1. Conducting Original Research In Order to Answer Questions or Solve Problems And Review of the Resources for Informal Classroom Observation K-12

2. Overview Review the Resources for Informal Classroom Observation Review the Guided Inquiry Design Process Review the purpose of Close Reading Create a simple Closed Reading Activity

3. Resources for Informal Classroom Observation Uploaded for Principal use (K-5) (6-8) and (9-12) Contents: PGCPS Definition of Literacy Excerpts from our Crosswalk (RELA) by grade level Role of the LMS in Implementing Common Core

4. Resources for Informal Classroom Observation Uploaded for Principal use (K-5) (6-8) and (9-12) Contents: Framework for Teaching/Standards of Excellence 1c Establishing Instructional Outcomes (Process of Instruction) 1e Designing Coherent Instruction 1f Designing Student Assessments 2b Establishing a Culture of Learning (Classroom Climate) 2d Managing Student Behavior (Classroom Management and Organization) 3b Using Questions and Discussion Techniques (Process of Instruction) 3c Engaging Students in Learning (Outcomes of Instruction)

5. Resources for Informal Classroom Observation Uploaded for Principal use (K-5) (6-8) and (9-12) Contents: Comparison of Framework for Teaching Expectations to Standards of Excellence Student Assessments used in Library Media Lessons Formative Summative Rubrics Suggested Time Allotments for Library Media Lessons Additional Resources

6. Resources for Informal Classroom Observation Review the documents at your leisure and provide feedback to the Google Form link Shari will send. http://goo.gl/forms/PnQiuY2kVB

7. Resources for Informal Classroom Observation Inquiry and using Close Reading for Original Research…..Crosswalk K-12

8. Common Core To be ready for college, workforce training, and life in a technological society, students need the ability to gather, comprehend, evaluate, synthesize, and report on information and ideas, to conduct original research in order to answer questions or solve problems, and to analyze and create a high volume and extensive range of print and nonprint texts in media forms old and new. The need to conduct research and to produce and consume media is embedded into every aspect of today’s curriculum. In like fashion, research and media skills and understandings are embedded throughout the Standards rather than treated in a separate section.

9. PGCPS Literacy Report, Evaluate, Gather, Synthesize, and Comprehend information and ideas. Conduct original research in order to answer questions or solve problems. Analyze and create print and non-print texts in media forms.

10. Inquiry vs. Research Inquiry inspires original research. Research: traditionally gathering facts for an end product. Inquiry: student is capable of conducting research that results in his/her own learning rather than a “copy and paste” product. Students are asked to analyze and create. http://www.schoollibrarymonthly.com/articles/Kuhlthau2013-v30n2p5.html

11. Inquiry vs. Research “Research and media skills, what librarians call "information literacy," are not taught as a separate subject. Research and media skills are tied to understandings and are fully integrated into the subjects of the curriculum as a way of learning in today's schools.” http://www.schoollibrarymonthly.com/articles/Ku hlthau2013-v30n2p5.html http://www.schoollibrarymonthly.com/articles/Ku hlthau2013-v30n2p5.html

12. Inquiry vs. Research Research is embedded into inquiry. Inquiry is a way of thinking Inspires authentic, meaningful research. Research Essential component of inquiry learning.

13. Inquiry Grounded in curiosity “Let’s find out!” attitude Curiosity may result in simple fact finding search OR complex, multifaceted problems that require research

14. Inquiry vs. Research Assignments Traditional Research Assigned Template approach Predetermined questions Report style Fact finding emphasized Inquiry-Based Research Original research embedded in curriculum Process driven Student identified questions Deep learning stressed Creating and sharing new knowledge

15. Guided Inquiry Design Available in the Professional Library: MACKINVIA Guided Inquiry Design: A Framework for Inquiry in Your School by Carol C. Kuhlthau, Leslie K. Maniotes, and Ann K. Caspari

16. Inquiry Framework Close Reading

17. Inquiry Framework How can we create an inquiry project that is simple yet affords students the opportunity to create original research and practice close reading?

18. Inquiry Framework Invitation to inquiry Open minds Stimulate curiosity The beginning of the inquiry process. Stimulate curiosity with a short but powerful learning event: use video, photograph, object, artifact, primary source, something unusual, different sides of an issue, maps, TED Talks. Without adequate background knowledge students are not ready to ask meaningful inquiry questions. CAUTION: Do not ask students to decide upon their questions right away. Do not focus on the product or share what it is. They need guidance in thinking about the subject and strategies to get started. Students: Become Engaged Students: Converse/Reflect Teacher: Share Powerful Questions

19. Inquiry Framework Students need additional background knowledge Connect to content Discover interesting ideas Inquiry circles and journaling Students are immersed in the content to understand the big picture. Students discover interesting ideas – in their “third space”. (Where the students’ world meets curriculum). Students are grouped in inquiry circles to discuss their thoughts. Students ideas must be connected to the learning goal and the big idea. Offer opposing views, podcasts, plays, invite speakers, read aloud for younger students. CAUTION: Be sure to provide enough information – but, not too much so that students are confused. Help students speculate about the information. Students: Connect to Content Students: Pair/Share Teacher: Journal Prompts

20. Inquiry Framework Explore interesting ideas - Browsing Look around Dip in: Relax, Read, and Reflect Students browse through various sources to explore interesting ideas and prepare their inquiry questions. Students are exploring ideas not collecting facts. Students are exploring in order to find a focus. This is the stage when students need the most guidance in order to persevere. CAUTION: Students should not take notes during Explore. Note taking occurs during Gather. Allow your students time to explore their ideas without the pressure of making it all fit together. Students: Stop and Jot Students: Pair/Share Teacher: Inquiry Log

21. Inquiry Framework Pause and Ponder Identify Inquiry Question Decide Direction Students will identify an important question. The question will reflect personal interest and not be generalized. Inquiry implies that students will address a question, not find an answer. After students identify an inquiry question, their search will be limited and framed by what is available to address their question. (And time available.) Students: What if? Students: Collaborate and Decide Teacher: Inquiry Journal to Decide, Idea Cluster CAUTION: Help students decide how to craft their questions in relation to time available. The question must be meaningful to students – help them gain a sense of timing.

22. Inquiry Framework Gather important information. Go broad Go deep. Studen t: Track Sources/Gather Information Student: Collaborative Study Mode, Pair/Share Teacher: Models search skills and strategies Inquiry Journal: Go Deep Discuss the End Product Share the difference between Explore and Gather. Assist students with identifying the most useful, important, interesting and high quality resources from their Inquiry Log. Encourage students to extend their searches into the public library by utilizing the reference librarian. Students will go deep into identified sources. Their reading (close reading) leads them to important facts and big ideas, and facts that don’t go together smoothly. Students must summarize. CAUTION : Research is a life skill. It is important that students do not copy. Students must learn to paraphrase. Assist students in making choices that will shape the story they want to share about the inquiry question.

23. Inquiry Framework Reflect on learning Go beyond facts to make meaning Create to communicate Students: Reflect/Find Themes/Connections/Interpret Students : Ask “So What?” Imagining and Conferring Teacher: Help Find Authentic Audience Students will organize their information into a creative presentation that will best represent their ideas and their audience. Students should craft presentation to reflect their audience’s needs to understand the information.

24. Inquiry Framework Learn from each other Share learning Tell your story Students share what they know with the learning community. Students have become experts on their question. Their presentation may result in real action. Sharing is the key component of learning in the information age. Sharing experiences can include: Large group Intimate group Short pointed summary Long extended tales (All are useful life skills.) Sharing is a two-way process. Students: Sharing learning Students : Student to Student Evaluation/Reflection Teacher: CAUTION: Allow Students Time to Discuss the Product With Others

25. Inquiry Framework Evaluate achievement of learning goals Reflect on content Reflect on process During reflections, students come to understand the inquiry process by using phrases, “my process” or “way I learn”. Some wanted to continue the focus of their research. Assessment must focus on “what did students learn” with regard to content, inquiry process, information literacy, literacy, and social skills. Students: Self Reflect (Inquiry, tools) Students : Ask Each Other About the Process Using a Rubric Teacher: Conference With Students

26. Getting Close with: Close Reading Students must understand close reading for text evidence, word choice and structure BEFORE they can move on to point of view/argument and reading across the texts. Text Evidence More than citing from the text Gather evidence, then develop an idea Analyze the evidence and find meaning Ask students what they might be confused about. Ask students to use specific words to describe their thinking. Ask students to rank their evidence.

27. Getting Close with: Close Reading Word Choice Students think about the impact of word choice. Power of language Informational text: important to understand word choice and the author’s message and more importantly to find patterns. Give students frames for thinking about word choice Develop ideas about the text Use text evidence to refine ideas

28. Getting Close with: Close Reading Structure Teach students to talk about the genre as a structure “because this was written as a poem….or editorial and not a news report”… Use a video game as a sample for structure: compelling story to invest us into the characters. Students look for patterns and purpose of a structure in the text: (dialogue, inner thinking, setting description) Informational texts: structure may show bias Encourage students to evaluate structure in their lives

29. Getting Close with: Close Reading Point of View and Argument Important for students to distinguish fact from the influence of carefully designed opinions, public relations or political spin Using reading closely for text evidence, word choice and structure in concert “Do you have evidence to back up your point? What reasons do you have to support your claim?”

30. Getting Close with: Close Reading Reading Across Texts Reading across texts is a way to better ourselves. No one book, poem or article is an island. Making connections, understanding context, thinking broadly. Looking for patterns between texts. “Both texts have in common….” But some differences are that ……. This makes me think …….” How does your own context connect with the reading? (people, institutions, ideas and culture that surround you)

31. Close Reading in Inquiry Kindergarten SCIENCE. Environmental Issues: Indicator 1. Identify aspects of the environment that are made by humans and those that are not made by humans. Objectives Identify features of the natural environment, such as parks, zoos, buildings, etc. that are made by humans. Identify features of the natural environment that are not made by humans.

32. Close Reading in Inquiry Kindergarten MDCCRI4: Text Features/I Wonder Questions MDCCSL2: Demonstrate teamwork by working with others. MDCCSL5: Organize information for oral delivery

33. Close Reading in Inquiry Kindergarten Task: Using the Kindergarten Close Reading Task design questions that will assist your students in attaining the stated standards. How will you organize the lesson?

34. Close Reading Task in Inquiry 12 th Grade From: MDK12 Reading Standards for History/Social Studies Grades 11/12 Standards RH.11 12.6 Evaluate authors’ differing points of view on the same historical event or issue by assessing the authors’ claims, reasoning, and evidence

35. Close Reading Task in Inquiry 12 th Grade How it meets Common Core Standards and AASL Standards: MDCCRI6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text MDCCSL4: Present information, findings, and supporting evidence, conveying a clear and distinct prospective, such that listeners can follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance and style are appropriate to purpose, audience, and a range of formal and informal tasks.

36. Close Reading in Inquiry 12 th Grade Task: Using the 12 th Grade Close Reading Task design questions that will assist your students in attaining the stated standards. How will you organize the lesson?

37. Thank you!