Modeling the Inquiry Methods Buy a car? Senior going to college? Sick relative? Travel in your...

Modeling the Inquiry MethodsModeling the Inquiry Methods Buy a car? Senior going to college? Sick relative? Travel in your future?Buy a car? Senior going to college? Sick relative? Travel in your future?

• Encountering the IssueEncountering the Issue• Encountering the IssueEncountering the Issue• Task AnalysisTask Analysis• Task AnalysisTask Analysis• Investigating InformationInvestigating Information• Investigating InformationInvestigating Information• Reasoning with InformationReasoning with Information• Reasoning with InformationReasoning with Information• Acting onActing on DecisionsDecisions• Acting onActing on DecisionsDecisions

Why is it important to Why is it important to read nonfiction text?read nonfiction text?Why is it important to Why is it important to read nonfiction text?read nonfiction text?

It is estimated that ___% of direct instruction is provided for reading nonfiction materials in the primary grades…

…while ____ of the time spent reading and writing as adults is nonfiction.

“The strategies are the same.”“The strategies are the same.”

“Non-fiction text is too difficult for struggling readers.”

“Students aren’t as interested in nonfiction as they are in fiction.”

Explicit Strategy InstructionExplicit Strategy InstructionExplicit Strategy InstructionExplicit Strategy Instruction

Teacher Modeling Guided Practice Independent Practice Application of the Strategy

in Real Reading Situations

Teacher Modeling Guided Practice Independent Practice Application of the Strategy

in Real Reading Situations

MakingConnectionsMakingConnectionsMakingConnectionsMakingConnections

Asking QuestionsAsking QuestionsAsking QuestionsAsking Questions

Determining ImportanceDetermining ImportanceDetermining ImportanceDetermining Importance

Drawing InferencesDrawing InferencesDrawing InferencesDrawing InferencesSynthesizingSynthesizingSynthesizingSynthesizing

VisualizingVisualizingVisualizingVisualizing

The questions that p________ face as they raise ch______ from in________ to adult life are not easy to an__________. Both fa______ and m_______ can become concerned when health problems such as co___________ arise any time after the e___________ stage to later life. Experts recommend that young ch_________ should have plenty of s_______ and nutritious food for healthy growth. B______ and g______ should not share the same b________ or even sleep in the same r_____. They may be afraid of the d_____.

Open Word Sort

krill web flippers

fluke tentacles

meat plankton wings

insects trees ocean

seals molars rainforest

Illinois SchoolPark Forest, Illinois

Dear Second Grade Students,

Lions and tigers and bears, oh my! Those are some of the animals we will see on our trip to the zoo. But what do we know about these animals? Where do they live when they are not in a zoo? Do we have lions and tigers in the United States? Could parrots live in our backyards? Some animals are endangered and only live in zoo habitats. What is happening to their homes?

Before we go to the zoo I would like you to find out about these animals and create guide books for us to use on our trip. Please include information about the way animals look and behave in their natural environment. We also need information about the animal’s survival, conservation, and importance.

After we have learned about animals and visited them in the zoo the third graders will organize an election to choose a school mascot. A school mascot is a very important symbol. We need to choose a school mascot that is worthy of our attention and promotes school spirit! Most people choose a mascot because of the way it looks. Because you will know so much about animals I want you to nominate ten animals that could be our school mascot. The animals should represent all five classes - mammals, insects, reptiles, amphibians, and birds. Then we’ll have a school election to choose the best mascot for us. Be sure to include information about how these animals adapt and survive. We don’t want students choosing a mascot only because of the way it looks!

I look forward to your nominations and to our trip to the zoo.

Sincerely,

Dr. Joyce Carmine, PrincipalIllinois School

Semantic Features ChartSemantic Features ChartFood(predator preyrelationships)

Otherhabitatfeatures(location,description)

Features(size, bodyparts)

Behaviors(nesting,life clycle,hiding,movement,defenses)

Threats toanimal

Mammals

AmphibiansReptiles

Insects

Stages of Inquiry Stages of Inquiry in the Classroomin the ClassroomStages of Inquiry Stages of Inquiry in the Classroomin the Classroom

Encountering the Issue• getting the “big idea”• making connections

Reasoning with Information• evaluating, creating, judging, inferring, visualizing• making decisions

Task Analysis• defining the task• asking questions

Investigating Information• seeking, organizing, analyzing,• applying to project

Acting on Decisions• synthesizing • communicating findings

Making Connections Text to text, text to self, text to world Open and closed word sorts

Inferring and Visualizing creating models using text clues and prior knowledge using implicit and explicit information to reach conclusions (author and you)

Synthesizing text to text, self and world• applying to new settings and contexts• in your head

Asking Questions Right there, think and search Author and you, in your head

Determining Importance Features, structures of text Note taking, graphic organizers Facts to main ideas, summaries

Grade Rigby Fountas & Reading DRA Accelerated Wright Literacy Pinnell Recovery* ReadingK 1 A - 1 0.1 - 0.9K 2 A 1 A - 1 0.1 - 0.9 AK 3 – 4] B 2 2 0.1 - 0.9 B1 5 C 3 - 4 3 0.1 - 0.9 C – D1 6 D 5 - 6 4 1.0 - 1.9 E1 7 E 7 – 8 6-8 1.0 - 1.9 F1 8 F 9 - 10 10 1.0 - 1.9 G1 9 G 11 - 12 12 1.0 - 1.9 H1 10 H 13 - 14 14 1.0 - 1.9 I1 11 I 15 - 16 16 1.0 - 1.9 J2 12 J 17 – 18 16 1.0 - 1.9 K2 13 K 19 - 20 18 2.0 - 2.9 L2 14 - 15 L 20 2.0 - 2.9 M2 16 - 17 M 24 2.0 - 2.9 N3 18 N 28 2.0 - 2.9 O3 19 O 28 2.0 - 2.9 P3 20 P 30 2.0 - 2.9 Q4 Q 30 2.0 - 2.9 R4 R 34 3.0 - 3.9 S – T4 S 34 3.0 - 3.95 T 38 3.0 - 3.95 U 40 3.0 - 3.95 V 40 4.0 - 4.95 W 44 4.0 - 4.95 X 44 4.0 - 4.95 Y 5.0 - 5.95 Z

Leveling Correlation Chart

*Chara cteristicsdiffer am ong th evarious leve lingsys tems .

Text-to-SelfText-to-SelfText-to-SelfText-to-Self

Connections that readers make between the text and their past experiences or background knowledge.

Goudvis & Harvey 2000

Text-to-WorldText-to-WorldText-to-WorldText-to-World

Connections that readers make between the text and the bigger issues, events, or concerns of society and the world at large.

Text-to-TextText-to-TextText-to-TextText-to-Text

Connections that readers make between the text they are reading and another text.

Beavers by Helen H. MooreBeavers by Helen H. Moore

Read about beaver features, p. 24-27 Use post it notes and write:

t/s = text to self

t/w = text to world

t/t = text to text

T/W T/T

Making ConnectionsWhat do you do when the connections students make aren’t very helpful?

Anticipation GuidesAnticipation GuidesAnticipation GuidesAnticipation GuidesMeMe TextTextMeMe TextText

Mosquitoes eat plant nectar and pollinate Mosquitoes eat plant nectar and pollinate plants.plants.Mosquitoes eat plant nectar and pollinate Mosquitoes eat plant nectar and pollinate plants.plants.

Mosquitoes make great food for fish.Mosquitoes make great food for fish.Mosquitoes make great food for fish.Mosquitoes make great food for fish.

Honeydew is a favorite food of theHoneydew is a favorite food of themale mosquito.male mosquito.Honeydew is a favorite food of theHoneydew is a favorite food of themale mosquito.male mosquito.

The larvae do not breed successfully in The larvae do not breed successfully in water that has fish or frogs.water that has fish or frogs.The larvae do not breed successfully in The larvae do not breed successfully in water that has fish or frogs.water that has fish or frogs.

Mosquitoes are the most dangerous Mosquitoes are the most dangerous Animal in the world.Animal in the world.Mosquitoes are the most dangerous Mosquitoes are the most dangerous Animal in the world.Animal in the world.

Making ConnectionsMaking Connections

Text to Text ConnectionsText to Text ConnectionsText to Text ConnectionsText to Text Connections

Text to self… Text to world… Text to text...

Independent Independent PracticePracticeIndependent Independent PracticePractice

Read: The Log HotelBy Anne Schreiber

CharacteristicsCategories

Habitats

Life Cycle

Body Parts

Behaviours

Classification

Aquatic

Birds of Prey

Flightless

Migratory

Songbirds

Tropical

Location

Conditions

Migratory PatternsStages

Needs of Animal

What other animal could be placed in the center

topic circle?

Know and apply conceptsthat explain how living thingsfunction, adapt and change.

State Goal 12, Standard A

Know and apply concepts that describehow living things interact with each other

and their environment.

State goal 12. Standard B

Dear Students, I live in the Caring First Nursing Home just a few miles from your school. I

like living here but, like many people who live here, I miss my pet. Before moving here I had a pet kitten; my roommate had a little dog. We have decided that we would like to buy a bird for our nursing home. A bird could bring a lot of joy and provide hours of entertainment for us.

Some of the residents think we should buy a parakeet. One wants to buy a robin; another wants a goldfinch. One man even suggested buying a buzzard. Can you imagine that! That is why I am writing to you. Would you have time to study birds and help us decide what type of bird would make a good pet for a nursing home?

We will need to know some very specific things about these birds. In order to provide a good home, we need to know about the different types of birds and their characteristics, what their homes are like, and how long they live.

With your help, I think we will be able to find a bird that will be happy living here and that we will all enjoy. I hope that you will be able to visit us to share the information you have learned. Perhaps you could make a photo album with pictures and written information about each bird.

Sincerely, Frank HuelsmannResident of Caring First

CharacteristicsCategories

Habitats

Life Cycle

Body Parts

Behaviours

Classification

Aquatic

Birds of Prey

Flightless

Migratory

Songbirds

Tropical

Location

Conditions

Migratory PatternsStages

Needs of Animal

Dear Second Grade Students,

Lions and tigers and bears, oh my! Those are some of the animals we will see on our trip to the zoo. But what do we know about these animals? Where do they live when they are not in a zoo? Do we have lions and tigers in the United States? Could parrots live in our backyards? What would they eat? Some animals are endangered and only live in zoo habitats. What is happening to their homes?

Before we go to the zoo I would like you to find out about these animals and create guide books for us to use on our trip. Please include information about the way animals look and behave in their natural environment. We also need information about the animal’s survival, conservation, and importance.

After we have learned about animals and visited them in the zoo the third graders will organize an election to choose a school mascot. A school mascot is a very important symbol. We need to choose a school mascot that is worthy of our attention and promotes school spirit! Most people choose a mascot because of the way it looks. Because you will know so much about animals I want you to nominate ten animals that could be our school mascot. The animals should represent all five classes - mammals, insects, reptiles, amphibians, and birds. Then we’ll have a school election to choose the best mascot for us. Be sure to include information about how these animals adapt and survive. We don’t want students choosing a mascot only because of the way it looks!

I look forward to your nominations and to our trip to the zoo.

Sincerely,

Know and apply conceptsthat explain how living thingsfunction, adapt and change.

Know and apply conceptsthat describe how living thingsinteract with their environment.

Vocabulary knowledge is Vocabulary knowledge is the single most important the single most important factor contributing to factor contributing to reading comprehension.reading comprehension.J. G. Laflamme, The effect of the Multiple Exposure Vocabulary Method and the Target J. G. Laflamme, The effect of the Multiple Exposure Vocabulary Method and the Target Reading Writing Strategy on Test Scores. 1997Reading Writing Strategy on Test Scores. 1997

Making Connections Making Connections with Wordswith Words

Aspects of Content Area Vocabulary

Content vocabulary is rarely associated with words that students already know.

It consists of major concepts that undergrid a lesson or a unit of study.

adaptationadaptationcamouflagecamouflage

predator

photosynthesis

nutrients

Here is the book I want to read, PROPPED on my pillowWhat synonym can you give for propped?

“Here is my shuttle with the astronaut crew that I’ll STASH with my cars.” (The Bag I’m Taking to Grandma’s House)What synonym can you give for stash?

ColoniesColonies

HoneycombHoneycomb

PollenPollen

cirruscirruscumuluscumulus stratusstratus

Terms are often semantically related.Armbruster and Nagy, Vocabulary in content area lessons. 1992

Aesop’s Fable: The Fox & The Sick Lion

semantically unrelated

1.Integration (relating words to previous experiences)

2.Repetition

3.Meaningful use

Three properties of

successful vocab instruction

Making Connections Making Connections With WordsWith Words

Open Word Sort

krill web flippers

fluke tentacles

meat plankton wings

insects trees ocean

Closed Word Sort

krill web flippers

fluke tentacles

meat plankton wings

insects trees ocean

Categories:•Animal habitats•Animal features•Food for animals•no clue

Closed Word Sort

oceanrainforest

webtrees

meat krillinsects

plankton

flippers fluke

tentacles wing

molars

Categories:•Animal habitats•Animal features•Food for animals•no clue

•animal habitats

animal features

food for animals

Word Use in Text Page

flippers

tentacles

plankton

insects

molars

12 3 4 5 6

1112 13 14

Group 1

Group 2Group 3

Zoo Animals

Farm Animals

and are connected because and are connected because

kitbeaverswasteomnivoredroppingsfins

whalescubdensherbivorefurlodges

More About Beavers,Page 28, 29

Mini Lessons for Mini Lessons for Making ConnectionsMaking Connections

Engaging the Learner (jigsaw and letter)

Power of Post-its (T/S, T/W, T/T) Open Sort/Closed Sort Connect Two Word Splash Tracking Words Anticipation Guides

Engaging the Learner (jigsaw and letter)

Power of Post-its (T/S, T/W, T/T) Open Sort/Closed Sort Connect Two Word Splash Tracking Words Anticipation Guides

Guided PracticeGuided PracticeGuided PracticeGuided Practice Write the letter Select jigsaw materials and

organizer Choose book for modeling Text to

Text connections Select vocabulary strategy and

create student handouts – including note tracking organizer

Create anticipation guide

Write the letter Select jigsaw materials and

organizer Choose book for modeling Text to

Text connections Select vocabulary strategy and

create student handouts – including note tracking organizer

Create anticipation guide

Asking QuestionsAsking Questions

Determining ImportanceDetermining ImportanceDrawing InferencesDrawing Inferences

SynthesizingSynthesizing

A sap-sucking insect may hold the key to a whole new class of antibacterial drugs, say scientists who have been looking at how these creatures combat infection.

Itsy Bitsy Spider

The itsy bitsy spider went up the water spout.

Down came the rain and washed the spider out.

Out came the sun and dried up all the rain,

And the itsy, bitsy spider went up the spout again.

Questions: Who climbed up on the water spout? What happened after the rain washed the spider out? Why do you think the spider decided to climb back up the water spout? Have you ever tried and failed at something once, yet still had the courage to try again?

Asking Questions

Readers ask questions Readers ask questions to…to…Readers ask questions Readers ask questions to…to…

Find specific information Clarify confusion Construct meaning Discover new information

Questioning Questioning Moves Inquiry Moves Inquiry

ForwardForward

Questioning Questioning Moves Inquiry Moves Inquiry

ForwardForward

Ask me about the opera Lucia.Ask me about the opera Lucia.

There are how many types of bees? How many eggs does the queen lay? What does the drone do? Where does a colony live? What do worker bees do for the colony? What do bees do with pollen? Where do bees live?

Question/Answer Relationship (QAR)Question/Answer Relationship (QAR)Question/Answer Relationship (QAR)Question/Answer Relationship (QAR)

IN THE BOOK Right There:

answer in text, easy to find; words used in question and used in answer are in same sentence

IN MY HEAD Author and You:

answer not in text; must think about what is known, what text is saying and how it fits together

Think and Search: words and answers come from different parts of text (or books)

On My Own: using experiences to answer question

In the Book (Investigation Information)

Right There:Queens Lay 1500 eggs each day.Right There:Drones mate with the queen bee.

Worker Bees…•Make wax•Feed the larvae•Collect pollen•Store pollen•Make honey•Guard the hive

In Your Head (Inference)

In the Book (Gathering Information

On Your Own

Do you know someone who works as hard as the bee?

Author and You (Inference)

Which bee is the busiest?

Why is it necessary for the queen to lay so many eggs?

1. I wonder...2. what horses eat?3. where horses live?4. how horses help people?

I wonder…? Choose a book, turn the pages

and WONDER Write “I wonder… (about

animals)?” Wonder and Wander in the books!

http://www.yahooligans.com/content/animals/species/3595.html

Where do ants live?

http://www.bijlmakers.com/entomology/begin.htm#anatomy

Under “Insect anatomy,”

What are the body parts of an insect?

http://research.amnh.org/entomology/social_insects/ants/ant_colony_cycle.html

How does an ant colony begin?

Where does the queen search for food?

What are the queen’s responsibilities?

How often do the ants need to be fed?

What are the jobs of the worker ants?

What is the larval phase?

What happens when the colony queen dies?

Task Analysis• defining the task• asking questions

Mini Lessons for Mini Lessons for Asking QuestionsAsking QuestionsMini Lessons for Mini Lessons for Asking QuestionsAsking Questions

Question and Answer Relationships (QAR)

Developing In the Book Questions (Right There, Think and Search)

Wonder and Wander

Guided PracticeGuided PracticeGuided PracticeGuided Practice Select book and create In the Book

questions Create hotlist or Webquest and

guiding questions Design activities for teaching the

QAR Kindergarten develop Wonder and

Wander strategies

Select book and create In the Book questions

Create hotlist or Webquest and guiding questions

Design activities for teaching the QAR

Kindergarten develop Wonder and Wander strategies

Determining ImportanceDetermining Importance

Drawing InferencesDrawing InferencesSynthesizingSynthesizing

What are the threemost important

facts in this book?

How does a whale’s body help it survive?

Dear Students,

Our first Spirit Day is fast approaching. I am really looking forward to honoring the outstanding work of our students and teachers. We have planned the assembly, the treats, and the presentations -- but there’s one thing we forgot: A SCHOOL MASCOT!

A school mascot is a very important symbol. We need to choose a school mascot that is worthy of our attention and promotes school spirit! Most people choose a mascot because of the way it looks. I think we should consider the way it looks and behaves in its environment. When we make our decision, we need to think about the animal’s survival, conservation, and importance.

I understand that you are studying animals this year. Would you be willing to nominate ten animals to be our school mascot? The animals should represent all five classes - mammals, insects, reptiles, amphibians, and birds. Then we’ll have a school election to choose the best mascot for us. Be sure to include information about how these animals adapt and survive. We don’t want students choosing a mascot only because of the way it looks!

I look forward to your nominations.

Sincerely,

The context puts the “ ” into finding

important information.

The context puts the “ ” into finding

important information.

Finding Important Finding Important InformationInformationFinding Important Finding Important InformationInformation

important

Beavers by Helen H. MooreBeavers by Helen H. Moore

What did the author think was important for the reader to know about beavers?

Read the book using only features as clues for determining importance.

Using The Features Using The Features of Nonfiction Text to of Nonfiction Text to

Determine ImportanceDetermine Importance

Using The Features Using The Features of Nonfiction Text to of Nonfiction Text to

Determine ImportanceDetermine Importance

Table of Contents Index Titles, Headings Font Size Font Style Tables, Graphs, Charts, Diagrams,

Labels, Captions Features of Websites

Table of Contents Index Titles, Headings Font Size Font Style Tables, Graphs, Charts, Diagrams,

Labels, Captions Features of Websites

Cutting Up With FactsCutting Up With FactsCutting Up With FactsCutting Up With Facts

Cows have four stomachs. They eat grass

Rabbits eat their droppings. Rabbits eat grass.

The starfish stomach goes out of its body and into the shellfish

Frogs pushes their stomach out of their body when if it eats something bad.

Ostriches can run 40 miles an hour. It can kick its enemies.

Ostriches have long nails.

Chameleons change colors to hide.

Baboons live together in troups.

Cobras puff out their necks to look bigger.

Whales can talk to each other.

Meercats stand guard to warn of danger.

Frogs pushes their stomach out of their body if it eats something bad.

Features

Behaviors

Name: ____________________________________

What are the parts of a tree and what do they do?

Tree Part What does it do?

Draw a picture of a tree’s life cycle.

What are the two main types of trees? How can you tell them apart?

In the box below, draw a picture of your favorite tree. Next to the picture,explain how to identify this tree.

What products are made from trees? How are trees important inyour life?

Scavenger Hunt

Interactions of animals and plants

How do animals use plants?

Name of animal Part of plant used

Human (animal) Part of plant used

Moving SeedsName of mover How seeds are moved

PollinationName of pollinator How they carry pollen

Insect

Life Cycle

Basic InformationWhat do I know about plants and _________________?

• How do they survive?• How do they change?

Features that help it survive:

Ways in which it helps others:

Ways in which it may harm others:

How do plants and _______________depend on each other tosurvive? Help each other to stay alive? How do they worktogether?

What should we do about ___________ inour school?

Virginia Lake, First Grade

Semantic Features Charts Change Over Time

Using Graphic Organizers to Using Graphic Organizers to Determine ImportanceDetermine Importance

Semantic Features ChartSemantic Features ChartFood(predator preyrelationships)

Otherhabitatfeatures(location,description)

Features(size, bodyparts)

Behaviors(nesting,life clycle,hiding,movement,defenses)

Threats toanimal

Mammals

AmphibiansReptiles

Insects

Change Over Time: Life Cycle of a TreeChange Over Time: Life Cycle of a Tree

Maple key

(seed)

Fallsfrom

mature

Spinsto

forest

floor.

Liesunder

leaves all

winter.

Mapel seed

sprouts

inside

swells.

Seedcoat

splits

apart.

Tiny root

creepsinto the

damp soil.

Seedling

Stretchesleaves to

Leavesmake

chlorophyll

and food

Becomes

dormant

in winter.

matures

Producesblossoms

which are

fertilized.

Smooth

becomes

rough.

moremaple

keys(seeds).

Tree dies

can live

for 200

years.

Manyholes

made byanimals

lightening

enoughsap can

feedgrowth.

Change Over Time: Life Cycle of a TreeChange Over Time: Life Cycle of a Tree

Investigating Information

Investigating InformationInvestigating InformationInvestigating InformationInvestigating Information

Inquiry:Inquiry: After seeking information by After seeking information by

conducting experimentsconducting experiments

Students use graphic Students use graphic organizers to organizeorganizers to organize

Inquiry:Inquiry: After seeking information by After seeking information by

conducting experimentsconducting experiments

Students use graphic Students use graphic organizers to organizeorganizers to organize

Organizers for Organizers for Note-takingNote-taking

The power of post-its Cutting up with facts Creating organizers for

concepts (mapping the way)

Words And Concepts (WAC)

A B C D E F G H

I J K L M N O P

Q R S T U V W X

Reading Strategy: Determining Importance

Finding Important Finding Important Information: VocabularyInformation: Vocabulary

PropertiesDescribe it.

CategoryWhat is it?

Compare/Contrast

What is it like?

Illustrations: What are some examples?

INSECT-EATING

VAMPIRE

ANIMAL

HAS WINGS

MAMMAL

USES “RADAR”

A bat is an animal similarto a mouse. It is a mammal, has wings and uses radar to locate prey. Some examples are fruit, vampire and insect eating bats.

CategoryWhat is it?

Compare/Contrast

What is it like?

Non-ExamplesExamples

CharacteristicsDefinition

The Frayer ModelThe Frayer ModelThe Frayer ModelThe Frayer Model

CharacteristicsDefinitionA member of a class of higher vertebrates

MammalExamples Non-

examples• human

• squirrel

• dog

• bat

• horse

• whale

• cow

• rabbit

• frog

• snake

• turtle

• butterfly

• spider

• lizard

• shark

• chicken

• warm-blooded

• have fur

• produce milk

The Frayer ModelThe Frayer ModelThe Frayer ModelThe Frayer Model

Open Word Sort

krill web flippers

fluke tentacles

meat plankton wings

insects trees ocean

My Vocabulary ListMy Vocabulary List

flippers

tentacles

plankton

insects

molars

rainforest

Important Words And Concepts (IWAC)

A B C D E F G H

I J K L M N O P

Q R S T U V W X

Reading Strategy: Determining Importance

Finding Important Finding Important InformationInformation

CategoryWhat is it?

Compare/Contrast

What is it like?

INSECT-EATING

VAMPIRE

ANIMAL

HAS WINGS

MAMMAL

USES “RADAR”

A bat is an animal similarto a mouse. It is a mammal, has wings and uses radar to locate prey. Some examples are fruit, vampire and insect eating bats.

Mini Lessons for Mini Lessons for Determining ImportanceDetermining ImportanceMini Lessons for Mini Lessons for Determining ImportanceDetermining Importance

The Features of Nonfiction Text Key Points and Supporting

Details Graphic Organizers, Note

Taking IWAC, The Frayer Model,

Concept Definition

Guided Practice for Guided Practice for Determining Determining ImportanceImportance

Select books for teaching features

Create note taking format Create graphic organizer(s) for

whole group summaries and comparisons

Use Frayer Model or Concept Definition Map and define a selected word

Making Connections Making Connections

Asking QuestionsAsking QuestionsDetermining ImportanceDetermining Importance

Drawing InferencesDrawing Inferences

“Inferential thinking occurs when text clues merge with the reader’s prior knowledge and questions to point toward . . . a conclusion in the text.”

Goudvis & Harvey, 2000

A volunteer, please…

In the Book (Gathering Information

On Your Own

Do you know someone who works as hard as the bee?

Author and You (Inference)

Which bee is the busiest?

Why is it necessary for the queen to lay so many eggs?

DavidRight There:•What did David do as soon as he saw the clock?•What type of shirt did David put on?

Think and Search•What did David look for before he left the house?•What steps did David take to get ready to leave the house?

Author and Me•Where was David headed that morning?•What time of day was David getting ready to go?

•On My Own•Should parents wake their children up for school?

Features

Behaviors

What can we infer?

Animal features…

The cheeta has a spotted coat.

What can we infer about grass?

Considering all of the facts about animal features, what can we infer?

What can we infer?

Animal behaviors…

ABC’s of Inferring

A B C D E F G H

I J K L M N O P

Q R S T U V W X

Reading Strategy: Inferential Thinking

Inferential ThinkingInferential ThinkingInferential ThinkingInferential Thinking

Animal SurvivalAnimal Survival

Mini Lessons for Mini Lessons for Drawing InferencesDrawing InferencesMini Lessons for Mini Lessons for

Inferring Feelings Inferring from the Cover,

Illustrations, and Text Inferring in Nonfiction Facts, Inferences, New

Inferring Feelings Inferring from the Cover,

Illustrations, and Text Inferring in Nonfiction Facts, Inferences, New

Guided PracticeGuided PracticeGuided PracticeGuided Practice Plan to teach inferences Inferring meaning using Author

and Me questions (create questions)

Inferring meaning from text clues (words, pictures, notes)

Plan to teach inferences Inferring meaning using Author

and Me questions (create questions)

Inferring meaning from text clues (words, pictures, notes)

Determining ImportanceDetermining Importance

“Synthesis at the highest level goes beyond merely taking stock of meaning as one reads. A true synthesis is achieved when a new perspective or thought is born out of the reading.”

Goudvis & Harvey, 2000

Holding Individuals AccountableHolding Individuals AccountableHolding Individuals AccountableHolding Individuals AccountableInformationInformationInformationInformation Product: Final Team PerformanceProduct: Final Team PerformanceProduct: Final Team PerformanceProduct: Final Team Performance

First individual assessment

Unit EndsUnit EndsUnit EndsUnit Ends

Second individual assessment

Teams work on product

Third individual assessment

Teams work on product

You are a tree in the fall. Your leaves are changing color for the first time. Tell what you see and how you feel. What would you say?

I feel imbarrist because all the trees around me are pine trees and their leaves don’t change color. I’m scared because I wonder if somethings wrong. I don’t like it because I liked it when my leaves were green. I’m asking the pine trees if something is wrong but they don’t know because they have not dad it happen to them. I don’t see any other trees to ask so I don’t know what will happen next

Uh-oh! Your leaves are turning brown and falling to the ground. Now how do you feel? What do you see? What would you say?

I’m starting to wonder if I’m goinjg to die. I don’t know if this is something that should happen. I’m glad I got throught the other thing but this is even worse. This is worse than having a kid climb you. This is terrible. I hate it. I like green way better than brown. 2nd grade

Reasoning with Information:Reasoning with Information: evaluating, creating, judging, evaluating, creating, judging, inferring, visualizing, making decisions inferring, visualizing, making decisions

You are a tree in the fall. Your leaves are changing color for the first time. Tell what you see and how you feel. What would you say?I look so pretty but I wish they were nice fresh green. The colors are so pretty but I wish it never happens. I will just haft to stay like this for a long time. At least I am alive. I do not like fall because it makes my leave turn different colors.

Uh-oh! Your leaves are turning brown and falling to the ground. Now how do you feel? What do you see? What would you say?

I look so bad and my leaves are falling off. The brown is werse than last time. I rather have colored leaves than brown. At least they will turn green again nest summer. I wish I was a needle leaf and not a broad leaf. 2nd grade

Response to writing prompt at the conclusion of the unit:Response to writing prompt at the conclusion of the unit:

Writing Experiences

Effectively Using Technology to Communicate

Completing the Final Product: Trees, Planets

Writing Experiences

Effectively Using Technology to Communicate

Completing the Final Product: Trees, Planets

Supporting Students Supporting Students with Synthesiswith Synthesis

Modeling the Inquiry Methods Buy a car? Senior going to college? Sick relative? Travel in your...

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