Inquiry in Context

1
Inquiry and
Reading in the Content Areas
2
Teaching Learning Events Begin to design
reading activities that will help your students
comprehend the content of complex text and reach
the benchmarks and Standards for reading and
science or social studies.
3

Goals/Standards (S)
CONTEXT
CONTENT
Engaging the Learner
Teaching and Learning Events
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.
In modeling the opening we

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

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.

• inquiry begins with students reading articles
  provided by teacher

• jigsaw information in teams, organize and share
  with
• class

• mini lessons begin

Vocabulary activity
Benchmark

• activity
• activity
• activity
• activity

Student teams are asked to populate an
international village based on current population
figures. They must then feed the village based
on what they think the people will need.
Note taking with graphic organizer
Benchmark

• activity
• activity
• activity

State Goal 1. Read with understanding and
fluency. Standard A. Apply word analysis and
vocabulary skills to comprehend
selections Standard 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
Final Team Performance Teams create infomercials
promoting sustainable growth strategies and base
their reasoning on analysis of historical
patterns of human growth and development.
Individual Student Assessments
Numbers after Teaching and Learning Events refer
to assessments
?Emily Alford, 1998
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What strategies do we use to comprehend text?
Read Reflect
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Seven Comprehension Strategies
Making Connections
Asking Questions
Determining Importance
Visualizing
Inferring
Synthesizing
Repairing Comprehension fix-up strategies
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Why is it important to read nonfiction text?
9
It is estimated that
___ of direct instruction
is provided for reading nonfiction materials in
the primary grades
6
10
___ of the time spent reading and
writing as adults is nonfiction.
90
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Stages of Inquiry in the Classroom

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

• Making Connections
• Text to text, text to self, text to
• world
• Open and closed word sorts

• Task Analysis
• defining the task
• asking questions

• Asking Questions
• Right there, think and search
• Author and you, in your head

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

• Determining Importance
• Features, structures of text
• Note taking, graphic organizers
• Facts to main ideas, summaries

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

• Inferring and Visualizing
• creating models
• using text clues and prior knowledge
• using implicit and explicit information
• to reach conclusions (author and you)

• Acting on Decisions
• synthesizing
• communicating findings

• Synthesizing
• text to text, self and world
• applying to new settings and contexts
• in your head

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What happens when we provide non-fiction
materials to primary children?
They read more, are more willing to struggle with
difficult text, choose trade books over games
during indoor recess, and are empowered to find
information that supports the inquiry question.
The classroom mantra isdid you know?
13
When reading fiction the strategies are the
same.
Non-Fiction Texts True or False?
Students arent as interested in nonfiction as
they are in fiction.
Non-fiction text is too difficult for struggling
readers.
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Brainstorm whats this unit about?Its
Monday morning, lets begin... . Oh, I just
received a note from the office to which I must
attend. Tell you what, why dont you plan a
party while Im working. Weve worked so hard
and I think we could use a party.
Students are asked to plan a party while the
teacher tends to an office problem. They are
given no guidelines for planning or decision
making. After 15 minutes the teacher requests
the party plan. Students process the obstacles
to successful planning.
Review Step One The HOOK
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Open Word Sort
beliefs congress patriotism
governor Lincoln Memorial rights
democracy Capitol senator
responsibility House voting Senate
government
Step Two Optional placement for vocabulary
activity
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Any Guesses???

• Debrief the party experience
• Let students know that you were introducing the
  next unit
• Ask if they can guess the topic

Next step Any guesses?
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Virginia Lake School Palatine School District
15 Palatine, Illinois   Dear Students,   I need
your help! We have a lot of families moving into
our community from other countries. They have so
much they are trying to learn a new language,
new customs, and about a new community. They are
eager to become a part of this country, and I
would like our school to help them learn more
about the United States government.  We would
like to be able to give these families a kit that
has lots of information that will help them learn
more about our government in our town, our state,
and our country. We want them to know more about
the leaders in our government. They could learn
how to respect the law, what "patriotism" means,
and their individual rights. They must know
about our election process so they better
understand how Americans cooperate to elect our
leaders.   Remember, these people don't speak
very much English! That means you will need to
include pictures, diagrams, and videotapes. You
can make the kit so it will help them improve
their English as they learn about our
government.   Thank you for your help! I'm
looking forward to seeing your project when you
are finished.   Sincerely,   Dr. Ludwig Principal
Next step Letter announcing partnership and
tasks.
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Complete Task Analysis
Ask, What are we expected to do?
Record responses on chart paper
Define the Task
Ask Questions

• Create kits so that our community can better
  understand
• Government in our town, state and our nation
• Leaders in our government
• The meaning of patriotism, rights and
  responsibilities
• How our democracy works through the election
  process

• What questions do we have now?

Next Task Analysis
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Inquiry Begins!!!
Next Let them begin!
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Semantic Features Chart
Note-taking organizer
22
Post your questions after students have posted
theirs.
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Comprehension Strategies

• MakingConnections

• Asking Questions

• Determining Importance

Visualizing
Drawing Inferences
Synthesizing
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And then there is the v of w .
If w were any less s , it would be
less stable and could therefore disrupt delicate
c activities. But if w were more
v , it would prevent the movement of large
m necessary for c division.
25
And then there is the viscosity of water. If
water were any less sticky, it would be less
stable and could therefore disrupt delicate
cellular activities. But if water were more
viscous, it would prevent the movement of large
molecules necessary for cell division.
Dr. Timothy Johnson, Finding God in the Questions
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Making Connections
Through Inquiry
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Making Connections THE HOOK
Creating Interest
Making Connections
Activating Prior Knowledge
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THE HOOK
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
(readers theater). Following the reading teams
look on the bottom of the glasses to reveal a
picture of Venus, Earth, and Mars. Earth
is considered the Goldilocks Planet and it is
their task to discover why.
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Authentic Connections
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• AUTHENTIC CONNECTION Levels of
• Authenticity
• Someone from within the classroom
• Someone from within the school
• Someone from the local community or from outside
  the community

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AUTHENTIC CONNECTION Highest Level
of Authenticity Student-generated connections

• If students have had other 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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The Invitation
Introduce the Young Producers 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
readers theater, The Goldilocks Problem.
Authentic Connection
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• Student Decision Making Levels of
• Empowerment
• Staff member requests help in some aspects of
  planning
• Staff member and students collaborate during
  planning and implementation
• Students assume leadership with feedback and
  suggestions from staff
• Students define issue, develop and implement
  action plan and operate within parameters
  established by teacher and class

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Sample Letters

• 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 partnership reflected in 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.).

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It's a Bug's Life
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Making Connections
Self, Text, World
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Text-to-Self

• Connections that readers make between the text
  and their past experiences or background
  knowledge.
• Goudvis Harvey 2000

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Text-to-World

• Connections that readers make between the text
  and the bigger issues, events, or concerns of
  society and the world at large.
• Goudvis Harvey 2000

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Text-to-Text
Connections that readers make between the text
they are reading and another text. Goudvis
Harvey 2000
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Beavers by Helen H. Moore

• Read about beaver features, p. 24-27
• Use post it notes and write

t/s text to self
t/w text to world
t/t text to text
T/W
T/T
T/S
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Open Word Sort
krill web flippers fluke
tentacles meat plankton wings insects
trees ocean seals molars rainforest
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Semantic Features Chart
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Making Connections

• What do you do when the connections students
  make arent very helpful?

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Making Connections
When you are five .
Think about the connections young children make
by telling their stories! In September and
October, kindergarteners are making connections
to each other and their teacher, who is the first
replacement for MOM.

• By November teachers can encourage text to self
  connections by using the following strategies.
• Pair students and have them take turns discussing
  their stories as you pause after interesting
  pages.
• Students discuss connections to the book.
• Call on several students to tell about the
  connection made by their their PARTNER.

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Making Connections
When you are five .
As students make connections to a book that you
read aloud, record their responses on chart paper.
I saw a beaver on Animal Planet. When I watched
Animal Planet I saw Steve Erwin wrestling a
crocodile. My grandmother has a beaver family at
the lake where she spends the summer. They bite
the trees near her house. She said they use the
trees for their dams. My grandmother lives in
Florida.

Ask them to help you check the statements that
help us better understand the book.
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Anticipation Guides
Making Connections
Me Text
Mosquitoes eat plant nectar and pollinate plants.
Mosquitoes make great food for fish.
Honeydew is a favorite food of the male mosquito.
The larvae do not breed successfully in water
that has fish or frogs.
Mosquitoes are the most dangerous Animal in the
world.
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Making Connections with Words
Vocabulary knowledge is the single most important
factor contributing to reading comprehension. J.
G. Laflamme, The effect of the Multiple Exposure
Vocabulary Method and the Target Reading Writing
Strategy on Test Scores. 1997
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Three properties of successful vocabulary
instruction

• Integration (relating words to previous
  experiences)
• Repetition
• Meaningful use

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Making Connections With Words
Open and Closed Word Sorts Connecting to
Vocabulary
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Open Word Sort
krill web flippers fluke
tentacles meat plankton wings insects
trees ocean seals molars rainforest
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Closed Word Sort
krill web flippers fluke
tentacles meat plankton wings insects
trees ocean seals molars rainforest

• Categories
• Animal habitats
• Animal features
• Food for animals
• no clue

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Closed Word Sort
ocean rainforest web trees
meat krill insects plankton

• animal habitats

food for animals
flippers fluke tentacles wing molars

• Categories
• Animal habitats
• Animal features
• Food for animals
• no clue

animal features
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Continuing Word Connections
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1
3
2
5
4
6
9
7
8
10
11
14
13
12
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Group 1
Birds Zoo Animals Farm Animals
Group 3
Group 2
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Word Detective
insects

• Directions
• Place index card with vocabulary word in the
  front of the book along with sticky notes.
• Students work in pairs to place sticky note on
  every page where the word is printed.
• After locating words they return to each page and
  make connections between the word and the picture
  to see if they can name the word.

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Making Connections With Words
Connect Two
whales cub dens herbivore fur lodges
kit beavers waste omnivore droppings fins
and
are connected because
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Making Connections With Words
Word Splash
More About Beavers, Page 28, 29
cheeks
ticks
first grader
excrete
nibbling
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Mini Lessons for Making Connections

• Engaging the Learner (jigsaw and letter)
• Power of Post-its (T/S, T/W, T/T)
• Open Sort/Closed Sort
• Connect Two
• Word Splash
• Tracking Words
• Word Detective
• Anticipation Guides

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Guided Practice

• Write or edit the letter
• Select or create organizer for jigsaw materials
  (tradebooks)
• Choose book for modeling Text to Text connections
• Select vocabulary strategy and create student
  handouts including word tracking organizer
• Create anticipation guide
• mandatory lessons
• optional lessons

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Comprehension Strategies

• Making Connections

Asking Questions

• Determining Importance

Drawing Inferences
Synthesizing
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• A sap-sucking insect may hold the key to a
  whole new class of antibacterial drugs, say
  scientists who have been looking at how these
  creatures combat infection.

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Readers ask questions to

• Find specific information
• Clarify confusion
• Construct meaning
• Discover new information

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Types of Questions

• There are how many types of bees?
• How many eggs does the queen lay?
• What does the drone do?
• Where does a colony live?
• What do worker bees do for the colony?
• What do bees do with pollen?
• Where do bees live?

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Question/Answer Relationship (QAR)

• IN MY HEAD
• Author and You answer not in text must think
  about what is known, what text is saying and how
  it fits together

• IN THE BOOK
• Right There answer in text,
  easy to find words used in question and used in
  answer are in same sentence

• Think and Search
• words and answers
• come from different
• parts of text (or
• books)

• On My Own
• using experiences
• to answer question

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The Other Half of the QAR
In the Book (Gathering Information
In Your Head (Inference)
Author and You (Inference) Which bee is the
busiest? Why is it necessary for the queen to lay
so many eggs?
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

On Your Own Do you know someone who works as
hard as the bee?
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• I wonder...
• what horses eat?
• where horses live?
• how horses help people?

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• I wonder?
• Choose a book, turn the pages and WONDER
• Write I wonder (about animals)?
• Wonder and Wander in the books!

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The Biggest Animal Ever
How does a whales body help it survive?
74
Essential Question
Why do animals have different features and
strategies for survival?
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Goals/Standards (S)
CONTEXT
CONTENT
No questions no inquiry! Call it directed
research. Call it project-based learning. But,
do not call it inquiry-based learning!
Engaging the Learner
Teaching and Learning Events
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.
In modeling the opening we

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

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.

• inquiry begins with students reading articles
  provided by teacher

• jigsaw information in teams, organize and share
  with
• class

• mini lessons begin

• Vocabulary activity

Benchmark

• activity
• activity
• activity
• activity

Students continue asking questions and seeking
answers throughout the unit.
Benchmark
State Goal 1. Read with understanding and
fluency. Standard A. Apply word analysis and
vocabulary skills to comprehend
selections Standard 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

• Note taking with graphic organizer

• activity
• activity
• activity

Final Team Performance Teams create infomercials
promoting sustainable growth strategies and base
their reasoning on analysis of historical
patterns of human growth and development.
Individual Student Assessments
Numbers after Teaching and Learning Events refer
to assessments
?Emily Alford, 1998
77
Mini Lessons for Asking Questions

• Question and Answer Relationships (QAR)
• Developing In the Book Questions (Right There,
  Think and Search)
• Wonder and Wander
• Essential and Coaching Questions

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Guided Practice

• Select book and create In the Book questions.
• Create Cyberhunt and guiding questions.
• Design activities for teaching the QAR.
• Kindergarten develop Wonder and Wander
  strategies.
• Create essential and coaching questions.
• Create planned opportunities for students to
  continue inquiry by asking and seeking
  information to their questions.

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Comprehension Strategies

• Making Connections

• Asking Questions

Determining Importance
Drawing Inferences
Synthesizing
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The Biggest Animal Ever
What are the three most important facts in this
book?
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Beavers by Helen H. Moore

• Read the chapter on Beaver Family Life and decide
  on the three most important ideas.

• What are important strategies that beavers use to
  survive?

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Illinois School Park Forest, Illinois Dear
Students, Our first Spirit Day is fast
approaching. I am really looking forward to
honoring the outstanding work of our students and
teachers. We have planned the assembly, the
treats, and the presentations -- but theres one
thing we forgot A SCHOOL MASCOT! A school
mascot is a very important symbol. We need to
choose a school mascot that is worthy of our
attention and promotes school spirit! Most people
choose a mascot because of the way it looks. I
think we should consider the way it looks and
behaves in its environment. When we make our
decision, we need to think about the animals
survival, conservation, and importance. I
understand that you are studying animals this
year. Would you be willing to nominate ten
animals to be our school mascot? The animals
should represent all five classes - mammals,
insects, reptiles, amphibians, and birds. Then
well have a school election to choose the best
mascot for us. Be sure to include information
about how these animals adapt and survive. We
dont want students choosing a mascot only
because of the way it looks! I look forward to
your nominations. Sincerely, Dr. Joyce Carmine,
Principal Illinois School
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Finding Important Information
The context puts the
into finding important information.
important
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Beavers by Helen H. Moore

• What did the author think was important for the
  reader to know about beavers?

• Lets learn about beavers!
• from table of contents and index
• from labels and captions
• from pictures

• Read the book using only features as clues for
  determining importance.

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Using The Features of Nonfiction Text to
Determine Importance

• Table of Contents
• Index
• Titles, Headings
• Font Size
• Font Style
• Tables, Graphs, Charts, Diagrams, Labels,
  Captions
• Features of Websites

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Cutting Up With Facts
Cows have four stomachs. They eat grass
Ostriches can run 40 miles an hour. It can kick
its enemies.
Ostriches have long nails.
Frogs pushes their stomach out of their body when
if it eats something bad.
Baboons live together in troups.
Rabbits eat their droppings. Rabbits eat grass.
Chameleons change colors to hide.
Cobras puff out their necks to look bigger.
Whales can talk to each other.
The starfish stomach goes out of its body and
into the shellfish
Meercats stand guard to warn of danger.
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Cutting Up With Facts
Features
Cows have four stomachs. They eat grass
Ostriches have long nails.
Frogs pushes their stomach out of their body if
it eats something bad.
Rabbits eat their droppings. Rabbits eat grass.
Baboons live together in troups.
The starfish stomach goes out of its body and
into the shellfish
Behaviors
Cobras puff out their necks to look bigger.
Whales can talk to each other.
Chameleons change colors to hide.
Meercats stand guard to warn of danger.
Ostriches can run 40 miles an hour. It can kick
its enemies.
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Note see section on inferencing for completion
of this format.
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Reading and Taking Notes

• Reading Center
• students read trade books about communities

• they write the name of the book and one fact that
  is important to the questions they are answering.

Examples
This Is My Street People live on different
streets and go different places.
Needs and Wants The things you want sometimes
dont help us live.
People Who Lead Us People who lead us are people
like somebody who teaches people how to work as a
team.
Signs Sign help us and keep us safer like sign at
the zoo say do not feed the animals. Created by
Kathy Kroll
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Using Graphic Organizers to Determine Importance

• Semantic Features Charts
• Change Over Time

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Semantic Features Chart
96
Change Over Time Life Cycle of a Tree
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Change Over Time Life Cycle of a Tree
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Investigating Information

• Inquiry
• After seeking information by conducting
  experiments
• Students use graphic organizers to organize

Note this was a second unit and this team
created their own format for organizing
information. Then they called 1-800-flowers
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Organizers for Note-taking

• The power of post-its
• Cutting up with facts
• Creating organizers for concepts (mapping the way)

100
Open Word Sort
krill web flippers fluke
tentacles meat plankton wings insects
trees ocean seals molars rainforest
101
My Vocabulary List
krill web flippers fluke
tentacles meat plankton wings insects
trees ocean seals molars rainforest
102
Finding Important Information Vocabulary
Words And Concepts (WAC) 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
Determining Importance
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Category What is it?
Properties Describe it.
ANIMAL
Compare/Contrast What is it like?
HAS WINGS
BAT

MOUSE
MAMMAL
FRUIT
USES RADAR
INSECT-EATING
VAMPIRE
Illustrations What are some examples?
104
A bat is an animal similarto a mouse. It is a
mammal, has wings and uses radar to locate prey.
Some examples are fruit, vampire and insect
eating bats.
105
Category What is it?
Properties Describe it.
Compare/Contrast What is it like?

Earth
Illustrations What are some examples?
106
The Frayer Model
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The Frayer Model
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Mini Lessons for Determining Importance

• The Features of Nonfiction Text
• Key Points and Supporting Details
• Graphic Organizers, Note Taking
• IWAC, The Frayer Model, Concept Definition

109
Guided Practice for Writing Lessons for
Determining Importance

• Select books for teaching features
• Create or modify note taking format
• Create or modify graphic organizer(s) for whole
  group summaries and comparisons
• Use Frayer Model or Concept Definition Map and
  define a selected word for your unit

110
Comprehension Strategies

• Making Connections

• Asking Questions

• Determining Importance

Drawing Inferences
Synthesizing
111

• Inferential thinking occurs when text clues
  merge with the readers prior knowledge and
  questions to point toward . . . a conclusion in
  the text.
• Goudvis Harvey, 2000

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Jealous
113
The Other Half of the QAR
In the Book (Gathering Information
In Your Head (Inference)
Author and You (Inference) Which bee is the
busiest? Why is it necessary for the queen to lay
so many eggs?
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

On Your Own Do you know someone who works as
hard as the bee?
114
Cutting Up With Facts
Features
Cows have four stomachs. They eat grass
Ostriches have long nails.
Frogs pushes their stomach out of their body when
if it eats something bad.
Rabbits eat their droppings. Rabbits eat grass.
Baboons live together in troups.
The starfish stomach goes out of its body and
into the shellfish
Behaviors
Cobras puff out their necks to look bigger.
Whales can talk to each other.
Chameleons change colors to hide.
Meercats stand guard to warn of danger.
Ostriches can run 40 miles an hour. It can kick
its enemies.
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What can we infer?
Cows have four stomachs. They eat grass
Rabbits eat their droppings. Rabbits eat grass.
What can we infer about grass?
Ostriches have long nails.
The starfish stomach goes out of its body and
into the shellfish
The cheeta has a spotted coat.
Frogs pushes their stomach out of their body when
if it eats something bad.
Animal features
Considering all of the facts about animal
features, what can we infer?
116
What can we infer?
Cobras puff out their necks to look bigger.
Whales can talk to each other.
Chameleons change colors to hide.
Meercats stand guard to warn of danger.
Ostriches can run 40 miles an hour. It can kick
its enemies.
Baboons live together in troups.
Animal behaviors
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Inferential Thinking
ABCs 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
Animal Survival
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Reasoning with Information evaluating,
creating, judging, inferring, visualizing,
making decisions

• 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 you say?
• I feel imbarrist because all the trees around me
  are pine trees and their leaves dont change
  color. Im scared because I wonder if somethings
  wrong. I dont like it because I liked it when
  my leaves were green. Im asking the pine trees
  if something is wrong but they dont know because
  they have not dad it happen to them. I dont see
  any other trees to ask so I dont know what will
  happen next
• Uh-oh! Your leaves are turning brown and falling
  to the ground. Now how do you feel? What do you
  see? What would you say?
• Im starting to wonder if Im goinjg to die. I
  dont know if this is something that should
  happen. Im glad I got throught the other 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. 2nd grade

120
Response to writing prompt at the conclusion of
the unit

• 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 you say?
• 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 long time. At least I am alive. I do
  not like fall because it makes my leave turn
  different colors.
• Uh-oh! Your leaves are turning brown and falling
  to the ground. Now how do you feel? What do you
  see? What would you say?
• 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
  turn green again nest summer. I wish I was a
  needle leaf and not a broad leaf. 2nd grade

121
Mini Lessons for Drawing Inferences

• Inferring Feelings
• Inferring from the Cover, Illustrations, and Text
• Inferring in Nonfiction
• Facts, Inferences, New Ideas

122
Guided Practice

• Inferring meaning using Author and Me questions
  (create questions)
• Inferring meaning from text clues (words,
  pictures, notes)
• Writing prompt

123
Comprehension Strategies

• Making Connections

• Asking Questions

Drawing Inferences
Determining Importance
Synthesizing
124
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
125
(No Transcript)
126
Read aloud
Step One
Middle
End
Beginning
Fact
Fact
Fact
Fact
Fact
Fact
Fact
Fact
Fact
127
Read aloud
Step Two
Middle
End
Beginning

• Fact, yada
• fact, yada
• fact

• Fact, yada
• fact

• Fact, yada
• fact, yada
• fact,
• fact

128
Martin Luther King Jr.By Frankie Forester
Step Three

• Martin Luther Kings birthday is January 15. He
  got his Ph.D and was then Dr. Martin Luther King,
  Jr.
• He won the Nobel peace prize in 1964. He had
  ideas that were good for black people and white
  people.
• Martin Luther King, Jr. gave many important
  speeches. His most important speech was his I
  Have a Dream speech. King wanted peace and
  everyone treated the same.

129
Provide a checklist or other means of informing
students of the expectations for their final team
performance
130
Writing experiences help prepare students for
synthesis AND the final team performance.
131
Final Product Organizer
These teachers used a linked document to give
their students a computer-based inquiry experience
132
Final Product Organizer
Click here for your sites.
133
Structure Performances
http//www.bcps.org/offices/lis/models/families/in
dex.html
http//www.bcps.org/offices/lis/models/depaola/ind
ex.html
http//www.bcps.org/offices/lis/models/snow/index.
html
http//www.bcps.org/offices/lis/models/life/index.
html
http//www.bcps.org/offices/lis/models/weather/ind
ex.html

• Use the links to see how other teachers organize
  their inquiry units.
• Click on the assessment component to view the
  student product checklist.
• What will you include in a checklist to guide
  your students in completing their Final Team
  Performance?

134
(No Transcript)
135
Supporting Students with Synthesis

• Writing Experiences
• Effectively Using Technology to Communicate
• Completing the Final Product
• Trees, Planets

136
Guided Practice Your task

• Use the template to describe the final product
  that students are asked to create for the
  authentic connection/audience.
• Create a Word document which more fully explains
  the ftp (final team performance and place in your
  desktop folder).
• Create a writing prompt to move your students
  toward synthesis.

137
Assessment
Individual Accountability And Team Responsibility
138
Holding Individuals Accountable
Information
Product Final Team Performance
First individual assessment

• Checks along the way

Teams work on product
Second individual assessment

• Checks along the way

Teams work on product
Third individual assessment

• Checks along the way

Teams work on product
Unit Ends
139
Integrated Curriculum and Instruction Design
Inquiry-Based Learning Author Emily C.
Alford Grades K - 12
Professional Teaching Standards

CONTEXT
CONTENT

• Content Knowledge
• 1 The teacher understands the central concepts,
  methods of inquiry, and structures of the
  discipline(s) and creates learning experiences
  that make the content meaningful to all students.
• Instructional Delivery
• 6 The teacher understands and uses a variety of
  instructional strategies to encourage students
  development of critical thinking, problem
  solving, and performance skills.
• identify elements of Integrated
• Curriculum and Instruction Design
• and inquiry for structuring teaching
• and planning units of instruction
• identify content outcomes
• for selected unit topic
• determine strategies for engaging the
• learner and plan ways in which
• students will demonstrate content
• mastery
• analyze links between content,
• benchmarks and standards and plan
• teaching and learning events
• select format for assessing individual
• readiness for completing team product

• Teaching and Learning Events
• ICID training begins following modeling
  PowerPoint is
• used to guide work
• select unit topics, map concepts
• teams view examples of other teaching units with
• interesting preparatory sets (hooks) and
  authentic
• connections
• plan unit opening and complete the first part of
  the unit
• organizer
• select format teams will use for the final
  performance and
• write description which include concepts from
  map
• inquiry (internet search) to identify resources
  to
• supplement textbook materials (activities, hot
  lists, web
• quests, lesson plans, reading materials for
  students, etc.)
• mini lesson writing local benchmarks teams use
  concept
• maps and power verbs to write outcomes align
  to Illinois
• Learning Goals and Standards
• continue inquiry into Energy read short
  articles overnight
• teams jigsaw information, organize and share
  with class

Engaging the Learner Participants are
introduced to the goals for the workshop and
shares the unit organizer. Stages of inquiry are
introduced by asking participants to share steps
in resolving everyday activities in which
information is needed in order to make a
decision. The instructor models a unit opening
using information on energy costs and coal usage.
A letter of request from a town leader to share
information about the topic is used to focus the
task.

• Individual Student Assessments
• Each section of unit is reviewed by instructor.
• map and local benchmarks show higher level
  performances
• for students
• the context for learning provides student the
  big picture for
• the unit and focused direction with the
  authentic connection
• benchmarks are differentiated teaching and
  learning events
• are aligned to benchmarks

Final Team Performance Teachers create units
using the ICID template including targeted
Illinois Goals/Standards, strategies for engaging
students in real-world contexts, teaching and
learning events and assessments.
??? outcome is assessed (Number refers to
assessment)
Numbers after Teaching and Learning Events refer
to assessments
?Emily Alford, 1998
140
(No Transcript)
141

CONTEXT
CONTENT
Engaging the Learner
Goals/Standards (S)
Teaching and Learning Events

• use ratio and proportion and draw to scale

Final Team Performance
Individual Student Assessments
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.

• create a garden design using measurements given
  for area at a scale of 51 graph location of
  plants in courtyard using given coordinates

??? outcome is assessed (Number refers to
assessment)
?Emily Alford, 1998
142
Guided Practice

• Use the design template to describe how you will
  know if students have hit the targeted benchmarks
  and standard.
• Include individual student assessments and a
  rubric for judging the final team performance in
  your folder.
• How will you evaluate the final team performance?
  Check out this website. You must login first
  then follow directions to create your own rubric.
  Include in your folder.
• http//rubistar.4teachers.org/ You must sign in
  to create a rubric..
• What about individual assessments? This site
  allows you to choose from available assessments
  or create your own.
• http//nb.wsd.wednet.edu/big6/big6_resources.htm

143
Guided Practice

• Include in your folder copies of assessments
  designed for your unit.
• Briefly describe them on the design template.
• Include your rubric for the final team
  performance or create one using the website
  provided.
• Create individual assessments and include them in
  your folder

144
Guided Practice

• Include a bibliography in your folder (Title of
  Book, author, publisher).