TAKE NOTE! WSRA 2014 Aimee Buckner, 2014 [email protected] CCSS Standards Reading Informa1onal Texts (4th Grade) CCSS: Reading Informa1onal Texts Note: The first standard is quite literal asking students to be able to read within the ‘four corners’ of the text. It’s looking for literal understanding. Standard 1 is the base on which the other standards build towards standard 10 referring to text complexity. ALL the standards (1-­‐9) build up to this last one. This is true at each grade level. Key Ideas and Details -­‐ 
Ask and answer ques1ons based on the text -­‐ 
Refer to details and examples from the text when explaining and/or inferring -­‐ 
Iden1fy main idea / Summarize events -­‐ 
Explain events, ideas, or concepts including what happened and why CraL and Structure -­‐ 
Determine the meaning of general academic and domain specific words and/or phrases -­‐ 
Describe the overall structure (cause/effect; problem/solu1on; comparison, etc) -­‐ 
Compare and contrast different accounts – including first hand and second hand accounts Integra1on of Knowledge -­‐ 
Interpret informa1on given visually (text features) or quan1ta1vely (sta1s1cs) and how the informa1on helps the reader’s overall understanding. -­‐ 
Explain how an author uses reasons and evidence to support points in a text -­‐ 
Integrate knowledge from two or more sources on the same topic to write or speak about the subject knowledgeably. (RESEARCH) Range of Reading and Text Level Complexity By the end of year, read and comprehend informa1onal texts, including history/social studies, science, and technical texts, in the grades text complexity band proficiently, with scaffolding as needed at the high end of the range. Teaching the NF Reading Stance •  It’s not about personal response or just reading for informaXon. •  It’s a highly analyXcal mode of reading. •  Can’t be stop and go reading – stop and jot a fact kind of note taking. •  Emphasis is synthesis, evaluaXon and comparing texts •  Think: How do our kids read NF now? •  What is the next move to help them meet a parXcular standard? CCSS Standards Wri1ng and Language (Focused on NF) Text Types and Purposes CCSS: Informa1onal Standards for Wri1ng and Language -­‐ 
-­‐ 
Opinion / Argument Expository / InformaXonal Produc1on and Distribu1on of Wri1ng Produce clear, coherent wriXng appropriate for task and audience Strengthen wriXng with the wriXng process including planning, revision and ediXng -­‐ 
Use technology Research to Build and Present Knowledge -­‐ 
-­‐ 
Conduct SHORT – as well as sustained – research projects Gather relevant informaXon from mulXple print and digital resources while avoiding plagiarism -­‐ 
Be able to quote/cite evidence from informaXonal texts to support analysis, reflecXon, and research. Range of Wri1ng -­‐ 
-­‐ 
-­‐ Write rouXnely over longer Xme frames (to include Xme for research, reflecXon and revision) and shorter Xme frames to accomplish a variety of tasks. Conven1ons of Standard English -­‐ Demonstrate command of convenXons for standard English grammar, usage, mechanics and spelling Knowledge of Language -­‐ Apply knowledge of language to make effecXve choices for meaning or style A closer look at RESEARCH TO BUILD AND PRESENT KNOWLEDGE -­‐  Conduct SHORT – as well as sustained – research projects -­‐  Gather relevant informaXon from mulXple print and digital resources while avoiding plagiarism -­‐  Be able to quote/cite evidence from informaXonal texts to support analysis, reflecXon, and research. (1,2,3,10) (1,2,3,4, 7,8,10) (3,5,6,8,10) (1,2,4,5,10
) Charts for Non-­‐Fic1on Readers Similar to ficXon but geared towards informaXonal texts. Organiza1onal Structures Text Structure / Organization Chronological or Sequence •  These are some of the more common pajerns students will come across in their reading. There are many more. •  It’s helpful for students to have cues – other than the main idea – to determine the organizaXon of a text. Cause / Effect •  If students are aware of the text structure it affects how they take notes. Compare and Contrast Problem /
Solution What it looks like: Cue words Facts or events are presented in order of occurrence. This can be organized by time or by steps in a process. First, Second, Third… Then, next, before, after, last, @inally… Where to ;ind it… history books, biographies, diaries/
journals Snow%lake Bently (Jacqueline Martin) Presents If, so Thank You, information to So that Sarah! The help the reader Because Woman Who understand Since Saved what caused an In order to Thanksgiving. event to occur. (Laurie Halse Anderson) Tornados (Seymour Simon) Presents The same as, Who Would information by Unlike, alike, Win? Series similarities Compared to, (Jerry Pollata) and/or Resembles, yet, I am the Dog. I differences but… am the Cat. among people, (Donald Hall) concepts, events, etc. Information is Problem, A River Ran presented to solution, Wild by Lynne demonstrate a because, since, Cherry problem an its so that solution. 6KLSZUHFNHG_7,0()RU.LGV
6KLSZUHFNHG
$VWRU\RIEUDYHPHQZKRVXUYLYHGDJDLQVWDOORGGVLQ$QWDUFWLFD
-$1_%\7).6WDII
:KHQ(UQHVW6KDFNOHWRQSDFNHGIRUKLVWULSWR$QWDUFWLFDLQ-XO\KH
VHHPHGUHDG\IRUDQ\WKLQJ$PRQJWKHLWHPVKHDQGKLVFUHZVWRZHGLQKLVVKLS
ZHUHFDQVRIPHDWDPLQLDWXUHSRROWDEOHDEDQMRODQWHUQVDELF\FOHDQG
VRFFHUEDOOV6KDFNOHWRQKRSHGWREHFRPHWKHILUVWSHUVRQWRWUDYHODFURVVWKH
IUR]HQFRQWLQHQWDWWKHERWWRPRIWKHZRUOG
%XWQRWKLQJFRXOGKDYHSUHSDUHG6KDFNOHWRQRUKLVFUHZIRUZKDWGLGKDSSHQ
,QVWHDGRIFURVVLQJ$QWDUFWLFDWKH\PDGHKLVWRU\LQRQHRIWKHPRVWLQFUHGLEOH
VXUYLYDOVWRULHVHYHU
6WXFNLQ0LOHVRI,FH
7,0(/,)(3,&785(6*(77<,0$*(6
([SORUHU(UQHVW6KDFNOHWRQ
VVKLS66(QGXUDQFHLVWUDSSHGE\LFHLQWKH:HGGHOO6HDGXULQJKLVVHFRQG
H[SHGLWLRQWRWKH$QWDUFWLFLQWKLVSKRWRIURP
6KDFNOHWRQZDVDOUHDG\IDPRXVZKHQKH
SUHSDUHGIRUWKHWULS,QKHKDG
FRPHZLWKLQPLOHVRIWKH6RXWK3ROHEXW
KDGWXUQHGEDFNEHFDXVHRIEDGZHDWKHU
%\KHZDVHDJHUIRUDQRWKHUDGYHQWXUH1HDUO\SHRSOHYROXQWHHUHGWRJRZLWKKLP6KDFNOHWRQFKRVH
DFUHZRIVDLORUVDQGVFLHQWLVWVSOXVDSKRWRJUDSKHU)UDQN+XUOH\2QWKHZD\WR$QWDUFWLFD6KDFNOHWRQ
SLFNHGXSDWOHDVWVOHGGRJVWRSXOOWKHH[SORUHUVRQWKHORQJWUHNDFURVVODQG
6KDFNOHWRQ¶VODVWVWRSEHIRUHKHDGLQJIRU$QWDUFWLFDZDVDZKDOLQJVWDWLRQRQ6RXWK*HRUJLD,VODQG1RUZHJLDQ
ZKDOHUVWROGWKHFUHZWKDWLWZDV³DEDG\HDUIRULFH´
*(77<,0$*(6
0HPEHUVRIWKHH[SHGLWLRQWHDPOHGE\6KDFNOHWRQ
SXOODERDWDFURVVWKHVQRZLQWKH$QWDUFWLFLQ
7KH\ZHUHULJKW8SRQHQWHULQJWKH:HGGHOO6HD6KDFNOHWRQZDVIRUFHGWR]LJ]DJWKURXJKGDQJHURXVLFHVKHHWVVRPHWLPHVSDVVLQJPRUHWKDQ
LFHEHUJVDGD\2Q-DQXDU\WKHLFHFORVHGDURXQGWKHVKLS,WZDVVWXFNDVRQHVDLORUSXWLW³OLNHDQDOPRQGLQWKHPLGGOHRIDFKRFRODWH
EDU´
$OWKRXJKKHZDVOHVVWKDQPLOHVIURP$QWDUFWLFD6KDFNOHWRQVRRQUHDOL]HGKHFRXOGQRWSRVVLEO\FURVVWKHFRQWLQHQW
WKDWZLQWHU7KHFUHZZRXOGMXVWKDYHWRZDLW
)LJKWLQJ%RUHGRPDQG&ROG
$VWKHVKLSVORZO\GULIWHGZLWKWKHLFHWKHVDLORUVSOD\HGFDUGVOLVWHQHGWRUHFRUGVKHOGVLQJLQJFRQWHVWVRUJRWVLOO\
KDLUFXWV2QWKHVQRZRXWVLGHWKHPHQEXLOWIDQF\³GRJORRV´ZLWKSRUFKHVDQGGRPHV6RPHHYHQVOHSWZLWKWKHGRJVIRU
ZDUPWK0HDQZKLOH+XUOH\NHSWEXV\WDNLQJSKRWRV+HRIWHQEUDYHGWKHFROGZKLOHRWKHUVVWD\HGLQVLGH
7KHVKLSZDVORFNHGLQLFHIRUPRQWKV%\2FWREHUWKHLFHZDVFUXVKLQJLWVWKLFNZRRGHQZDOOV³,WZDVD
VLFNHQLQJVHQVDWLRQ´6KDFNOHWRQZURWHLQKLVGLDU\+HRUGHUHGWKHFUHZWROHDYH7KH\JUDEEHGZKDWWKH\FRXOG
LQFOXGLQJRI+XUOH\¶VSUHFLRXVSKRWRV
&25%,6
3KRWRJUDSKHU)UDQN+XUOH\OHIWDQG
(UQHVW6KDFNOHWRQVLWLQIURQWRIDWHQW
RQWKHLFHIORHDIWHUOHDYLQJWKHLUVKLS
LQWKH:HGGHOO6HD
$+HURLF5HVFXH
7KHVDLORUVVWUXJJOHGWRUHDFKODQGRQWKUHHOLIHERDWVWKH\GUDJJHGDFURVVLFHDQGURZHGWKURXJKIULJLGZDWHUV7KH\
VKLYHUHGLQWKHLUWKLQFRDWVZKLFKRIWHQIUR]HVROLG$WWLPHVWKH\KDGWRFUDZOWKURXJKVOXVKWRDYRLGVLQNLQJ:KLOHNLOOHU
ZKDOHVVZDPDURXQGWKHP6KDFNOHWRQDQGKLVPHQDWHSHQJXLQDQGEXUQHGVHDOEOXEEHUIRUIXHO6DGO\ZKHQWKH\UDQRXWRIIRRGIRUWKHGRJVWKH
FUHZKDGWRVKRRWWKHP
(YHQWXDOO\WKHFUHZODQGHGRQ(OHSKDQW,VODQG%XWLWZDVGHVHUWHG6R6KDFNOHWRQEUDYHO\VHWRXWDJDLQZLWKILYH
RIKLVVWURQJHVWPHQ7KH\VDLOHGDQGURZHGPLOHVLQDWLQ\ERDWEDWWOLQJKLJKZDYHVZLQGVDQGVHYHUH
WKLUVW)LQDOO\WKH\ODQGHGDW6RXWK*HRUJLD,VODQGZKHUHWKH\DOPRVWGLHGFOLPELQJMDJJHGSHDNVIRUWKUHHGD\V
EHIRUHUHDFKLQJWKHZKDOLQJVWDWLRQ³7KHWKRXJKWRIWKRVHIHOORZVRQ(OHSKDQW,VODQGNHSWXVJRLQJ´VDLG
6KDFNOHWRQ
)RXUPRQWKVDIWHU6KDFNOHWRQVDLOHGDZD\RQHRIWKHPHQRQ(OHSKDQW,VODQGVSRWWHGDVKLSRIIVKRUH:KHQLW
FDPHFORVHUWKHFUHZUHFRJQL]HG6KDFNOHWRQ7KH\EHJDQWRODXJKDQGKXJ7KH\ZHUHUHVFXHG
7RWKHZRUOG¶VDPD]HPHQWDOOPHPEHUVRIWKH(QGXUDQFHH[SHGLWLRQDUULYHGKRPHVDIHO\+RZ"0DQ\VD\LWLV
EHFDXVH6KDFNOHWRQZDVDWUXHKHUR$VWKHH[SORUHUVDLG,I\RX
UHDOHDGHU\RX
YHJRWWRNHHSJRLQJ
$GDSWHGIURPDVWRU\WKDWRULJLQDOO\UDQLQ7,0()25.,'61RYHPEHU
KWWSZZZWLPHIRUNLGVFRPQRGHSULQW
&25%,6
$FUHZPHPEHUFDUULHVDER[ZKLOHXQORDGLQJWKH
(QGXUDQFHLQ7KHVKLSZDVHYHQWXDOO\
FUXVKHGE\WKHLFHDIWHULWZDVDEDQGRQHG
6ROXWLRQ7R&KLQD
V$LU3ROOXWLRQ3UREOHP"5RRI6SULQNOHUV&RXOG&OHDQ$WPRVSKHUH/LNH¶:DWHULQJ$*DUGHQ·
³7KHSODQDLPVWRFXW&KLQD
VWRWDOFRDOFRQVXPSWLRQWREHORZSHUFHQWRILWVWRWDOSULPDU\HQHUJ\XVHE\ZKLFKLVSDUWRI
WKHFRXQWU\
VHIIRUWVWRDFFHOHUDWHDGMXVWLQJLWVHQHUJ\VWUXFWXUHDQGLQFUHDVHFOHDQHQHUJ\VXSSO\´PHGLDUHSRUWHGLQ6HSWHPEHU
$PRQJWKHJRYHUQPHQW¶VJRDOVDUHLPSURYLQJWKHTXDOLW\RIIXHORLOFOHDULQJKHDY\SROOXWLQJYHKLFOHVIURPWKHURDGVOLPLWLQJWKH
FRQVWUXFWLRQRIQHZFRDOILUHGSRZHUSODQWVDQGVHWWLQJQHZHPLVVLRQVUHJXODWLRQVIRUWKHRQHVDOUHDG\RSHUDWLQJ
9LGHRV<RX0D\/LNH
%ULWLVK&RXSOHV3URYH$1LJKW$ZD\,QFUHDVHV%«
,%7%L]X
6PDUW%UD
2QO\8QKRRNVIRU7UXH/RYH
,%7%L]X
:K\(YHU\RQH1HHGV7R)LOO,Q7LPHVKHHWV
,%7%L]X
<RXU5XQQ\1RVHDQG&RQVWDQW6QHH]LQJ$6XP«
,%7%L]X
E\7DERROD
RecomposiXon The act of recomposing informaXon in a different format so as to demonstrate understanding without plagiarism. (Standards 1, 2, 3, 4, 5,6, 7, 8, 9*) “Funky Fruit” Excerpt from “Far-­‐Out Foods,” by Diane Wedner NGE, November 2010 FUNKY FRUIT Maybe bugs don’t make your mouth water. Fruit is good, though, right? You might think that unXl you take a whiff of durian fruit. This fragrant fruit grows in Southeast Asia. To many people, its scent is anything but fruity. Durian is famous for its sXnk! Durian grows as big as your head. The ripe fruit drops from a tree like a bowling ball. Watch out! It’s covered in spikes. You need a sharp knife and thick gloves to open it. Why bother? If you can get past the smell, many people think durian is yummy. The roasted seeds taste like almonds. Some say the fruit tastes like vanilla. Others say it’s more like a mix of strawberry and garlic. Like insects, durian is plenXful – and good for you. It’s high in fiber. That helps you digest your food. Its carbohydrates give you a real energy boost, too. Your body turns carbohydrates into a kind of sugar called glucose. What’s the best way to serve durian? Try pie, Davis recommends. (movie) CCSS.ELA-­‐Literacy.W.4.2 Write informaXve/explanatory texts to examine a topic and convey ideas and informaXon clearly A.  Introduce a topic clearly and group related informaXon in paragraphs and secXons; include formarng (e.g., headings), illustraXons, and mulXmedia when useful to aiding comprehension. B.  Develop the topic with facts, definiXons, concrete details, quotaXons, or other informaXon and examples related to the topic. C. Link ideas within categories of informaXon using words and phrases (e.g., another, for example, also, because). D. Use precise language and domain-­‐specific vocabulary to inform about or explain the topic. E. Provide a concluding statement or secXon related to the informaXon or explanaXon presented.