Reading in the Content Areas

1. Inquiry and Reading in the Content Areas

2. 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 • ActingonDecisions

3. 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

5. What strategies do we use to comprehend text? Read & Reflect

6. The sinoatrial node (SA node) is embedded in the posterior wall of the right atrium, near the entrance of the superior vena cava. The SA node is connected to the larger AV node by the internodal pathways in the atrial walls. It takes roughly 50 msec for an action potential to travel from the SA node to the AV node along these pathways. Along the way, the conducting cells pass the contractile stimulus to cardiac muscle cells. The action potential then spreads across the atrial surfaces through cell-to-cell contact.

7. Seven Comprehension Strategies Making Connections Asking Questions Determining Importance Visualizing Drawing Inferences Synthesizing Repairing Comprehension

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

9. Activate prior knowledge Ask questions Vocabulary development Determine importance Visual and sensory images Draw inferences Synthesize What the research shows

10. Why is it important to read nonfiction text?

11. It is estimated that ___% of direct instruction is provided for reading nonfiction materials in the primary grades… 6

12. ___% of the time spent reading and writing as adults is nonfiction. 90

13. Comprehension Strategies MakingConnections Asking Questions Drawing Inferences Determining Importance Synthesizing

14. Inquiry

16. 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

18. Inquiry... • provides a purpose for reading…an 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

19. Text-to-Self Connections that readers make between the text and their past experiences or background knowledge. • Goudvis & Harvey 2000

20. 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

21. Text-to-Text Connections that readers make between the text they are reading and another text. Goudvis & Harvey 2000

22. 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

23. Three properties of successful vocabulary instruction • Integration (relating words to previous experiences) • Repetition • Meaningful use

24. 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

25. 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

26. 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

27. 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

28. colony tropics foxes quarrel Eagles odor Australia SCREAM FRUIT RADAR Water 36 inches Snakes Lizards wings Kite swim FLOWERS largest wingspan Fruit Bats: Word Splash pellets crocodiles

29. Making Connections Anticipation Guides 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 breed successfully in water that has fish or frogs. Mosquitoes are the most dangerous Animal in the world.

30. Making Connections by Reflecting

31. Making Connections Response Logs: • reflecting on content • encourage the use of evidence • and examples that build meaning • and limit irrelevant responses

32. 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)?

33. Comprehension Strategies Making Connections Asking Questions Drawing Inferences Determining Importance Synthesizing

34. Asking Questions • QAR (Text or Art) • Question Trackers • Cyberhunts

35. 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 Student’s 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

36. 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?

37. IN THE BOOK Right There: answer in text, easy to find; words used in question and used in answer are in same sentence 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) Question/Answer Relationship (QAR) • Think and Search: words and answers come from different parts of text (or books) • On My Own: using experiences (schema) to answer question

38. 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?

39. 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

41. Comprehension Strategies Making Connections Asking Questions Determining Importance Drawing Inferences Synthesizing

42. 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

46. Change Over Time: Life Cycle of a Tree

47. Change Over Time: Life Cycle of a Tree

49. 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 2x’s 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 earth’s 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