1. Using Literacy to “Unpack” Content and Build Prior Knowledge
Karen Meadows
Collinswood Language Academy
Charlotte, NC
Meadowsscience.weebly.com

2. Introductions Name Your Position Name of School, District, City
One thing you look forward to doing for this upcoming long week

3. Process First Tier Activity – Unpacked Content
Second Tier Activity – Graphic Organizer
Third Tier Activity – Creating Notes from Graphic Organizer
Fourth Tier Activity – Presenting PPT type lesson to fill in gaps

4. Why Build Prior Knowledge
28/3 =
28 interactions at increasing levels over a period of 3 weeks

5. 1st Tier Activity – Unpacking
AOW (Individually)
AOW(posters)
AOM ( Individually)
Knowledge folders (post)
W1/W2 Science Fair task

6. Article of the Week - Overview
Purpose – to expose students to the scientific information before it is taught
Timeline- given and due at the latest the week before topic is discussed by teacher.

7. Article of Week – Possible Articles
Your State’s Curriculum Standards
(North Carolina Unpacked Essential Standards)

8. Article of the Week - Procedure
Create Color code for each rubric element
Elements:
Main Ideas
Summaries
Personal or Scientific connection
Vocabulary & Definition
Creation of Questions
Answer Questions

9. Main Idea MI – used a “shorthand” symbol
Highlight or underline on document
Identify each main idea by using:
MI-1; MI-2; MI-3; MI-4

10. Summaries S – used a “shorthand” symbol
Summarizes each identified Main Idea
Identify each summary by using:
S-1; S-2; S-3; S-4
Write summaries on separate piece of paper

11. Personal or Scientific Connection/Reflection
R – used a “shorthand” symbol
Make a personal or scientific connection or reflection
Identify each connection/reflection by using:
R-1; R-2;
Writes reflection/connection on separate piece of paper

12. Vocabulary and Definitions
V – used a “shorthand” symbol
Circles each vocabulary word
Identify each vocabulary word by using:
V-1; V-2; V-3; V-4
Writes definition on the separate sheet

13. Creation of Question CQ – used a “shorthand” symbol
Creates questions about varies part of the article
Identify each question creation by using:
CQ-1; CQ-2; CQ-3; CQ-4
Writes questions on separate sheet

14. Answer Questions AQ – used a “shorthand” symbol
Answers questions on separate piece of paper

15. AOW - Grading Rubric Main Ideas – max of 4 points
Summaries - max of 4 points
Personal or Scientific connection - max of 2 points
Vocabulary & Definition - max of 4 points
Creation of Questions - max of 4 points
Answer Questions - max of 4 points

16. AOW - Examples Look at examples and discuss with peers
How can this be used to in my class?
How can this activity be improved?

17. AOW Jigsaw Poster - Overview
Purpose – to give students additional support in correctly completing the AOW
Timeline – at least 1 to 2 weeks prior to teaching concept
Semi-Group activity

18. AOW Jigsaw Poster - Procedure
Students are placed into groups
Assign students various main ideas from the article
Divide poster into sections for each student
Give student a list of criteria that they must complete for their “box”

19. AOW Jigsaw Poster – Procedure-cont.
Inform students the types of “text” that must be used to complete poster
Unpacked Content
Textbook
Techbook
One other source
Citing Work

20. Article of Month (AOM)
1)  What is the text structure of the article?  How do you know?
2)  What is the central idea of the text?
3)  What is one claim stated in the article?
4)  What evidence does the author give to support his/her claim?
5) Create a chart, graph, or table to visually represent one important piece of information in this article, OR write a one paragraph (five sentence) summary of the text.

21. Types of Text Structure
Cause and Effect
Compare and Contrast
Sequence
Problem and Solution
Description

22. Cause and Effect Signal Questions: Signal Words: What happened?
Why did it happen?
What caused it to happen?
Signal Words: So
Because
Since
Therefore
If…then
This led to
Reason why
As a result
May be due to
Effect of
Consequently
For this reason
Cause is why something happened. Effect is what happened. (Sometimes the effect is listed first.)

23. Compare and Contrast Signal Words: Signal Questions:
Same as
Similar
Alike
As well as
Not only…but also
Both
Instead of
Either…or
On the other hand
Different from
As opposed to
Signal Questions:
What things are being compared?
In what ways are they alike?
In what ways are they different?
Shows how two or more things are alike and/or how they are different

24. Sequence Signal Words: Signal Questions:
First
Second
Next
Then
Before
After
Finally
Following
Not long after
Now
Soon
Signal Questions:
What items, events, or steps are listed?
Do they have to happen in this order?
Do they always happen in this order?

25. Problem and Solution Signal Words: Signal Questions:
Question is…
Dilemma is…
The puzzle is…
To solve this…
One answer is…
One reason for the
problem is…
Signal Questions:
What is the problem? Why is this a problem?
Is anything being done to try to solve the problem?
What can be done to solve the problem?

26. Description Signal Words: Signal Questions:
For instance
Such as…
To begin with
An example
To illustrate
Characteristics
*Look for the topic word (or a synonym or pronoun) to be repeated
Signal Questions:
What specific topic, person, idea, or thing is being described?
How is it being described (what does it look like, how does it work, what does it do, etc.)?
What is important to remember about it?

27. 2nd Tier Activity – Creating Graphic Organizers
“Unpacked” content annotations, summaries and analysis (8.E.1.3)
To Create
a group graphic organizer poster

28. Graphic Organizers

29. Graphic Organizers

30. Mini-Concept Map Mini-Concept A Mini-Concept Mini-Concept C
Description
Key Terms
Explain how Mini-Concept A impacts Mini–Concept B
Explain how Mini-Concept C impacts Mini–Concept B
Explain how Mini-Concept C impacts Mini-Concept A
Explain how Mini-Concept A impacts Mini-Concept C
Explain how Mini–Concept B impacts Mini-Concept C
Explain how Mini–Concept B impacts Mini-Concept A
8.E.1.3
Create a concept map, by using the below template as a guide. Choose 3 of the following mini-concepts to complete the map:
* Temperature * Dissolved Oxygen * pH * Nitrates & phosphates * Turbidity * Bio-indicators

31. 3rd Tier Activity – Creating Notes from Graphic Organizer
Changed To
Student Notes
a group graphic organizer poster

32. 4th Tier Activity – Teacher Presentation
Water Quality
Indicators