April 12, 2014

FrustrationEnlightenment

 Do you get it now?

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 Duke, Nell K. Starting Out: Practices to Use in K-3, Educational Leadership 2013 We used to think K-3 students learn to read Now we understand K-3 students learn to read and read to learn

 Provide you with grade level specific resources of Science and Social Studies informational text that you already have on campus  Provide you with best-practices strategies to use with these resources  Make clear the connections of these strategies with Science/Social Studies TEKS and ELAR informational text TEKS (integration!)

 With a partner on a note card,  Write down three words that come to mind when you think of informational text.  Write down two questions that quickly come to mind informational text.  Write down one metaphor or simile that comes to mind when you think of informational text.

 It is everywhere…  It is important to everyone, every day  Examples include: How-to manuals, brochures, internet sites, internet articles, newspaper articles, textbooks, etc.

Headlines/Reverse Headlines provides readers method to write/identify summary of important topic of a text Sketch to Stretch readers draw quick sketches to connect and stretch their understanding of text and concepts Text Coding provides readers with a way to flag text they want to remember This Needs a Caption - provides readers an opportunity to summarize illustrations or diagrams Strategies You Will Learn Today

When you read something that makes you say, “Yeah, I knew that,” or “I predicted that,” or “I saw that coming.” When you run across something that contradicts what you know or expect When you have a question, uncertainty, puzzle, need clarification, or are unsure When you discover something new, surprising, exciting, or fun that makes you say: cool, whoa, yuck, no way, awesome When you read something that seems important, key, memorable or powerful (an eye) when the reading really makes you see or visualize something (interlocking chain links) when you have a connection between the text and your life, the world, or other things you’ve read

 Text coding should lead to rich discussion What surprised you? What did you already know? Was anything different from what you expected? What was most important? What helped you “see” ? Did anyone have any connections?

1.13A Identify characteristics of good citizenship, including truthfulness, justice, equality, respect for oneself, responsibility in daily life 1.18B Create and interpret visual and written material 1.17B Obtain information about a topic using a variety valid visual sources such as pictures, symbols, electronic media, maps, literature, and artifacts

In this strategy, we help the students choose words that would add information for a reader by describing the visuals.

K.1B Identify customs associated with national patriotic holidays such as parades and fireworks on Independence Day K.15B create and interpret visuals, including pictures and maps

2.4B Identify historical figures such as Amelia Earhart, who have exhibited individualism and inventiveness 2.18B Obtain information about a topic using a variety of valid visual sources such as pictures, maps, electronic sources, literature, reference sources, and artifacts 2.19B Create written and visual material such as stories, poems, maps, and graphic organizers to express ideas

In this strategy, students learn to identify key terms and write or choose a headline that summarizes important information

1.Use at the end of a unit. 2.Choose text related to overall topic (i.e. Science Rocks lyrics). 3.Focus on one verse/stanza and model highlighting key terms. 4.For “Headlines”, students use these key terms to create a headline that summarize the key topic. 5.For “Reverse Headlines”, students choose from 2 or 3 pre-written Headlines that best matches the text.

What Makes It Alive? What Living Things Need Living Things Have Life Cycles What Living Things Need

What Makes It Alive? What Living Things Need Living Things Have Life Cycles

K.9A differentiate between living and nonliving things based upon whether they have basic needs and produce offspring

In this strategy, students create quick sketches to connect the text and concepts to meaning

1.10B identify and compare the parts of plants

Strategies and Structures is located under Yearly Content Documents

 With a partner on a notecard:  Write down I used to think and answer what you used to think about Science/Social Studies and ELAR integration  Write down Now I think and answer what you now think about Science/Social Studies and ELAR integration

 “Information’s pretty thin stuff if not mixed with experience.” – Clarence Day

Please take 3 sticky notes, and add place your responses on the chart paper before you leave. I learned… I appreciate… I suggest…