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.