1. 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.

2. 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

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

4. 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?

5. 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:

6. 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.

7. 3 Main Components of PPS Reading Strategies The 5E Model
Stephen: Brief overview.
Teaching Model for inquiry lessons.

8. 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.

9. 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.

10. 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.

11. 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

12. 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.

13. 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.

14. 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)
Mathematics (pgs. 6-8)

15. 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.

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

17. 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.

18. 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.

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

20. The Woods Scientist By Stephen R. Swinburne. Houghton Mifflin. 2002
The Woods Scientist
By Stephen R. Swinburne.
Houghton Mifflin 
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.

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

22. Favorite Children’s Picture Books for Teaching Science in Grades K-6, by Emily Morgan, listing many additional books picture books with brief overviews.
STEPHEN
Link for Favorite Children’s Picture Books for Teaching Science in Grades K-6

23. 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.

24. 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.

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

26. 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.

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

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

29. 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

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

31. 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.

32. 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

33. 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.”

34. 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

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

36. 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 and read about these activities/tools for enhancing comprehension using the MVP graphic organizer. Show the organizer and explain how to use it.

37. 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.

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

39. 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)

40. Engage
introductory stage
capture students’ interest.
CURTIS

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

42. 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

43. 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

44. 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

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

46. 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
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

47. Fortune Teller Turtle
Foldable

48. 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.

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

50. Provide Exit Ticket Slip

51. DAY 2

52. 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.

54. -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

56. 5E Model in Action Groups will continue/begin 5E Lesson Preparation.
Provide 5E Template
Review Practices and show how to place within 5E.

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

58. Resources and Next Steps

59. Draw for Books