informational Text for 3-5Becoming Scientists & Historians

April 12, 2014

Today’s goal:

Frustration Enlightenment

Let’s get this out of the way….

http://viewpure.com/KdxEAt91D7k

Do you get it now?

Why is it so important that we integrate?

40% 36

%37%

What percentage of informational text is represented on

Reading STAAR for your grade level?

3rd

4th

5th

How have expectations shifted?

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

We used to think

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

Now we understa

nd

K-5 students learn to read and

read to learn

Today’s Goals

Provide you with grade level specific resources of Science and Social Studies informational text that you already have on campus

Provide you with best-practices strategies to use with these resources

Make clear the connections of these strategies with Science/Social Studies TEKS and ELAR informational text TEKS (integration!)

Informational Text is…

With a partner, Write down three words that come to

mind when you think of informational text.

Write down two questions that quickly come to mind informational text.

Write down one metaphor or simile that comes to mind when you think of informational text.

Let’s review informational text

It is everywhere… It is important to everyone, every

day Examples include: How-to manuals,

brochures, internet sites, internet articles, newspaper articles, textbooks, etc.

Overview of Strategies

Headlines/Reverse Headlines

provides readers

methods to write/identi

fy summary

of important topic of a

text

Sketch to Stretchreaders draw quick

sketches to connect and stretch their

understanding of text and concepts

Text Codingprovides readers with a

way to flag text they want to remember

This Needs a Caption provides

readers an opportunity

to summarize illustrations

or diagramsStrategies

You Will Learn Today

A Note About Framing Your Use of Strategies in Content Areas

Often strategies such as the ones

we use today will serve as

reinforcement of a concept, vocabulary

development and steps

toward addressing the

TEKS

“I’m a reading teacher supporting the science content.”

“I’m a science teacher using text as a tool to develop vocabulary and concept understanding.”

Text Coding

When you read something that makes you say, “Yeah, I knew that,” or “I predicted that,” or “I saw that coming”

When you run across something that contradicts what you know or expect

When you have a question, uncertainty, puzzle, need clarification, or are unsure

When you discover something new, surprising, exciting, or fun that makes you say: “cool”, “whoa”, “yuck”, “no way”, “awesome”

When you read something that seems important, key, memorable or powerful

When the reading really makes you see or visualize something

When you have a connection between the text and your life, the world, or other things you’ve read

Text Coding

Text Coding

When you read something that makes you say, “Yeah, I knew that,” or “I predicted that,” or “I saw that coming”

When you run across something that contradicts what you know or expect

When you have a question, uncertainty, puzzle, need clarification, or are unsure

When you discover something new, surprising, exciting, or fun that makes you say: “cool”, “whoa”, “yuck”, “no way”, “awesome”

When you read something that seems important, key, memorable or powerful

When the reading really makes you see or visualize something

When you have a connection between the text and your life, the world, or other things you’ve read

After Text Coding - Processing

Text coding should lead to rich discussion

•What surprised you?

•What did you already know?

•Was anything different from what you

expected?

• What was most important?

•What helped you “see” ?

•Did anyone have any connections?

5.5A Analyze various issues and events of the 20th century such as the world wars5.25D Create written and visual materials such as journal entries, reports, graphic organizers, outlines, and biblio-graphies

This is a great tool to use in PLC meetings and completing

lesson plans….

This Needs a Caption

Great opportunity to see if students are applying what they know to the pictures they are given.

A caption is – a title or brief explanation to an illustration, cartoon, or poster.

Without this important caption,

the reader can’t tell what business

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

have in common.

This Needs a Caption

In this strategy, we help the

students choose words that would add

information for a reader by

describing the visuals.

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

Another way to use this…

This is from your Texas History

Primary Sources. The pictures in the activity are

as well.

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

Headlines/Reverse Headlines

In this strategy, students learn to identify key

terms and write or choose a

headline that summarizes important

information

Headlines/Reverse Headlines

• Most successful when used at the end of a unit.

• Choose text related to overall topic (i.e. Science Rocks lyrics).

• Focus on one verse/stanza and model highlighting key terms.

• For “Headlines”, students use these key terms to create a headline that summarize the key topic.

• For “Reverse Headlines”, students choose from 2 or 3 pre-written Headlines that best matches the text.

Headlines/Reverse Headlines

What Makes It Alive?

What Living Things Need

Living Things Have Life Cycles

WHICH HEADLINE FITS EACH VERSE THE BEST?

Headlines/Reverse Headlines

WHICH HEADLINE FITS EACH VERSE THE BEST?

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

Sketch to Stretch

• In this strategy, students create

quick sketches to connect the text and concepts to

meaning• Two sources we

will use today: STEMScopes P-B-L

and upcoming STEMscopes

STEMscopedia

Sketch to Stretch

Sketch to Stretch

Sketch to Stretch: Try It

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

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

Where could I find this information after the training?

Strategies and Structures is located under Yearly Content

Documents

Where could I find this information after the training?

I Used to Think… Now I Think

With a partner on a notecard: Write down I used to think and answer

what you used to think about Science/Social Studies and ELAR integration

Write down Now I think and answer what you now think about Science/Social Studies and ELAR integration

In Summary

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

Day

We want your feedback!

Please take 3 sticky notes,

and add place your

responses on the chart

paper before you leave.

I learned…I appreciate…I suggest…

 http://schools.birdvilleschools.net/surveys  There will also be an on line survey about your experience today, open until April 18, and reminders will go out through Mark Thomas next week.