Teacher-Librarian Partnership Final.ppt

7/27/2019 Teacher-Librarian Partnership Final.ppt

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Kellie Mullins and Tracey Zimmerman,Pine Grove Middle

Using SIRS Digital Content

with INSERT

A Lesson for Reading Comprehension

and Digital Research


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Project Overview

In 7th grade Language Arts, students are

exposed to the Holocaust through literature in

their reading of Number the Stars and the play

The Diary of Anne Frank. They were taken bythe harsh treatment of the Jewish population

during World War II and Hitler's reign and

wanted more information.


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Project Overview

Students will utilize SIRS Researcher for

personal/curricular inquiries and connections.

Students will learn to navigate SIRS

Students will learn to create keyword and Booleansearches

Students will select an article to print

Students will read and implement the newly

learned reading strategy, INSERT, in order to share

their thoughts and feelings (as a personal reflection

piece) with the rest of the class.


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Extension

This mini-project will also have an art

extension, where the students will paint wall

tiles, reflective of the information gleaned

from their source. A gallery walk, showcase,and short presentation will give each student

an opportunity to share information about

their inquiry into the past.


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Instructional Partnership and

Goals


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The Librarian taught the Language Arts

Teacher

To navigate SIRS Digital Content

To create and use keyword and Boolean

searches


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Language Arts Teacher taught the

Librarian:

The INSERTStrategy

Tile Painting


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Instructional Development

and Implementation


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Library Media Connection

MSDE

Students will demonstratethe ability to review,evaluate and select media.

Students will demonstratethe ability to retrieve andmanage information.

Learn and apply reading,research and critical

thinking skills to organize,and synthesize informationin order to communicatenew understanding.

BCPS

Students will access andnavigate a database tolocate a variety ofinformational texts.

Students will identify anduse organizational patternsembedded within thedatabase.


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Reading/Language Arts/English VSC

Connections

Apply comprehension skills through exposure to a

variety of texts, including traditional print and

electronic texts

Use strategies to make meaning from text Use strategies to demonstrate understanding of text

Apply comprehension skill by selecting, reading and

interpreting a variety of print and electronic

informational texts Connect the text to prior knowledge or experience


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Social Studies VSC Connections

Students will understand the historicaldevelopment and current status of thefundamental concepts and processes of

authority, power and influence, with particularemphasis on the democratic skills andattitudes necessary to become responsiblecitizens.

Students will describe the pros and cons ofunlimited government, such as theauthoritarian and dictatorship.


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Fine Arts Content Standards: Visual Arts

Students will demonstrate an understanding

of visual art as an essential aspect of history

and human experience.

Students will plan artworks that use symbolicimages and forms to convey selected beliefs,

customs or values.


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Project Activities


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INSERTA Comprehension Strategy


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What is INS RT? AndWhy teach it?

A majority of students in middle school are beyonddecoding instruction and need more assistance withcomprehension to help them become successful,independent readers.

Strategic reading allows students to monitor their ownthinking and make connections between texts and theirown experiences.

Based on the Guided Comprehension Model developed byMaureen McLaughlin and Mary Beth Allen, this lessonintroduced students to the comprehension strategy ofmonitoring.


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What is INS RT? AndWhy teach it?

Students learned the INSERT technique, which teaches

them to monitor their thinking and comprehension using acoding system.

Students also learned about character traits andqualities of Anne Frank and conditions in a NaziConcentration Camp during the reign of Adolf Hitler.

This coincided with their reading of the play, The Diaryof Anne Frank,the novel, Number the Stars, and formany of the children, a GT World Cultures unit on WorldWar II.


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More onINSERTBackground and facts

INSERT is a form of GuidedComprehension.

Guided Comprehension is a context inwhich students learn comprehensionstrategies in a variety of settings usingmultiple levels and types of text. It is athree-stage process focused on directinstruction, application, and reflection.

The Guided Comprehension Modelprogresses from explicit teaching toindependent practice and transfer.


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Monitoring involves asking, "Does this make sense?" and clarifyingby adapting strategic processes to accommodate the response.

INSERT (i.e.: Interactive Notation System to Effective Readingand Thinking) provides students with opportunities for reflection.Students make connections between prior knowledge and textcontent.

Current studies demonstrate that when students experienceexplicit instruction of comprehension strategies, it improves theircomprehension of new texts and topics (Hiebert et al., 1998).

Hiebert, E.H., Pearson, P.D., Taylor, B.M., Richardson, V., & Paris, S.G. (1998). Every child a reader.Ann Arbor, MI:Center for the Improvement of Early Reading Achievement (CIERA).


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THE LESSON

Teacher Preparation

Familiarize yourself with the INSERT technique andsymbols using the INSERT poster.

Access, read, and become familiar with the article, ISaw Anne Frank Dieby Holocaust Survivor, IrmaMenkel. Anticipate places in the passage where youcan use the INSERT symbols.
http://d/INSERT%20presentation/INSERT.dochttp://d/INSERT%20presentation/INSERT.dochttp://d/INSERT%20presentation/I%20Saw%20Anne%20Frank%20Die.dochttp://d/INSERT%20presentation/I%20Saw%20Anne%20Frank%20Die.dochttp://d/INSERT%20presentation/I%20Saw%20Anne%20Frank%20Die.dochttp://d/INSERT%20presentation/I%20Saw%20Anne%20Frank%20Die.dochttp://d/INSERT%20presentation/I%20Saw%20Anne%20Frank%20Die.dochttp://d/INSERT%20presentation/I%20Saw%20Anne%20Frank%20Die.dochttp://d/INSERT%20presentation/I%20Saw%20Anne%20Frank%20Die.dochttp://d/INSERT%20presentation/INSERT.doc


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THE LESSON

Teacher Preparation

Make individual copies of the articles for the

student, as well as an overhead transparency.

Copy the INSERT poster for each student andrecreate it on chart paper or as an overhead

transparency.


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The Lesson(continued)

Student Instruction and Activities

Objective:Today we will utilize the comprehension strategy,INSERT, in order to recognize its importance inhelping us better understand what we read.

1. Explain the strategy.Ask students if they have ever beenreading something and realize they have no understanding ofwhat they just read. Explain that you are going to teach them astrategy to help them monitortheir reading and betterunderstand texts.


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Display the INSERTposter and distribute individual copies tostudents as well. Show students each of the symbols and discusswhat each symbol represents. Explain how students can write the

symbols in the margins of a text or next to a word to symbolizetheir thinking during the reading. Also emphasize that beforereading, students should think about what they already knowabout the topic. That way, they will be able to mark the sectionsthat confirm or refute what they thought.

(Note: You may want to have students practice writing each of the symbols anddiscuss why each one was chosen to represent the particular thought process. Forexample: Explain why a +would represent something that they did not previouslyknow.)


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2. Demonstrate the strategy.Display the article (either on anoverhead or on chart paper). Ask them to watch and listen as you readthe first paragraph and mark it with the INSERT symbols. Model the

process for students. Make sure that you "think aloud" so thatstudents can witness the entire thought process. You may also want torefer back to the INSERT poster to reinforce the meanings of thesymbols.

Continue reading the article. Stop after a few sentences in the nextparagraph and have students aid in marking the appropriate INSERTsymbols in the margin or next to the words in the article, and discusstheir reasoning for adding those symbols.


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3. Guide students to apply the strategy.Ask students to beginby taking a minute to think about the things they already knowabout Anne Frank, World War II, Concentration Camps, etc Youmay want to write their thoughts down on chart paper or justdiscuss them aloud. Review the INSERT symbols again withstudents. Hand out the article for the students and read thefirst paragraph or two of the passage together again. Have thestudents mark the margins or text with the INSERT symbolsusing their own connections.


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4. Practice in small groups.Divide students intogroups of two or three. Ask them to work togetherto read the next few paragraphs of the article. Askstudents to, individually, mark the INSERT symbols

after the conclusion of each paragraph (encourage asecond reading of the paragraph silently as theyINSERT). Small groups should then discuss theirsymbol inserts.


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5. Practice individually.Stop students afterreading a few paragraphs together, and have themcomplete the article reading and INSERT for the

remainder of the article on their own. Bring theclass back together and discuss the articlethrough the use of the symbols.


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Reflect.Gather students as a whole class to discuss howusing the INSERT technique helped them monitor theirthinking. Was it easier to understand the passage usingthe INSERT symbols than if they had just read thepassage silently?

(NOTE: This lesson is intended as an introduction to the monitoring strategy. Withcontinued practice, students should be able to apply the monitoring and INSERTstrategy independently to other texts.)


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Teaching

Key Word and Boolean Searches

Students develop Research Questions:

What happened to people in Concentration

Camps?

How many Jews were in hiding?

What was it like in Auschwitz?

Did America help the Jewish people?

What happened to Otto Frank?


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Teaching

Key Word and Boolean Searches

Students Brainstorm a list of keywords fromtheir research questions

Students learn linking strategies for AND, OR

and NOT (but for this exercise, focus stayedwith AND)

Students create Boolean search

Students search using both keywords andBoolean phrases to find article

..\Research Skills\Boolean Searching.doc
http://localhost/var/www/apps/conversion/tmp/Research%20Skills/Boolean%20Searching.dochttp://localhost/var/www/apps/conversion/tmp/Research%20Skills/Boolean%20Searching.dochttp://localhost/var/www/apps/conversion/tmp/Research%20Skills/Boolean%20Searching.dochttp://localhost/var/www/apps/conversion/tmp/Research%20Skills/Boolean%20Searching.dochttp://localhost/var/www/apps/conversion/tmp/Research%20Skills/Boolean%20Searching.dochttp://localhost/var/www/apps/conversion/tmp/Research%20Skills/Boolean%20Searching.doc


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Navigating SIRS

Subject Searches and Keyword/Natural

Language Searches

Advanced Search Function

Article Sources

Selecting an Article


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Evaluation


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Student Assessment Reflections Assessment can be done informally through anecdotal notes and

observations.

Students' understanding of the INSERT technique can be assessedusing I Saw Anne Frank Die article coded with the INSERT symbols

Did students accurately use the INSERT coding symbols?

Did they make valid reactions and connections to texts?

You can also ask students to reflect in their comprehensionjournals/exit tickets about monitoring and their experience using theINSERT technique.

How does using the INSERT technique help you monitor your thinkingas you read?

How do you think you will use the INSERT technique in the future?


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Student Assessment Reflections

Which was more effective:

Keyword searching or

Boolean searching?

How do you think you can

apply keywords andBoolean searches

Did students select an

article that would increase

their understanding of their

topic?


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Final Thoughts Students enjoyed using symbols to aid in comprehension

- ? + Students enjoyed using the computers to find articles of their own

interests. Students felt empowered by their understanding of search

strategies.

Students loved designing their tiles based on theirnewly gained and/or confirmed knowledge fromtheir selected articles.


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Tile Picture


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Tile Footage

Teacher-Librarian Partnership Final.ppt

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Transcript of Teacher-Librarian Partnership Final.ppt