Vicki DeWitt, Director

1
Vicki DeWitt, Director Edwardsville, Illinois
Dr. Emily Alford, North Cook ISC K-2 TLCF
Reading Project ITS REAL
2
Who Do We Serve?

• 7 Regional Offices of Education
• Delbert Maroon Bond, Fayette, and Effingham
• Larry Pfeiffer Calhoun, Green, Jersey and
  Macoupin
• Greg Springer Christian and Montgomery
• Danny Garrett Clinton, Monroe, Washington
• Harry Briggs Madison
• Faye Hughes Monroe and Randolph
• Dr. Rosella Wamser St. Clair

3
Who We Have With Us Today

• Salem Elementary School District
• Dr. Gary Neihaus, Superintendent
• Wendy Burnell, Kindergarten
• Litchfield School District
• Gina Hopper, Curriculum Director
• Pam Pastovich, Kindergarten
• Mt. Olive School District
• Larry Weber, Principal (Wolf Branch)
• Mary Griffel, 5th Grade

4
Where You Can Find the Handouts

• OUR WEBSITE
• http//www.lth5.k12.il.us

5
Where We Started
6
Where We Started

• ISBE had received TLCF Funds in 1997
• 9 to 17 million a Year
• Needed to focus on
• Engaged Learning
• Integrating Technology Into the Curriculum
• Area 5 LTC 7 ROEs won a TICG in 1998
• 2 million a year for 5 years
• Needed to focus on
• Professional DevelopmentGetting Teachers to Use
  the Technology
• Engaged LearningGrades K-8
• Integrating Math, Reading, Technology into
  Cross-Curricular Units (which focused the unit
  topics on Social Studies or Science curricula)

7
Where We Started

• 1999The focus of TLCF TICG Started to change
• ISBE focus became
• Aligning all learning initiatives to Illinois
  Learning Standards---especially K-2 Reading Jr.
  High. Math
• Feds focus became
• How is your use of the TICG Funds improving
  student achievement/learning
• BOTH WANTED DATA ON STUDENT ACHIEVEMENT

8
What Those Requirements Set Into Motion

• 1999LTCs began looking at How can we prove
  technology in the classroom makes a difference
  with student achievement learning?
• NextSteps Project
• NCRTEC, B. Porter, 7 Other States with Illinois
  in the lead
• Created a Data Collection Process/Training for
  Schools
• Create/Adopted 33 Tools for Schools to Use
• 10 Surveys On-line
• Adopted a Process/Rubric/Training on How to Look
  at Student Computer-Based Artifacts. Based on
  Writing Style Craftsmanship

9
What Those Requirements Set Into Motion

• TLCF Grants Became Focused on Integrating
  Technology into K-2 Reading Jr. H. Math
  Initiatives by Applying Schools
• Area 5 LITES Grant (TICG Federal Project) began
  to focus on Data showing what was really
  happening with students

10
What Those Requirements Set Into Motion

• We were asked by the State Board Can you adapt
  your LITES (TICG) professional development model
  to focus on K-2 Reading and I said Yes.
• LET THE GAMES BEGIN.How in the heck do I do
  that.

11
How DO You Increase Reading Scores at K-2 and
Support It With Technology ???

• This is what we discovered
• ISBE was already doing a good job of helping /
  training teachers on how to go about teaching the
  basicsphonics, whole language, etc.
• All the research said the way to increase reading
  scores was to have students read in the content
  areas??????
• My Question.How so you do that??

12
ITS REAL
Social Studies
Technology
Engaging All Learners
Reading Riting Rithmetic
Inquiry
Science
13
Integrated Curriculum and Instruction Design
Inquiry-Based Learning

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

How does the teacher demonstrate content
alignment to the Illinois Learning Standards?
Why do the students want to pursue this line of
inquiry?
What activities will the teacher design to
facilitate student learning?
Individual Student Assessments
Final Team Performance
How will all students cooperate to share their
learning?
How will the individual student demonstrate
mastery of the standards? How will each student
demonstrate learning in preparation for the final
team performance?
??? outcome is assessed (Number refers to
assessment)
?Emily Alford, 1998
Numbers after Teaching and Learning Events refer
to assessments
14
Inquiry
Reading in the Content Areas
and
Technology Tools to Access, Organize, Analyze and
Communicate Information
15
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

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

• Task Analysis
• defining the task
• asking questions

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

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

• Acting on Decisions
• synthesizing
• communicating findings

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(No Transcript)
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Inquiry Modeling the Method
19
Illinois School Park Forest, Illinois Dear
Second Grade Students, Lions and tigers and
bears, oh my! Those are some of the animals we
will see on our trip to the zoo. But what do we
know about these animals? Where do they live
when they are not in a zoo? Do we have lions and
tigers in the United States? Could parrots live
in our backyards? Some animals are endangered and
only live in zoo habitats. What is happening to
their homes? Before we go to the zoo I would
like you to find out about these animals and
create guide books for us to use on our trip.
Please include information about the way animals
look and behave in their natural environment. We
also need information about the animals
survival, conservation, and importance. After
we have learned about animals and visited them in
the zoo the third graders will organize an
election to choose 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.
Because you will know so much about animals I
want you to nominate ten animals that could 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 and to
our trip to the zoo. Sincerely, Dr. Joyce
Carmine, Principal Illinois School
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Stages of Inquiry in the Classroom

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

21

• Task Analysis
• defining the task
• asking questions

22
Early Explorer Story Mary GriffelWhile
sharing and charting information my students had
researched about early explorers, they noticed
that many of the explorations were financed by
Spain. Students began to ask why Spain was doing
all the explorations. One of them shared that he
read that the king was a very greedy person.
That response spurred research into why the king
and his country was greedy. The students begin
to ask why questions instead of only finding
answers to who questions.
Postscript the student with the information
about the greedy king was learning disabled.
23
Investigating Information seeking, organizing,
analyzing, applying to project

• Locating
• Investigating
• Recording
• Summarizing
• Analyzing

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Investigating Information
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Investigating Information

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

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Reading Determining Importance
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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

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• 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

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Acting on Decisions synthesizing communicating
findings
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Design Strategies
31
(No Transcript)
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Authentic Connection
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 and new customs. They are
eager to become a part of this country and our
community, and I would like for our school to
help them learn more about the United States
government. We would like to be able to give
the families a kit that has lots of information
that will help them learn more about government
in our town, our state, and country. We want them
to know more about the leaders in our government.
They also need to learn about our laws, the
meaning of patriotism and democracy, and their
individual rights. Remember, the people we are
helping dont speak very much English. That
means you will need to include pictures,
diagrams, and videotapes. Thank you for your
help. Im looking forward to seeing your project
when you are finished. Sincerely, Dr.
Ludwig, Principal Virginia Lake School
Final Team Performance
S.G.14B
S.G.14A.C
S.G. 14 D
33
(No Transcript)
34
Integrated Curriculum and Instruction Design
Inquiry-Based Learning

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

How does the teacher demonstrate content
alignment to the Illinois Learning Standards?
Why do the students want to pursue this line of
inquiry?
What activities will the teacher design to
facilitate student learning?
Individual Student Assessments
Final Team Performance
How will all students cooperate to share their
learning?
How will the individual student demonstrate
mastery of the standards? How will each student
demonstrate learning in preparation for the final
team performance?
??? outcome is assessed (Number refers to
assessment)
?Emily Alford, 1998
Numbers after Teaching and Learning Events refer
to assessments
35
(No Transcript)
36
COMMUNITIES
The teacher assigns students to small groups and
instructs them to pack up a few of their
belongings. The groups then disperse to
different classrooms throughout the school. After
visiting those classrooms for a while, the groups
return to their own classroom. They discuss what
it was like to be in a strange room. The
students then participate in a matching game. In
teams, students move from table to table and look
at pictures and objects from areas in their town.
Some of these pictures have been taken from
unusual angles so they might not be familiar.
They try to match those pictures and objects to
names of places in town.
37
Civil War
Students will be divided into two groups.
Popcorn is scattered on the floor. One group is
given a vacuum, brooms, and a dustpan. The other
group must pick up the popcorn by hand. Students
will be paid for the amount of popcorn that they
pick up. Repeat the activity with fewer workers
on the side working without tools.
38
Reading Strategies
39
Seven Comprehension Strategies
Making Connections
Asking Questions
Determining Importance
Visualizing
Drawing Inferences
Synthesizing
Repairing Comprehension
40
(No Transcript)
41
Making Connections
Open Sort
42
Making Connections

• Closed Sort

Categories What Animals Eat, Animal Body Parts,
Where Animals Live, No Clue
43
An unusual looking train has no __. It is called
a___, short for __. Strong __ on the bottom of
the __ and on the __ raise the train slightly off
the ground. The reduced __ means it can travel
341 miles per hour.
44
An unusual looking train has no wheels. It is
called a Maglev, short for magnetic levitation.
Strong magnets on the bottom of the train and on
the rails raise the train slightly off the
ground. The reduced friction means it can travel
341 miles per hour.
45
Nonfiction Text Structures

• Ironically, a big contributor to high gasoline
  prices has been good environmental intentions. A
  web of regional clean-air regulations require
  that up to a third of all gas sold in the U.S. be
  blended in complex ways for cleaner emissions.
  The regulations are strictest in California,
  where, not surprisingly, gasoline is most
  expensive. Blending costs an extra nickel per
  gallon in the Golden State and .3 in smog zones
  in other parts of the country. Because there are
  more than a dozen types of reformulated
  gasolines, every refinery faces added costs.

46
Nonfiction Text Structures
Clean-air regulations
1/3 of all gas is blended
Blended costs .5 in California
More than a dozen types reformulated
Every refinery faces added costs resulting in
higher gasoline prices
47
Technology

• o

• Accessing Information
• Internet resources (hot lists, web
• quests, ask expert, etc.)
• software resources (information
• libraries)

• Organizing Information
• spreadsheets, charts, timelines, graphs

• Analyzing Information
• GIS maps
• participatory websites (surveys)
• interactive websites

• Communicating Results
• KidPix, PowerPoint, desktop
• publishing software
• Video productions
• brchures, pamphlets, posters

48
The Story of Inquiry-Based Learning Real Units,
Real People

• Kindergarten
• By challenging students and having high
  expectations for their success, they have
  achieved levels far beyond what regular
  kindergartners usually dothey are far better at
  reading and writing this year due to the
  abundance of reading materials available to them.
  They have access to far more non-fiction than
  Ive used in the past. I believe they have
  achieved greater levels of success due to my
  training.
• Chris Shashack (10 yrs)
• Our district had been training us to use the Four
  Block structure in our classrooms. The
  (inquiry-based) project is very adaptable to this
  organizationMy students find non-fiction books
  with real pictures or photos exciting. When I
  taught my insect unit during the latter part of
  April and beginning of May, the students were
  really motivated to help solve a real life
  problem. Pride in their projects was high, as
  well as their desire to share it with
  others. Brenda Krebel (21 yrs)

49

• I really enjoyed the (inquiry) approach. Next
  year I plan to do four units and take the entire
  year. In between units we will cover the state
  goals that I am not able to integrate. I am
  reading with individual children more as the
  others are involved in their small group or
  individual projects. We have never had children
  at level 3, 4, 5, 6 (district norms) in
  kindergarten. These children come to us not even
  knowing the alphabet and now are readers. Kathy
  Midkiff
• My students have become excited about reading. I
  had a group of students this school year who are
  not very interested in learning and (in) school
  in general. When we began the ocean unit and I
  pulled out the non-fiction literature, I saw
  their faces light up with each picture they saw.
  They wanted to figure out the words on each page
  so they could learn more about the pictures they
  were looking at. This project has changed the
  way I look at non-fiction literature. My
  students are more interested in reading and
  finding out information about new things.
• Julie Van Voorhis

50

• This (inquiry) approach has challenged me as a
  teacher to do my very best and to encourage my
  students to also achieve as much as possible.
  The non-fiction books have been a great way to
  teach beginning reading with kindergartners who
  are ready to read and even with those who are
  notI never fully expected more than one or two
  students to be able to read, but only three are
  not reading (they are able to recognize many
  words). Sharon Mueller (31 years)
• I want you to know that my students have not
  touched the student narrative bookshelf since
  they were introduced to the non-fiction
  materials. As part of the reading curriculum, I
  have always had my students use books during a
  quiet time each day to locate words that begin
  with the letter we are studying and to find words
  that they know how to read from our sight word
  list. They now look for the letters and words in
  the non-fiction books and completely ignore the
  (narrative) books. They are very protective of
  their non-fiction books and get after each
  other if a book is put back incorrectly or being
  handled too roughly. I am amazed at how these
  books have changed the way they approach the task
  of learning to read. Cheri Wysong

51

• First Grade
• I have used the inquiry based unit model to teach
  three other units this year. The students want
  to research everything we learn about! I now
  use a large amount on non-fiction for guided
  reading - probably 50 or more and the training
  we received taught me how to use it in a
  meaningful way. Our daily reading lessons and
  activities are now so much more than just reading
  the next story in the basal. Carol Mahoney
• I am more motivated and excited about teaching
  since I started this project. I have implemented
  guided reading and reading centers as well as
  inquiry unitsPutting more non-fiction books in
  my room is getting everyone, students, parents
  and teachers, more interested in science, reading
  and writing. This year my students are mostly
  choosing non-fiction library books. They asked
  me every morning if we were going to work on the
  units and when. They worked very hard during the
  school day to learn whatever they could - even
  during recess. Jennifer Desse

52

• Second Grade
• This (inquiry-based learning) project changed my
  teaching in several ways. It opened the door to
  the benefits of using non-fiction. This is THE
  answer to improving reading through the need to
  learn. My students have always been interested
  in the social studies and science units weve had
  in the past. However, with leveled materials and
  the (inquiry) approach to learning, they assumed
  responsibility for their own learning. My
  students gained the experience of researching,
  reporting, and writing. Peggy Osman
• The (inquiry-based learning) project has added
  new dimensions to my program and made learning
  even more exciting! The children
  enthusiastically went about their tasks whether
  it was in guided reading, researching, reading
  non-fiction books, writing, or working with
  words. The smiles on their faces told it all.
  The children are not just learning to read but
  they are reading to learn. Our test scores have
  been very good, but this year they were
  excellent! Doris Cobb

53
Where We Started
54
Where We Started

• ISBE had received TLCF Funds in 1997
• 9 to 17 million a Year
• Needed to focus on
• Engaged Learning
• Integrating Technology Into the Curriculum
• Area 5 LTC 7 ROEs won a TICG in 1998
• 2 million a year for 5 years
• Needed to focus on
• Professional DevelopmentGetting Teachers to Use
  the Technology
• Engaged LearningGrades K-8
• Integrating Math, Reading, Technology into
  Cross-Curricular Units (which focused the unit
  topics on Social Studies or Science curricula)

55
Where We Started

• 1999The focus of TLCF TICG Started to change
• ISBE focus became
• Aligning all learning initiatives to Illinois
  Learning Standards---especially K-2 Reading Jr.
  High. Math
• Feds focus became
• How is your use of the TICG Funds improving
  student achievement/learning
• BOTH WANTED DATA ON STUDENT ACHIEVEMENT

56
What Those Requirements Set Into Motion

• 1999LTCs began looking at How can we prove
  technology in the classroom makes a difference
  with student achievement learning?
• NextSteps Project
• NCRTEC, B. Porter, 7 Other States with Illinois
  in the lead
• Created a Data Collection Process/Training for
  Schools
• Create/Adopted 33 Tools for Schools to Use
• 10 Surveys On-line
• Adopted a Process/Rubric/Training on How to Look
  at Student Computer-Based Artifacts. Based on
  Writing Style Craftsmanship

57
What Those Requirements Set Into Motion

• TLCF Grants Became Focused on Integrating
  Technology into K-2 Reading Jr. H. Math
  Initiatives by Applying Schools
• Area 5 LITES Grant (TICG Federal Project) began
  to focus on Data showing what was really
  happening with students

58
What Those Requirements Set Into Motion

• We were asked by the State Board Can you adapt
  your LITES (TICG) professional development model
  to focus on K-2 Reading and I said Yes.
• LET THE GAMES BEGIN.How in the heck do I do
  that.

59
How DO You Increase Reading Scores at K-2 and
Support It With Technology ???

• This is what we discovered
• ISBE was already doing a good job of helping /
  training teachers on how to go about teaching the
  basicsphonics, whole language, etc.
• All the research said the way to increase reading
  scores was to have students read in the content
  areas??????
• My Question.How so you do that??

60
ITS REAL
Social Studies
Technology
Engaging All Learners
Reading Riting Rithmetic
Inquiry
Science