transcript
- Slide 1
- Jeanne Swafford Logan McKnight University of North Carolina -
Wilmington Presentation at the 2013 International Reading
Association Conference, April 20, 2013, San Antonio, TX 1
- Slide 2
- Goals 1. Share a sample of resources from our annotated
bibliography of award- winning informational picture books 2.
Demonstrate how a sample of the books can be used to address CCSS
3. Provide access to our resources and annotated bibliography
2
- Slide 3
- How do you find informational texts? 3
- Slide 4
- Where We Go First to Find Informational Books Orbis Pictus for
Outstanding Nonfiction Books (NCTE) Robert F. Sibert Informational
Book Award (ALA) Notable Social Studies Trade Books for Young
People (NCSS) Outstanding Science Trade Books for Young People
(NSTA) 4
- Slide 5
- Orbis Pictus Award, Sibert Award, Cook Prize (STEM),
Outstanding Science Trade Books (2012 winner) Balloons Over
Broadway The Story of the Puppeteer of Macys Parade by Melissa
Sweet (Houghton Mifflin) 5
- Slide 6
- Sibert, National Book finalist, Newbery Honor, YALSA ( 2013
winner) Bomb: The Race to Build and StealThe Worlds Most Dangerous
Weapon (2013 winner) by Steve Sheinkin (Flash Point) 6
- Slide 7
- Orbis Pictus, Sibert Honor, Notable Social Studies Trade Book
(2012) Ballet for Martha: Making Appalachian Spring by Jan
Greenberg & Sandra Jordan; Brian Floca (Flash Point) 7
- Slide 8
- Notable Social Studies Trade Books includes NCSS Standards
Ballet for Martha: Standards 1, 2, 3, 4, 5 1. Culture 2. Time,
Continuity, &Change 3. People, Places, & Environments 4.
Individual Development & Identity 5. Individuals, Groups, &
Institutions 8
- Slide 9
- Sibert Honor, Outstanding Science Trade Book, Boston Globe-Horn
Book Nonfiction Honor (2012) The Elephant Scientist (Scientists in
the Field Series) by Caitlin OConnell, Donna M. Johnson, &
Timothy Rodwell (Houghton Mifflin) 9
- Slide 10
- Outstanding Science Trade Books include NSTA Standards The
Elephant Scientist: Standards II, VII, VIII II. Science as Inquiry
VII. Science in Personal and Social VIII. History and Nature of
Science 10
- Slide 11
- What we know: We need to teach children how to read
informational texts with varying text structures visual
representations of information (maps, charts, photographs) Students
need to question the authenticity of texts (critical reading)
Students need to be engaged 11
- Slide 12
- Students need choices Learning engagements and texts must be
relevant to students lives Students engage in multiple forms of
literacy outside of school Individuals need to use multiple texts
(not just print texts) to learn 12
- Slide 13
- Logan McKnight April 20, 2013 International Reading
Associations 58 th Annual Convention
- Slide 14
- What is a text set? A text set is a collection of resources
from different genres, media and levels of reading difficulty that
are designed to be supportive of the learning of readers with a
range of experiences and interests. Focuses on a concept or topic
and may include multiple genres such as books, charts, maps,
informational pamphlets, poetry, songs, photographs, etc. Provides
multiple perspectives from which to view a topic
http://www.ed.sc.edu/raisse/pdf/handouts/iraGoodman.pdf
- Slide 15
- Inquiry through text sets Organize text sets based on questions
about the topic Cover general questions about the topic as well as
interdisciplinary considerations Students can help develop
questions Provides opportunities for inquiry study Can be guided to
come up with questions you already have in text set Also offers
opportunity for new questions you havent considered peers can teach
each other about discoveries based on new questions
- Slide 16
- Questions 1. Why are there endangered species? How does this
happen? 2. How do we know a species is endangered? 3. What species
are endangered? 4. What would it feel like to be a threatened or
endangered species? 5. Where are endangered species located? 6.
What can we do to help protect and conserve endangered
species?
- Slide 17
- Questions 1. How would a historian look at
conservation/endangered species? 2. How would an artist view
endangered species? How do you represent something youve never
seen? 3. How would a mathematician view endangered species? What
questions would they ask? What problems would they solve? 4. What
songs/sounds do we hear that we might not if the species went
extinct? 5. How are ecosystems affected when a species is
endangered or goes extinct? How do endangered and/or extinct
species affect us? 6. What local issues/stories are there involving
endangered species and/or conservation?
- Slide 18
- Common Core Connections CCSS.ELA-Literacy.RI.4.3 Explain
events, procedures, ideas, or concepts in a historical, scientific,
or technical text, including what happened and why, based on
specific information in the text. CCSS.ELA-Literacy.RI.4.3
CCSS.ELA-Literacy.RI.4.5 Describe the overall structure (e.g.,
chronology, comparison, cause/effect, problem/solution) of events,
ideas, concepts, or information in a text or part of a text.
CCSS.ELA-Literacy.RI.4.5 CCSS.ELA-Literacy.RI.4.7 Interpret
information presented visually, orally, or quantitatively (e.g., in
charts, graphs, diagrams, time lines, animations, or interactive
elements on Web pages) and explain how the information contributes
to an understanding of the text in which it appears.
CCSS.ELA-Literacy.RI.4.7
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- Common Core Connections CCSS.ELA-Literacy.RI.4.8 Explain how an
author uses reasons and evidence to support particular points in a
text. CCSS.ELA-Literacy.RI.4.8 CCSS.ELA-Literacy.RI.4.9 Integrate
information from two texts on the same topic in order to write or
speak about the subject knowledgeably. CCSS.ELA-Literacy.RI.4.9
CCSS.ELA-Literacy.RI.4.10 By the end of year, read and comprehend
informational texts, including history/social studies, science, and
technical texts, in the grades 45 text complexity band
proficiently, with scaffolding as needed at the high end of the
range. CCSS.ELA-Literacy.RI.4.10 19
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- Resource Highlights Can We Save the Tiger? (Jenkins, 2011)
Design a Habitat for the Black-Footed Ferret Interactive Map The
Price of Progress (CBS) Through Endangered Eyes (Dillon, 2009)
- Slide 21
- Can We Save the Tiger? CCSS.ELA-Literacy.RI.4.5
CCSS.ELA-Literacy.RI.4.5 Describe the overall structure (e.g.,
chronology, comparison, cause/effect, problem/ solution) of events,
ideas, concepts, or information in a text or part of a text.
- Slide 22
- Design a Habitat CCSS.ELA-Literacy.RI.4.7 Interpret information
presented visually, orally, or quantitatively (e.g., in charts,
graphs, diagrams, time lines, animations, or interactive elements
on Web pages) and explain how the information contributes to an
understanding of the text in which it appears.
CCSS.ELA-Literacy.RI.4.7 http://www.arkive.org/education/games/de
sign-a-habitat
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- Design a Habitat continued Information about why/how the
species became endangered.
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- Design a Habitat continued Students use information learned to
problem solve and create a suitable habitat for the ferrets.
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- Slide 26
- Map of Endangered Species
http://www.escapefoundation.org/about-escape-
foundation/a-world-of-endangered-species/
http://www.escapefoundation.org/about-escape-
foundation/a-world-of-endangered-species/
CCSS.ELA-Literacy.RI.4.3CCSS.ELA-Literacy.RI.4.3 Explain events,
procedures, ideas, or concepts in a historical, scientific, or
technical text, including what happened and why, based on specific
information in the text.
- Slide 27
- The Price of Progress
http://www.cbsnews.com/stories/2007/04/22/sunday/main2714 532.shtml
http://www.cbsnews.com/stories/2007/04/22/sunday/main2714 532.shtml
CCSS.ELA- Literacy.RI.4.8 CCSS.ELA- Literacy.RI.4.8 Explain how an
author uses reasons and evidence to support particular points in a
text.
- Slide 28
- NSTA Outstanding Science Trade Books (2013) Rachel Carson and
Her Book that Changed the World By Laurie Lawlor; Laura Beingessner
(Holiday House) Standards 28
- Slide 29
- Through Endangered Eyes: A Poetic Journey into the Wild
CCSS.ELA- Literacy.RI.4.9CCSS.ELA- Literacy.RI.4.9 Integrate
information from two texts on the same topic in order to write or
speak about the subject knowledgeably.
- Slide 30
- Why are there endangered species? How does this happen?
- Slide 31
- How do we know a species is endangered?
- Slide 32
- What species are endangered?
- Slide 33
- What would it feel like to be a threatened or endangered
species?
- Slide 34
- What can we do to help protect and conserve endangered
species?
- Slide 35
- How would an artist view endangered species? How do you
represent something youve never seen?
- Slide 36
- How are ecosystems affected when a species is endangered or
goes extinct? How do endangered and/or extinct species affect
us?
- Slide 37
- What we know: A variety of resources in a text set: Makes for a
well- rounded, in-depth study of a topic Offers multiple
perspectives and encourages students to ask questions and think
critically Encourages students to synthesize across multiple
sources to deepen understandings of a topic and to create new
understandings
- Slide 38
- For information: people.uncw.edu/swaffordj/ 38