Vicki DeWitt, Director Edwardsville, Illinois & Dr. Emily Alford, North Cook ISC

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 Development—Getting Teachers to Use the Technology • Engaged Learning—Grades 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 1999—The 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 1999—LTCs 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 basics…phonics, 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 onDecisions

16. 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

17. Choosing a Mascot

18. 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 animal’s 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 we’ll have a school election to choose the best mascot for us. Be sure to include information about how these animals adapt and survive. We don’t 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

20. 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 StoryMary 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

24. Investigating Information

25. Inquiry: After seeking information by conducting experiments Students use graphic organizers to organize Investigating Information

26. Reading: Determining Importance

27. 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 don’t change color. I’m scared because I wonder if somethings wrong. I don’t like it because I liked it when my leaves were green. I’m asking the pine trees if something is wrong but they don’t know because they have not dad it happen to them. I don’t see any other trees to ask so I don’t 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? I’m starting to wonder if I’m goinjg to die. I don’t know if this is something that should happen. I’m 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

28. 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

29. Acting on Decisions synthesizing communicating findings

30. Design Strategies

32. 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 don’t speak very much English. That means you will need to include pictures, diagrams, and videotapes. Thank you for your help. I’m looking forward to seeing your project when you are finished. Sincerely, Dr. Ludwig, Principal Virginia Lake School Final Team Performance S.G.14:B S.G.14:A.C S.G. 14: D

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

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

41. krill flippers meat fluke insects molars seals ocean trees rainforest web tentacles plankton wings nest Making Connections Open Sort

42. krill fluke ocean krill flippers meat fluke insects tentacles rainforest insects molars plankton flippers seals trees ocean seals molars trees web rainforest web tentacles wings meat nest plankton wings nest Making Connections Categories: What Animals Eat, Animal Body Parts, Where Animals Live, No Clue Closed Sort

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 do…they 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 I’ve 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 organization…My 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 not…I 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