RAFTing with Raptors:Using Informational Text to Connect Science and Common Core ELA

Deborah McMurtrieGary Senn

Bridget ColemanUniversity of South Carolina Aiken

Please visit this webpage for handouts and resourceshttp://rpsec.usca.edu/presentations/AMLE2012/

• Programs for Teachers• Programs for Pre-service

Teachers• Programs for Students

Informational TextInformational TextPurpose: factual not fictional

Example: National Audubon Society (1998). First field guide: Birds. New York: Scholastic, Inc.

InferenceInference

What does it mean to infer?

Infer /inˈfər/ Verb: Deduce or conclude information from evidence and reasoning rather than from explicit statements

Lesson Title: Ravenous Lesson Title: Ravenous RaptorsRaptors• Barred Owl • Red-Tailed Hawk• Food chains• Physical characteristics• Habitat • Owl pellets

Standards: Grade 7 ScienceStandards: Grade 7 Science

7-4.1 Summarize the characteristics of the levels of organization within ecosystems (including populations, communities, habitats, niches, and biomes).

7-4.2Illustrate energy flow in food chains, food webs, and energy pyramids

7-4.3 Explain the interaction among changes in the environment due to natural hazards (including landslides, wildfires, and floods), changes in populations, and limiting factors (including climate and the availability of food and water, space, and shelter).

Common Core Standards- Common Core Standards- ELAELAReading Standards for Informational Text 6–121. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Reading Standards for Literacy in Science and Technical Subjects 6–12Key Ideas and Details1. 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 the text.

 

Common Core Standards- Common Core Standards- ELAELAWriting Standards 6–121. Write arguments to support claims with clear reasons and relevant evidence.

b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.

Field GuideField Guide

PurposeUse of index and graphic

featuresActivity: Bald Eagle

IndexIndex

TALONS

A. Cooper’s Hawk

B. Red Tailed Hawk

A. Peregrine Falcon

A. Great Grey Owl

A. Osprey

What is a Raptor?What is a Raptor?

A raptor is a bird.A raptor is a carnivore.

A raptor seizes its prey with its talons.

Raptors are also called BIRDS OF PREY.

Where do these birds Where do these birds live?live?What do they eat?What do they eat?1. Brown Pelican2. Sanderling3. American Kestrel4. Mourning Dove5. Black-Capped Chickadee6. Great Horned Owl7. American Crow8. American Robin9. Great Blue Heron

Is your bird a raptor? How do you know?

Is your bird a raptor? How do you know?

Ravenous Raptors Lesson- Ravenous Raptors Lesson- Using Informational Text Using Informational Text ActivityActivity

STEP 1. Use the field guide to find the answers. 

1. Where does this bird live?2. What does it eat?3. What does this bird look like?4. Interesting fact(s) about this bird

Ravenous Raptors Lesson- Ravenous Raptors Lesson- Using Informational Text Using Informational Text ActivityActivity

STEP 2. Answer the questions. Cite evidence!

1. Is your bird a carnivore, herbivore, or omnivore?2. Is your bird a predator?3. Does your bird migrate? 4. Is your bird nocturnal or diurnal?5. Is your bird a raptor?

Can you identify this bird?

Cooper’s Cooper’s HawkHawk

Accipiter cooperiiAccipiter cooperii

American KestrelAmerican KestrelFalco sparveriusFalco sparverius

Do you think this bird is nocturnal or diurnal? Why?

RAFT StrategyRAFT Strategy

Role, Audience, Format, Topic

Process information Demonstrate understandingCritical thinkingInterdisciplinaryDifferentiation

Raptors RAFT Example 1Raptors RAFT Example 1

EXAMPLE

ROLE Decomposing Roadkill

AUDIENCE A hiker

FORMAT Last Will & Testament

TOPIC The beauty of a balanced life

STRONG VERB Inspire

Raptors RAFT Example Raptors RAFT Example 11

I, O. Possum, being of flattened body and rotting mind, do hereby bequeath my secrets to a beautifully balanced life to my good friend, the Hiker:

O, Hiker, I will always be grateful for your gifts of discarded fish scales and guts which nourished me throughout the nights of my life.  A tip to make your life become more balanced:  Why not try some berries or nuts?  You know, Nature's other bounty.  This would help those herbivore cousins of mine.

Now, I leave you, dear Hiker, with one request:  Before I become too decomposed for the trip, move me to a more open area so I may continue our tradition of inspired balance by nourishing those birds who prefer the relaxed banquet offered by carrion or dead stuff, such as I find myself today.

P.S. This is not a joke.  I am not playing possum.  Stop poking me with that stick!

Raptors RAFT Example 2Raptors RAFT Example 2

EXAMPLE

ROLE A tree branch

AUDIENCE Loggers

FORMAT Top Ten List

TOPIC Leave forest trees alone!

STRONG VERB Demand

Raptors RAFT Example Raptors RAFT Example 22

TOP TEN REASONS TO LEAVE MY BRANCHES ALONE!

1.Poets praise me.

2.Scouts study me.

3.Little children love to climb me.

4.I can no longer provide shade for picnic goers and hikers on sweltering days if you remove me.

5.You break us, burn us, and grind us into objects merely for human consumption.

6.You’re forcing us from our home, where we have lived for millennia, leaving a silent trail of tears.

7.Animals that are forced to seek food and shelter farther away, in the limbs of my brothers and sisters, collide with human populations.

8.You are reducing the food supply for wild animals.

9.You are depleting the habitats of endangered birds and other species.

10. You are harming the ozone—and all living things on our planet.

Raptors RAFT Example Raptors RAFT Example 33

EXAMPLE

ROLE An owl pellet

AUDIENCE A mouse

FORMAT An advice column

TOPIC The beauty of a balanced life

STRONG VERB Plea

Raptors RAFT Raptors RAFT Example 3Example 3

Dear Mousekin, Kindred Spirit,PLEASE don’t go out at night. Don’t end up like me: victim to a silent, nocturnal predator. You might think you’re safe, but at any time you could be caught in the clutches of a Great Horned Owl, Eastern Screech Owl, or even a Barred Owl. You think you’re hiding, but your enemy can turn his head 270 degrees and find you. At dusk you may hear the hoot or trill of an owl: Think of it as a warning to stay inside; it’s time for bed. If you get caught in the trance of the silvery moon, you’ll almost certainly end up like me: caught in sharp talons, swallowed whole, and regurgitated 21 hours later. All that will be left are your desiccated bones. That’s no way to live a life!

Let’s Try It! Let’s Try It! DRAFT a RAFTDRAFT a RAFT

In small groups, choose a ROLE, an AUDIENCE, a FORMAT, and a TOPIC.

Brainstorm, then draft a RAFT to share with the whole group.

RoleRole(Who you are as the (Who you are as the

writer)writer)A concerned citizenA tree branchA predatorAn owlA hawkA mousePreyAn owl pelletDecomposing roadkill

AudienceAudience

A hikerU.S. Forest ServiceA predatorAn owlA hawkA mousePreyThe governor of our statePeople who litter

FormatFormat

ObituaryWant AdDiary or Journal

Entry InvitationRecipeLast Will and

TestamentConfessionEulogy

ComplaintA How-To ManualSpeechTop Ten ListAdvice ColumnRansom NoteA Country Western

Song

TopicTopic What I need to live How a natural disaster changed my life Why I am at the top of the food chain Please leave my forest alone The beauty of a balanced life Why I am important to you We’re made for each other We’re more alike than different I need to get my nails done I think I’m going to throw up This land is my land, so get out

Strong Verb (Optional)Strong Verb (Optional)PersuadeDemandPleadInspireAnnouncePredictCompareDefendExplain or Describe

Unpack the Lesson: Unpack the Lesson: Why?Why?Common Core Shifts

◦55% Informational Text by Grade 8◦More writing to inform, explain,

argue with evidence◦Literacy skills are embedded in

content areas◦We will have to collaborate

(teaming!)

Unpack the Lesson: Unpack the Lesson: Why?Why?Engages the Learner

◦Interact with text◦Making connections◦Higher order thinking/Bloom’s

Taxonomy◦Learners produce something◦Accessible

HandoutsHandoutsToday’s activities RAFT examplesRecommended resources RAFT rubricOther ELA connections such as

vocabulary and bird-related idioms

http://rpsec.usca.edu/presentations/AMLE2012

Contact InformationContact Information

Deborah McMurtrieDeborahMc@usca.edu

Gary SennSennG@sc.edu

Bridget ColemanBridgetC@usca.edu