Integrating Information from Multiple Sources Day 3, Session 1

1. Integrating Information from Multiple SourcesDay 3, Session 1

2. EEA Summer 2012 ELA Outcomes Participants will… • examine and apply the Maryland CCSC resources • text complexity; lesson alignment • CMS • UDL, Learning Links • analyze the instructional shifts inherent in the CCSS • increased rigor • integration of the English language arts strands • balance of informational and literary texts • close analytic reading • writing instruction • short, focused research projects; comparison and synthesis of ideas • develop an understanding of current PARCC information • assessments • supports

3. Session Outcomes Participants will: • examine CCSS scaffolds for integrating and synthesizing information • develop a performance task using multiple sources

4. Using Multiple Sources As elementary teachers, we are moving our students toward the ability to research both print and digital sources to answer a question or solve a problem efficiently.

5. Common Core State Standards • RI.4.7.Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.

6. Common Core State Standards • RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. • RI.4.9.Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.

7. Common Core State Standards • RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. • RI.4.9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. • W.4.7.Conduct short research projects that build knowledge through investigation of different aspects of a topic.

8. Common Core State Standards • RI.4.7. Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. • RI.4.9. Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. • W.4.7. Conduct short research projects that build knowledge through investigation of different aspects of a topic. • W.4.8. Recall information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

9. Common Core State Standards • RI.4.7.Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears. • RI.4.9.Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. • W.4.7.Conduct short research projects that build knowledge through investigation of different aspects of a topic. • W.4.8. Recall information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

10. Evidence from Multiple Sources • Take a post-it • What are some sources used at the elementary level? • Jot for 30 seconds

11. Evidence from Multiple Sources • Print • Text; Primary & Secondary Sources • Digital Texts • Non-print • Video, Film Clips • Photographs, Pictures, Paintings, Digital Images • Websites

12. Common Core Instructional Shifts for ELA/Literacy Building knowledge through content-rich nonfiction and informational texts Reading and writing grounded in evidence from text Regular practice with complex text and its academic vocabulary

13. Reading Complex Texts Students build and present knowledge through research and the integration, comparison, and synthesis of ideas.

14. Integration and Synthesis of Ideas A. Turn and Talk! B. Google It!

15. Synthesis of Ideas Readers use the meaning developed through the analysis of particular words, phrases, sentences and paragraphs to elaborate on the connections among ideas across multiple texts. PARCC Model Content Frameworks for ELA/Literacy

16. Synthesis of Ideas Comparison and synthesis of ideas across multiple texts allow students to thoroughly demonstrate reading comprehension as defined by the entirety of the reading standards. PARCC Model Content Frameworks for ELA/Literacy

17. Standard 10: Range, Quality, and Complexity Within a grade level, there should be an adequate number of titles on a single topic that would allow children to study that topic for a sustained period.

18. Early Grades Children in the early grades (particularly Pre-K–2) should participate in rich, structured conversations with an adult in response to the written texts that are read aloud, orallycomparing and contrasting as well as analyzing and synthesizing, in the manner called for by the Standards.

19. How Does the CCSS Scaffold in Elementary School Integration of Knowledge and Ideas RI9

20. How Does the CCSS Scaffold in Elementary School Grade 2 students: Compare and contrast the most important points presented by two texts on the same topic. Integration of Knowledge and Ideas RI9

21. Instructional Implications • Gathering, categorizing, and integrating knowledge about one topic from several different sources • Interpreting and applying information that is presented in different modes • Conducting research projects and preparing written and oral presentations on the researched topic

22. Group Activity: The Cake Boss Source: Source: Anchor Text Source: Source: Performance Task:

23. Build a Healthy Plate • Before you eat, think about what goes on your plate or in your cup or bowl. Foods like vegetables, fruits, whole grains, low-fat dairy products, and lean protein foods contain the nutrients you need without too many calories. • Try some of these options: • Make half your plate fruits and vegetables. • Eat red, orange, and dark-green vegetables, such as tomatoes, sweet potatoes, and broccoli, in main and side dishes. • Eat fruit, vegetables, or unsalted nuts as snacks—they are nature’s original fast foods. • Switch to skim or 1% milk. • They have the same amount of calcium and other essential nutrients as whole milk, but less fat and calories. • Try calcium-fortified soy products as an alternative to dairy foods. • Make at least half your grains whole. • Choose 100% whole-grain cereals, breads, crackers, rice, and pasta. • Check the ingredients list on food packages to find whole-grain foods. • Vary your protein food choices. • Twice a week, make seafood the protein on your plate. • Eat beans, which are a natural source of fiber and protein. • Keep meat and poultry portions small and lean.

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28. Talking Food Pyramid (Nourishinteractive.com) http://www.nourishinteractive.com/kids/healthy-games/13-interactive-food-pyramid-five-food-groups

29. Talking My Plate http://www.nourishinteractive.com/kids/healthy-games/24-my-plate-usda-five-food-groups-healthy-messages

30. Building Text Complexity http://www.choosemyplate.gov/food-groups/downloads/resource/MyPyramidBrochurebyIFIC.pdf

31. Group Reports • Identify the sources of information • Describe a performance task that would require a “synthesis of ideas”

32. Group Discussion What facts and details would you expect all students to include?