Reading in the Content Areas

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Inquiry
and

• Reading in the Content Areas

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Modeling the Inquiry Methods Buy a car? Senior
going to college? Sick relative? Travel in your
future?

• Encountering the Issue

• Task Analysis

• Investigating Information

• Reasoning with Information

• Acting on Decisions

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Stages of Inquiry in the Classroom

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

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

• 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 strategies do we use to comprehend text?
Read Reflect
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Seven Comprehension Strategies
Making Connections
Asking Questions
Determining Importance
Visualizing
Drawing Inferences
Synthesizing
Repairing Comprehension
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Making Connections

• Open Sort/Closed Sort (Words or Pictures)
• Connect Two
• Tracking Words
• Word Splash
• Anticipation Guides
• Reflection Journals
• Response logs
• Book Bits

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What the research shows

• Activate prior knowledge
• Ask questions
• Vocabulary development
• Determine importance
• Visual and sensory images
• Draw inferences
• Synthesize

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Why is it important to read nonfiction text?
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It is estimated that
___ of direct instruction
is provided for reading nonfiction materials in
the primary grades
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___ of the time spent reading and
writing as adults is nonfiction.
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Comprehension Strategies

• MakingConnections

• Asking Questions

Drawing Inferences

• Determining Importance

Synthesizing
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Open Word Sort
squalor barbarism Easter Island
anthropologists colonization indigenous
subsistence taro lineages
rongorongo mnemonic Orongo ahu
solstices equinox draught animals quarry
degradation deforestation
cannibalism
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Inquiry...

• provides a purpose for readingan opportunity to
  read to learn
• provides the opportunity for application of
  explicit reading strategies
• gives students access to quality nonfiction texts
• increases student enthusiasm for reading
  nonfiction
• allows teachers to more easily differentiate
  instruction

• positions important content so that
• students make connections to self,
• world, and text

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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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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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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
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Closed 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

• Categories
• Location and Place
• Human Interactions
• Sustainability
• no clue

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Closed Word Sort

latitude longitude soil arable
demographics climate land use population
architecture
clothing government industries agglomeration
language homes beliefs education
Location and Place
Human Interactions

• Categories
• Location and Place
• Human Interactions
• Sustainability
• no clue

consumption drawdown overshoot carrying
capacity crash die-off collapse

Sustainability
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Making Connections With Words
Connect Two
latitude longitude soil arable
demographics climate land use population
architecture
consumption drawdown overshoot carrying
capacity crash die-off collapse
clothing government industries agglomeration
language homes beliefs education
and
are connected because
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Fruit Bats Word Splash
pellets
crocodiles
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Anticipation Guides
Making Connections
Team 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 hatch successfully in water
that has fish or frogs.
Mosquitoes are the most dangerous animal in the
world.
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Making Connections by Reflecting
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Response Logs
Making Connections

• reflecting on content

• encourage the use of evidence
• and examples that build meaning
• and limit irrelevant responses

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Connecting Through Journal Topics
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)?
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Comprehension Strategies

• Making Connections

Asking Questions
Drawing Inferences

• Determining Importance

Synthesizing
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Asking Questions

• QAR (Text or Art)
• Question Trackers
• Cyberhunts

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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
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Types of Questions
Easter Island QAR
What have core samples revealed about early plant
life on Easter Island? Underline your answer in
pencil.
Highlight your answer.
What events led to the collapse of the
civilization?
In what ways might Easter Island serve as a
metaphor For conditions on our planet?
What demigods are worshiped by groups in our
culture?
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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 (inferring)

• 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 (schema) to answer
  question

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QAR Question Answer Relationships
In the Book (Gathering Information
In Your Head (Inference)
Right There
Author and You
The island was heavily forested with a giant
now-extinct palm.
In what ways might Easter Island serve as a
metaphor for conditions on our planet?
Think and Search

• Lumber was used for housing, fires and for moving
  and erecting the moai
• Deforestation
• Land erosion, topsoil washed into sea
• Crop failures
• Scarce food supply
• Battles for scarce resources
• Hunger
• Rapa Nui culture collapsed

On Your Own
What demigods are worshiped by groups in our
culture?
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Write Team Questions

• Want Milk? Get Goats
• (Mother Earth News June/July 2002)
• Students write questions based on their reading
  of a text (one Right There and one Think and
  Search)
• Student reads one question to a group
• Student calls on a volunteer
• Volunteer answers and now reads one of his/her
  own questions
• Continue until everyone has asked and answered
  once

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Comprehension Strategies

• Making Connections

• Asking Questions

Determining Importance
Drawing Inferences
Synthesizing
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Determining Importance

• The Structures of Nonfiction Text
• The Features of Nonfiction Text
• Note-taking formats
• Graphic Organizers
• IWAC, Frayer Model, Concept Definition Map
• Visualization
• GIST
• Readers Theatre-Teacher created

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Change Over Time Life Cycle of a Tree
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Change Over Time Life Cycle of a Tree
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Water supply and quality
There is plenty of water for everyone.

• Populations grew near rivers
• water is being pumped from aquifers to meet
• increased demand (enough to raise sea levels)
• populations are growing
• aquifers are slow to recharge (15,000 years)
• per capita consumption is 2xs population

• water is scarce if more than 20 of flow
• is diverted for local use
• in 1995, more than 1/3 of world pop.
• of 5.7 billion lived in such areas
• 70 of earths surface is water, 96.5 is
• salty 2 is ice 1 available

• Pakistan and India fight over boundary
• waters
• Western States compete for water
• 22 countries deptendent on water from
• other nations (Egypt, Pakistan, India)

• Conservation will be expected in areas
• that have adequate supplies
• researching inexpensive ways to
• desalinate seawater should be supported
• limiting population growth should be a
• priority

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Concept Mapping
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Its Your Turn

• The Change Over Time organizer can be used to
  record any biological or mechanical process
• View the notes on the life cycle of a tree
• Read the article and respond to the question,
  What is the process that turns waste into
  profitable and safe by-products?
• Pair up, use one organizer and record notes that
  respond to the question.
• Pairs, pair and share.

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Power Notes
Concept Mapping
How is oil produced naturally and by thermal
depolymerization?
What can this process accomplish?
Change Over Time
Cornell Method
What is the process that turns waste into
profitable and safe by-products?
Questions Main Ideas Details
What are th benefits for using a
depolymeri-zation process?
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Get the Gist

• determining importance by eliminating trivial
  information
• paraphrasing
• promoting understanding

Generating Interactions Between Schema and
Text Adapted from Cunningham, 1982
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Antimosquito Coils Release Toxic Fumes
In places with nocturnal mosquitoes, many people
burn spiral-shaped strips of insecticide-treated
plant matter near their beds. These mosquito
coils smolder through the night to keep bugs at
bay, but they can also cause asthma and wheezing
in children. Now, researchers have measured
several pollutants in smoke emitted from mosquito
coils. Formaldehyde is one example. A single
burning coil can release as much of the
carcinogen as can 51 cigarettes. The researchers
report in an upcoming Environmental Health
Perspectives. Each coil can also emit PM2.5, or
airborne particles less than 2.5 micrometers
wide. Particles that small can carry toxic
compounds deep into the lungs.
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Concept Definition Mapping
Graphic organizers help students understand the
essential attributes, qualities, and
characteristics of a words meaning.
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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
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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?
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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.
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Compare or contrast
Circle
Polygon
Pentagon
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Concept Definition Mapping
A polygon is a closed mathematical shape. The
line segments that make up the sides of a polygon
are straight. It has two dimensions height and
width. Some examples of polygons are the five
sided pentagon, the four-sided rhombus, and te
six-sided hexagon.
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Category What is it?
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A desert is a specific climate on Earth. Unlike
a rainforest, a desert has less than 25 cm. of
rainfall. It also lacks cloud cover and has high
winds. The heat radiates into dry air at night.
Some examples of famous deserts are the Mojave in
California, the Gobi in Asia, and the Sahara in
Africa.
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What is it?
What are the parts?
Compare or contrast
Civil War
What are some examples?
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Activities for Determining Importance

• The Structures of Nonfiction Text
• Finding Important Information Rather Than One
  Main Idea
• Key Points vs. Supporting Details
• Taking Notes
• Graphic Organizers

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Comprehension Strategies

• Making Connections

• Asking Questions

• Determining Importance

Drawing Inferences
Synthesizing
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Drawing Inferences

• Poetry Reconstruction
• Fact/Inference T Chart
• Inferring from Lists of Related Facts

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Jealous
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• 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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The Other Half of the QAR
In the Book (Gathering Information
In Your Head (Inference)
Right There Queens Lay 1500 eggs each day.
Author and You (Inference) Which bee is the
busiest? Why is it necessary for the queen to lay
so many eggs?
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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Making Inferences
Facts
Inferences

• Because nuclear generated
• electricity does not emit carbon
• dioxide into the atmosphere,
• nuclear power plants in the U.S.
• prevent as much greenhouse
• emissions as taking 5 billion cars
• off our streets and highways.

• Cars emit carbon dioxide.

• Carbon dioxide is a greenhouse
• gas.

• Other methods of generating
• electricity may produce greenhouse
• gases as a by-product.

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David woke up 15 minutes late. As soon as he saw
the clock, he jumped out of bed and headed for
the shower, afraid hed miss the bus again. He
looked in the dryer for his favorite jeans, but
they were actually still in the washing machine.
Dang! I told my sister to put my stuff in the
dryer! Now what am I going to wear today?
After settling for a pair of baggy shorts and a
Hilfiger rugby shirt, he grabbed a bag of chips
and a soda form the kitchen, and searched
frantically for his history book. When he found
it, he put it in his backpack, along with his
breakfast, his hat, and his lucky deck of cards.
As he ran to the bus stop, he told himself, I
will not stay up late watching wrestling anymore!
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The Other Half of the QAR

• David
• Right There
• What did David do as soon as he saw the clock?
• What type of shirt did David put on?
• Think and Search
• What did David look for before he left the house?
• What steps did David take to get ready to leave
  the house?
• Author and Me
• Where was David headed that morning?
• What time of day was David getting ready to go?
• On My Own
• Should parents wake their children up for school?

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conservation
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Comprehension Strategies

• Making Connections

• Asking Questions

Determining Importance
Drawing Inferences
Synthesizing
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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