Before we begin, please: Good Morning! Before we begin, please: Take a moment to answer the questions on the orange slip of paper. Place a sticky dot on each poster to represent your familiarity with the 5E Teaching Model and Reading Comprehension Strategies. Start this during first Stephen: Orange paper: What was your favorite book as a child and why? Place large chart paper on the wall. 5E & Lit Strategies: List Level 1-5 for participants to document their understanding of (5E) Model and Content Literacy Strategies. CURTIS: Slide 1 - Introductions, norms, etc.

Select Book for Website TRISH: Show books and provide brief introduction to Picture-Perfect Books and their website (next slide). NOTE: Internet not available at Huckabee Karen Ansberry and Emily Morgan wrote the Picture-Perfect Science for students in grades 3-6 with embedded reading comprehension strategies to help students learn to read while engaging in inquiry-based science instruction. Their purpose is to supplement, not replace, and existing science program. The lessons are intended to be integrated into a more complete unit of instruction in which concepts can be more fully developed. Select Book for Website

http://www.pictureperfectscience.com/ TRISH: NOTE: Internet not available at Huckabee. CCSS also available on this site.

What was your favorite book as a child? TRISH: Think about your favorite book as a child. Maybe you remember the rhyming text and zany characters of a Dr. Seuss classic, like The Lorax or Green Eggs and Ham. Perhaps you enjoyed the page-turning suspense of The Monster at the End of this Book. But chances are your favorite book as a child was not your fourth grade science book. Talk with your elbow partner about why your favorite book was your favorite. Now we would like have you introduce yourself, tell where you are from, and what you do. What was your favorite book as a child?

Workshop Goals Receive an overview of Picture Book Science Learn how to integrate picture books and reading strategies into elementary science lessons Experience the 5E Teaching Model Write Your Own “Picture Book Science Lessons” TRISH:

3 Main Components of PPS Reading Strategies TRISH Show copies of these books for reference This is an overview of the three components: Refer to these book, as well as other strategies teachers are familiar with. Nonfiction Reading Power is a “condensed” In-Depth review of all three will be presented in this PPT.

3 Main Components of PPS Reading Strategies The 5E Model Stephen: Brief overview. Teaching Model for inquiry lessons.

3 Main Components of PPS Reading Strategies The 5E Model Inquiry Stephen We will introduce the NGSS 8 Practices, which is “replacing” the inquiry term.

Consensograms STEPHEN: Refer to the wall and where participants are currently at in terms of knowledge. This will be an pre/post indicator for understanding.

Why Use Children’s Literature? Lack of Time - Integration is Key TRISH The next few slides indicate how much time is dedicated to math and literacy. The use of literature as an integration process can easily tie math, science and literacy together.

TRISH This chart shows the average increase in minutes per week for Mathematics and English language arts instruction. Refer to chart to see how much science time is taken away for math and literacy. Where are schools getting this additional time to spend on math and literacy??? - -- Next Slide

TRISH Since Literacy and Math have been the key focus for the high-stakes testing for more than a decade, it is not surprising there has been a decrease of minutes per week in Social Studies, Science, and other subjects. Use this to further establish the decrease in time on content due to math and literacy requirements.

The writers of the new standards recognized that literacy doesn’t just happen during English Language Arts class. Lets see what David Coleman, one of the lead authors of the standards has to say about literacy in other disciplines. The new standards also stress the importance of a shift in the balance of text. With the implementation of the Common Core State Standards, educators will be shifting their instruction to a more integrated approach through units of study. Which will go well with the content we will be looking at during this training. The inclusion of literacy with science allows students to gain a context for various science concepts.

Mathematical Practices Scientific and Engineering Practices Analysis of ELA/Math/Science Practices ELA Capacities Mathematical Practices Scientific and Engineering Practices Demonstrate independence Make sense of problems and persevere in solving them Asking questions (for science) and defining problems (for engineering) Build strong content knowledge Reason abstractly and quantitatively Developing and using models Respond to the varying demands of audience, task, purpose, and discipline Construct viable arguments and critique the reasoning of others Planning and carrying out investigations Comprehend as well as critique Model with mathematics Analyzing and interpreting data Value evidence Use appropriate tools strategically Using mathematics, information and computer technology, and computational thinking Use technology and digital media strategically and capably Attend to precision Constructing explanations (for science) and designing solutions (for engineering) Come to understand other perspectives and cultures Look for and make use of structure Engaging in argument from evidence   Look for and express regularity in repeated reasoning Obtaining, evaluating, and communicating information STEPHEN Provide Handout: Analysis of math/lit/science Practices This table is NOT comparing - just listing these practices/capacities. Make the point that there are NO Common Core Science Standards. The CCSS for English/Language Arts INCLUDE science reading/writing standards. The new science content standards are called Next Generation Science Standards. ELA (pg. 7) http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf Mathematics (pgs. 6-8) http://www.corestandards.org/assets/CCSSI_Math%20Standards.pdf

Why Use Children’s Literature? Context for Concepts Earth & Space Sciences: Describe how day and night are caused by Earth’s rotation. TRISH Why use children’s literature? The inclusion of literacy with science allows students to gain a context for various science concepts. Without using hands, try explaining to partner how the earth revolves around the sun….. Notice how much a picture book or diagrams might help I n the explanation. Children’s picture books have interesting story lines that can help students understand and remember concepts better than they would by using text books alone, which tent to present science as lists of facts to be memorized. (Butzow and Butzow 2001) To make the best use of instructional time, integrating curriculum can help to make the best use of this time. Students can learn about reading comprehension strategies while learning science content in a meaningful context. Picture book’s colorful pictures and graphics are superior to many texts for explaining abstract ideas. Let’s look at Somewhere in the World Right Now. (Perform a quick read-through of book.) This book provides context for introducing the concept of earth’s rotation. Perform a quick read-through of book. This book provides context for introducing concepts. Introduces earth’s rotation.

TRISH A simple globe can provide a much deeper understanding of the earth and locations, as compared to a two-dimensional map.

Why Use Children’s Literature? More Depth of Coverage “More Books to Read” Section TRISH According to the authors- Science textbooks can be overwhelming for many children, especially those who have reading problems. They have unfamiliar vocabulary and cover a broad range of topics. However, fiction and nonfiction picture books tend to focus on fewer topics and give more in-depth coverage of concepts. It can be can be useful to pair an engaging fiction book with a nonfiction book to round out the science content being presented. Let me share with you the book Prince William. Read part of Prince William The emotion-engaging storyline and realistic characters in Prince William hook the reader. Then you could use the book Oil Spill! It is a narrative informational book which details the causes and effects of oil spills. Together they offer a balanced, in-depth look at how oil spills affect the environment. Books can easily move into more depth on any particular content area. A simple area of books to further a student’s understanding can be maintained in the classroom. With the implementation of CCSS and technical reading, science picture books can provide a great source of relevant information.

STEPHEN Remember that a picture book does NOT always need to be written in a story format. This is an example of an Informational Text that could be used to extend the students learning about oil spills.

http://www.nsta.org/publications/ostb/ostb2012.aspx STEPHEN Handout provided. NSTA Science and Children: Monthly Trade Book article http://www.nsta.org/publications/ostb/ostb2012.aspx

The Woods Scientist By Stephen R. Swinburne. Houghton Mifflin. 2002 The Woods Scientist
By Stephen R. Swinburne.
Houghton Mifflin. 2002.
Grades 4–6 . This title from the excellent Scientists in the Field series features the work of Sue Morse, a forester, habitat ecologist, professional tracker, and passionate student of the woods. Readers experience the thrill of scientific discovery through her eyes and learn about the factors that led her to dedicate her life to wildlife conservation. STEPHEN Example of non-fiction trade book from list.

Monthly Article: Teaching Through Trade Books STEPHEN Science and Children Monthly Article: Teaching Through Trade Books – By Karen Ansbury and Emily Morgan

Favorite Children’s Picture Books for Teaching Science in Grades K-6, by Emily Morgan, listing many additional books picture books with brief overviews. http://pictureperfecttot.pbworks.com/w/page/39602237/Training%20Material STEPHEN Link for Favorite Children’s Picture Books for Teaching Science in Grades K-6

Why Use Children’s Literature ? Improved Reading and Science Skills Engaging to Students of All Ages TRISH Researchers have found that using children’s literature and literacy instruction in the science program indicated gains in science as well as literacy. (Morrow, Pressley, Smith and Smith 1997) Additionally they found an improvement in students’ attitudes toward the study of science. More often than other books, fiction and nonfiction picture books stimulate students on both the emotional and intellectual levels. They are appealing and memorable because children readily connect with the imaginative illustrations, vivid photographs, and engaging storylines, as well as the experiences and adventures of characters, the fascinating information that support them in their quest for knowledge and the warm emotions that surround the reading experience.

TRISH This is an example of a book that will hook learners and engage them in an inquiry about mystery samples from Planet Earth. Conduct Xargles Sort. Conduct Sort from list of handout slips. Sort into actual observations and those that were not observations. (listed in PPS book). Great for Observation, Inference and misconceptions. Observations and Inferences….. Pair this with 7 Blind Mice (making observations) Conduct Picture Perfect lesson without performing activities Read Book Ask questions Explain activities Provide handout Conduct Sort from list of handout slips. Sort into actual observations and those that were not observations.

TRISH After reading. State that “Cannot focus on one thing, but must look at whole picture.” Read Book and perform/Explain Lab??

Cautions Story line may distract –stay focused on the science content Be aware of “watered-down” science content Be aware of misconceptions Stephen Students can be so caught up in the engaging story line that they may miss the science concepts that you are wanting them to learn about. Children’s picture books, reinforced with hands-on inquiries, can help students correct their misconceptions. Storybooks with scientific errors should not be used in the introduction of a topic, but may be used later in the lesson to teach students how to identify and correct the misconceptions. Research has shown that errors in picture books, whether identified by the teacher or the students, can be used to help children learn to question the accuracy of what they read by comparing their own observations to the science presented in books. (Martin 1997) This type of analysis fits right into the demands that the Common Core State Standards is asking of students.

STEPHEN Example of watered down content and misconception… …“sapling took food from the wet soil” – Children may take this literal.

STEPHEN Ask ”Is there a misconception here?” --- -Living things can move by themselves. Is NOT a true statement.

Suggestions Choose science objectives first Collaborate with a knowledgeable colleague Choose a variety of books, including fiction/nonfiction pairs STEPHEN Show participants the benefits of the new NGSS and correlation to math and literacy

Next Generation Science Standards STEPHEN Show participants the benefits of the new NGSS and correlation to math and literacy

Eight NGSS Practices Asking questions (science) and defining problems (engineering) Design and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Developing explanations (science) and designing solutions (engineering) Engaging in argument Obtaining, evaluating, and communicating information STEPHEN Explain how old “inquiry” is now divided into 8 specific practices. Note the relationship od # 1, 6, 7,8 SHOW HOW THE SCIENCE PRACTICES TIE DIRECTLY WITH LITERACY.

Why Read Aloud in Science? “By reading information trade books aloud, teachers can expose children to the language and structure of exposition at   the same time they engage them in learning content.” ~Kristo & Bamford, 2004 TRISH

Why Read Aloud in Science? Opportunity to model the strategies of proficient readers Students’ minds are free to explore the meaning of difficult science concepts when the teacher does the decoding Fine-tunes students’ observational/listening skills TRISH Lucy Calkins, a literacy guru, says: When a teacher does the reading, children’s minds are free to anticipate, infer, connect, question, and comprehend. Being read to is risk free. In Yellow Brick Roads, Allen says, “For students who struggle with work-by-word reading, experiencing the whole story can finally give them a sense of the wonder and magic of a book.”

10 Tips for Reading Aloud (PPS p10-12 ) Encourage Interaction Keep the Flow Model Reading Strategies Don’t Put it Away Have Fun Preview the Book Set the Stage Celebrate the Author & Illustrator Read with Expression Share the Pictures TRISH Turn to PPS p10-12 Number participants off into groups of five. Jigsaw 1-2, 3-4, 5-6, 7-8, 9-10

Six Key Reading Strategies (Harvey and Goudvis p10-12) Making Connections Questioning Visualizing Inferring Determining Importance Synthesizing TRISH Refer to Handout: Comprehension Strategies

Tools to Enhance Comprehension (PPS p14-15) Anticipation Guide Chunking Cloze Strategy Most Valuable Point O-W-L Chart Pairs Read Picture Walk Questioning the Author Rereading Sketch to Stretch Stop and Jot Turn and Talk Using Features of Nonfiction Venn Diagram TRISH There are many tools for enhancing comprehension instruction, and you may be familiar with several of these tools already. However, we can often pick up some new ideas. Karen and Emily added some of these tools in their More Picture Perfect Science Lessons book after they spent time working with teachers. One of the new strategies they learned is the Most Valuable Point activity, and I’d like to have you try it out now. Turn to p. 14-15 and read about these activities/tools for enhancing comprehension using the MVP graphic organizer. Show the organizer and explain how to use it.

Tools to Enhance Comprehension According to Timothy Shanahan: The structure of what is read can help students determine importance. Students should know common text organization schemes (description; compare/contrast; problem-solution; sequence; cause/effect) Students should know how to use headings and subheadings to determine the scope and sequence of information Examine texts to see if organization holds a special key to the meaning (like in a comparison text or problem-solution text) and to guide students to attend to this structure TRISH Timothy Shanahan a literacy leader and expert on the changes necessary for implementing the CCSS recently shared the information on the slide at the Arkansas Reading Association Conference and on his blog. Refer participants to text structures handout. Review information.

The 5E Model ( PPS p29-34 ) CURTIS Begin coverage of 5E Model. Handout Books for reference

The 5E Model (p 29-34) CURTIS BSCS 5E Instructional Model, commonly referred to as the 5E model (or the 5Es). Developed by the Biological Sciences Curriculum Study (BSCS)

Engage introductory stage capture students’ interest. CURTIS

Explore cooperative exploration activities build models collect data make and test predictions form new predictions CURTIS

Explain Explains possible solutions to others CURTIS Explains possible solutions to others Listens critically to explanations of other students and the teacher Uses recorded observations in explanations

Elaborate Applies new labels, definitions, explanations, and skills in new but similar situations Uses previous information to ask questions, propose solutions, make decisions, design experiments Records observations and explanations CURTIS

Evaluate Demonstrates an understanding of the concept or skill Answers open-ended questions by using observations, evidence, and previously accepted explanations Evaluates his/her own progress and knowledge XURTIS

The 5Es Teacher (PPS p30) The 5Es Student (PPS p31) CURTIS Compare benefits for Teacher / Student 5Es

What does it look like? TRISH Do Turtle Lesson – Do not show name of book. Use 5E approach. Review afterward to show teachers how 5E was implemented. Determining the importance of science part of book. Turtle Fortune Teller foldable game. PPS page 165-166 Use handout template and play game. PPS p175: Analyze and Reason (CCSS) Also use Turtle T-Chart what helps…what hurts turtle. Read book / PPT aloud, Use Turtle Watch or Turtle Turtle Watch Out. Also Turtle Fortune

Fortune Teller Turtle Foldable

How Picture Perfect fits with Common Core State Standards Reading Writing Speaking and Listening Key Ideas and Details 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 text. Determine central ideas or themes of a text and analyze their development; summarize the key and supporting details and ideas. Analyze how and why ideas and events develop and interact over the course of a text. Text Types and Purposes Write arguments to support claims of substantive topics or texts using valid reasoning and sufficient evidence. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. Write narrative to develop real experiences or events using effective technique, well-chosen details, and well-structured event sequences. Comprehension and Collaboration Prepare for and participate in conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally. Evaluate a speaker’s point of view, reasoning, use of evidence, and rhetoric. Craft and Structure Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how word choices shape the meaning or tone. Analyze the structure of texts, including how specific sentence, paragraphs, and larger portions of the text relate to each other and the whole. Assess how purpose shapes the content and style of a text. Production and Distribution of Writing Produce clear and coherent writing in which the development, organization, and style are appropriate to task and purpose. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Integration of Knowledge and Ideas Integrate and evaluate content presented in multiple formats, including visually and quantitatively, as well as in words. Delineate and evaluate the argument and specific claims in a text, including validity of the reasoning as well as relevance and sufficiency of the evidence. Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take. Research to Build and Present Knowledge Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source and integrate the information while avoiding plagiarism. Draw evidence from literary and informational texts to support analysis, reflection, and research. Presentation of Knowledge of Ideas Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience. Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. Adapt speech to a variety of contexts and communication tasks demonstrating command of formal English when indicated or appropriate. Range of Reading and Level of Text Complexity Read and comprehend complex literary and informational texts independently and proficiently. Range of Writing Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Picture Perfect Review Next Steps Group Assignments Assign Books for Presentation Overview for Day 2

Provide Exit Ticket Slip

DAY 2

Please place a sticky dot on each consensogram poster before we begin. Welcome Back! Please place a sticky dot on each consensogram poster before we begin.

-Eric Jensen, Teaching with the Brain in Mind “Mind and emotions are not separate; emotions, thinking, and learning are all linked. What we feel is real – even if only to us and no one else. Emotions organize and create our reality.” -Eric Jensen, Teaching with the Brain in Mind

5E Model in Action Groups will continue/begin 5E Lesson Preparation. Provide 5E Template Review Practices and show how to place within 5E.

Share Time Groups will present their Picture Book Lesson to the whole group.

Resources and Next Steps

Draw for Books