Integrating Information from Multiple Sources Integrating Information from Multiple Sources Day 3, Session 1 1

EEA Summer 2012 ELA Outcomes 2 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

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

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. 4

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.

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

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

Common Core Instructional Shifts for ELA/Literacy 12 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

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

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

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. 15 PARCC Model Content Frameworks for ELA/Literacy

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. 16 PARCC Model Content Frameworks for ELA/Literacy

Standard 10: Range, Quality, and Complexity 17 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.

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, orally comparing and contrasting as well as analyzing and synthesizing, in the manner called for by the Standards. 18

How Does the CCSS Scaffold in Elementary School 19 Pre-Kindergartners: With prompting and support, discuss similarities and differences between two texts on the same topic (e.g., in illustrations or descriptions). Kindergartners: With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Grade 1 students: Identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). Integration of Knowledge and Ideas RI9

How Does the CCSS Scaffold in Elementary School 20 Grade 3 students: Compare and contrast the most important points and key details presented in two texts on the same topic. Grade 4 students: Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. Grade 5 students: Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. Grade 2 students: Compare and contrast the most important points presented by two texts on the same topic. Integration of Knowledge and Ideas RI9

Instructional Implication s 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 21

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

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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Talking Food Pyramid ( Nourishinteractive.com) interactive-food-pyramid-five-food-groups 28

Talking My Plate plate-usda-five-food-groups-healthy-messages 29

Building Text Complexity groups/downloads/resource/MyPyramidBrochurebyIFIC.pdf 30

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

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