Reading & Writing Information The Reading Strand

1. Reading & WritingInformationThe Reading Strand Reading Information Strand Session 4

2. Essential Questions • How do • Reading informational texts help build student knowledge? • Informational texts significantly differ from literary texts? • Inquiry activities support comprehension of, and the acquisition of, knowledge from informational texts?

3. Reading, writing, and language are tools for acquiring content knowledge. The tools are specific to the content-area discipline and are chosen purposefully. Literacy supports inquiry and inquiry supports literacy ~ together they support knowledge acquisition. Vision

4. Objectives To understand the relationship between comprehension, text, and inquiry. To identify and use text features and structures effectively for instruction and learning. To identify the cognitive strategies that support synthesis of meaning between experience and text.

5. 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. 5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole. Anchor Standards

6. 6. Assess how point of view or purpose shapes the content and style of a text. 7. Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.** 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. 9. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. 10.Read and comprehend complex literary and informational texts independently and proficiently. Anchor Standards

7. Reading is thinking!

8. = I knew that. X = This contradicts my expectations. = This is important. ? = I have a question. ?? = I am confused. ! = This is exciting or surprising to me. L = I learned something new. The Coding System“Make your reading thinking intensive.” Harvard University (Harvey & Daniels, 2009, p. 93)

9. Reading and Writing are not About Reading in General or Writing in General You read and write particular texts. Reading and writing depend upon the existence of, acquisition of, and utilization of knowledge - knowledge of particular disciplines, domains of inquiry, topics, patterns, concepts and facts - content curriculum. (Pearson & Cervetti, 2009)

10. Tools by Discipline Academic Disciplines La n g u a g e T o o l s (Pearson & Cervetti, 2009)

11. Increase Opportunities to Read Informational Text(Duke, 2004) • Recommendations for Elementary Teachers - • Increase access to informational texts. • Increase time for learning information. • Teach comprehension of informational text. • strategies, structures, features, language • Create authentic purposes to read, discuss, and write informational text.

12. Defining Informational Texts(Duke, 2003) • Informational texts have many or all of these features: • Communicate information about the world • Factual content • Timeless verb constructions • Generic noun constructions • Technical vocabulary

13. Defining Informational Texts(Duke, 2000) • Informational texts have many or all of these features: • Classificatory or definitional material • Text structures (e.g., comparison, causation, problem/solution) • Repetition of topical theme • Graphical elements (e.g., diagrams, maps, timelines, etc.)

14. Building a Conceptual Framework “Provide students with conceptual structures and tools with which to organize and manipulate factual knowledge”(Ashby, Lee, & Shemilt, 2005)

15. Look up geodes on Wikipedia. Read the passage on formation. Find at least 2 reputable websites that either support or refute the Wikipedia report. What are your conclusions? Keep your notes in your notebook. Close Reading – Critical Thinking

16. Roles of Text in Inquiry Engage students in first-hand and second-hand investigations to make sense of the natural world. (Pearson & Cervetti, 2009) Support those investigations with appropriate texts.

17. Roles of Text in Inquiry (Pearson & Cervetti, 2009)

18. Authenticity in Science

19. Text Use in Stages of Inquiry Text Use

20. Provide Context Interview with Dr. Jones, Seismologist

21. Provide Content

22. Model

23. Support Secondhand Investigations

24. Support Firsthand Investigations

25. “Today’s new knowledge is tomorrow’s background knowledge.” Knowledge Activating Knowledge Building Knowledge Pearson & Cervetti, 2009 Comprehension

26. Prior Knowledge is Variable:Concept Maps Provide Insight to Schema Shape: round (turtles), oval (some insects), pointed (sea birds), tubular (some sharks) Size: microscopic (some fish & insects) to large (ostrich/dinosaur) Eggs: In the Eye of the Beholder Texture: smooth (most birds), rough ( some large birds), gooey (fish & amphibians), soft & rubbery (reptiles) Color: spotted, speckled, solid, nearly all colors on the spectrum represented

27. Prior Knowledge is VariableConcept Maps Provide Insight to Schema Omelets: eggs, water, & butter w/ veggies, cheese, meat, seasonings as desired Sunnyside Up: butter, egg, salt & pepper Eggs: Incredibly Edible Benedict:: English muffin, ham or bacon, poached eggs, hollandaise sauce Scrambled: eggs, whole milk, butter, salt & pepper, other seasonings as desired

28. Activating prior knowledge is like preparing the soil before sowing the seeds of knowledge. Jim Cummins, 2006

29. Strategies to BuildBackground Knowledge Anticipation Guides, Focus Lessons Brainstorming, Inventories, Semantic Mapping Class Discussions, Pre-questions Visual Aids, Virtual field trips, Realia Word Splash Categories Graphic Organizers

30. Comprehension • Surface Representation • Exact wording • Text-Based Representation(Kintsch & van Dijk, 1978) • Explicit meaning of the phrases • Situation or Mental Model • Connects text-based information to an existing knowledge structure(van Dijk & Kintsch, 1983) • Provides a framework for incoming information(Zwaan & Radvansky, 1998),resulting in a deeper understanding of text(Kintsch, 1994)

31. Immerse The Inquiry Cycle Go Public Investigate Coalesce

32. Informational Text Matrix: Features(NAEP, 2009) Textual Title Heading Subheadings Sidebars Graphical Labels Legends Italics Captions Photos or illustrations Charts and tables

33. Why teach text features? Locating information is a form of strategic reading. (Armbruster and Armstrong, 1993). Text features are road signs for the reader, pointing to what’s important. (Hoyt, Mooney,& Parkes, 2003). Text features (table of contents, headings, indices, graphs, diagrams) inform the reader about the organization of the text. (Armbruster & Armstrong, 1993; Swan, 2003)

34. Textual Features…help readers locate information or access the text. Title Table of contents Introduction, preface Headings; subheadings Sidebars Italics Bulleted information Glossaries Index Afterward, Author notes Appendices Provide points of entry Help the reader locate information Alert reader to the organization of text

35. Graphical Features…are graphics that extend the running text. Endpapers (pages) Labels and captions Illustration/photographs Diagrams: scale, cross sections, cutaways, close-ups, flow charts Graphs: line, bar, column, pie Tables (charts) Maps: geographical, bird’s-eye view Legends Timelines Support the text Build bridges Signal importance

36. Instructional Implications Use overheads or BIG BOOKS forinstruction (Duke & Bennett-Armistead, 2003) Think Aloud How to use the textual features to locate text to answer questions: Title, Table of Contents, Index, Headings, Index, Glossary How to use the graphical features to support comprehension of the text: Graphs, Diagrams, Tables, Maps, Timelines, Cross-section or Cutaway, Bird’s Eye View, Close-up

37. Instructional Activities • Search through books to identify and name the various text features and describe how the features help the reader. • Compare books and the usefulness of features • Incorporate the features during writing • Additional center activities can be found at: • http://www.fcrr.org/Curriculum/PDF/G4-5/45CPartTwo.pdf

38. Informational Text Matrix: Exposition(NAEP, 2009) Text Structures: Organization Description Sequence Cause and Effect Comparison and Contrast Problem and Solution Content Features Point of View Topics or Central Ideas Supporting Ideas and Evidence

39. The Importance of Text Structure Experienced/Skilled readers use the organization of the text (Danner, 1976; Meyer, Brandt, & Bluth, 1980; Taylor, 1980; McGee, 1982). Less experienced/Less skilled readers who use the organization of the text recall more information than those who do not follow the organization of the text (Taylor, 1980).

40. One way to support student understanding of text structure is to explain the types of signal words that usually appear in each structure type. The Text Structure Reflection handout illustrates the Structure types Definitions of each Signal words for each Graphic organizers appropriate to each. The chart is in the Participant Packet Signal Words

41. Instructional Activities toPractice Learning Text Structures Response cards Text structure sort Matching structure to graphic organizer Generate a written piece using the various structures with signal words. http://www.fcrr.org/Curriculum/PDF/G4-5/45CPartTwo.pdf

42. Activity: Response Cards Using your response cards, read the following texts and determine the predominant text structure. When asked to respond, hold your card up. Be prepared to discuss why you selected that structure.

43. Name That Structure All clouds are made of water droplets. Fog, however, is a different type of cloud. The difference is that fog forms on the ground and the other clouds form high in the air.

44. Name That Structure It was 32 degrees Fahrenheit when precipitation fell from the clouds. Since it was freezing, the precipitation was in the form of snow.

45. Name That Structure Clouds are formed in the following way. First, water on the ground evaporates and turns into vapor. Next, the vapor condenses into tiny droplets and forms clouds. Finally, the clouds lose the water in the form of precipitation.

46. Name That Structure Different types of clouds have their own appearance. For example, some are wispy and thin and others are fluffy and shapely. Some people think cumulus clouds look like puffs of cotton.

47. Name That Structure Wild tigers are a rare sight these days. A hundred years ago, nearly 100,000 of the big cats lived in Asia. That’s because more and more people moved into forests where tigers live. They cut down the trees to make farms and factories. And they killed off of the tigers prey. So, with fewer places to live and less food to eat the number of tigers is shrinking.

48. Name That Structure When the sun is hot and the tide is out, marine iquanas know it’s mealtime. They wade into the surf, the large male iquanas swimming as far as a hundred yards from shore and holding their heads just above the water. The lizards’ short legs are useless for swimming, but their long, flat tails swish back and forth to help them move gracefully through the water. Then they dive, sometimes as deep as sixty feet, until they reach the ocean floor. There they cling to undersea rocks with their sharp claws. They push their flat snouts close to the rocks and graze on the delicious fuzz of red and green algae.

49. Main idea is… the gist of a passage; central thought. the chief topic of a passage expressed or implied in a word or phrase. the topic sentence (if given) of a paragraph. (Harris & Hodges, 1995) Main Idea

50. Determining Main Idea