Integrating Information from Multiple Sources Day 3, Session 1

1
Integrating Information from Multiple
SourcesDay 3, Session 1
2
EEA Summer 2012 ELA Outcomes
Participants will

• examine and apply the Maryland CCSC resources
• text complexity lesson alignment
• CMS
• UDL, Learning Links
• analyze the instructional shifts inherent in the
  CCSS
• increased rigor
• integration of the English language arts strands
• balance of informational and literary texts
• close analytic reading
• writing instruction
• short, focused research projects comparison and
  synthesis of ideas
• develop an understanding of current PARCC
  information
• assessments
• supports

3
Session Outcomes

• Participants will
• examine CCSS scaffolds for integrating and
  synthesizing information
• develop a performance task using multiple sources

4
Using Multiple Sources

• As elementary teachers, we are moving our
  students toward the ability to research both
  print and digital sources to answer a question or
  solve a problem efficiently.

5
Common Core State Standards

• 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.

6
Common Core State Standards

• 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.
• RI.4.9. Integrate information from two texts on
  the same topic in order to write or speak about
  the subject knowledgeably.

7
Common Core State Standards

• 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.
• RI.4.9. Integrate information from two texts on
  the same topic in order to write or speak about
  the subject knowledgeably.
• W.4.7. Conduct short research projects that build
  knowledge through investigation of different
  aspects of a topic.

8
Common Core State Standards

• 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.
• RI.4.9. Integrate information from two texts on
  the same topic in order to write or speak about
  the subject knowledgeably.
• W.4.7. Conduct short research projects that build
  knowledge through investigation of different
  aspects of a topic.
• W.4.8. Recall information from experiences or
  gather relevant information from print and
  digital sources take notes and categorize
  information, and provide a list of sources.

9
Common Core State Standards

• 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.
• RI.4.9. Integrate information from two texts on
  the same topic in order to write or speak about
  the subject knowledgeably.
• W.4.7. Conduct short research projects that build
  knowledge through investigation of different
  aspects of a topic.
• W.4.8. Recall information from experiences or
  gather relevant information from print and
  digital sources take notes and categorize
  information, and provide a list of sources.

10
Evidence from Multiple Sources

• Take a post-it
• What are some sources used at the elementary
  level?
• Jot for 30 seconds

11
Evidence from Multiple Sources

• Print
• Text Primary Secondary Sources
• Digital Texts
• Non-print
• Video, Film Clips
• Photographs, Pictures, Paintings, Digital Images
• Websites

12
Common Core Instructional Shifts for ELA/Literacy
Building knowledge through content-rich
nonfiction and informational texts Reading
and writing grounded in evidence from
text Regular practice with complex text and its
academic vocabulary
13
Reading Complex Texts
Students build and present knowledge through
research and the integration, comparison, and
synthesis of ideas.
14
Integration and Synthesis of Ideas

• B. Google It!

• A. Turn and Talk!

15
Synthesis of Ideas

• Readers use the meaning developed through the
  analysis of particular words, phrases, sentences
  and paragraphs to elaborate on the connections
  among ideas across multiple texts.

PARCC Model Content Frameworks for ELA/Literacy
16
Synthesis of Ideas

• Comparison and synthesis of ideas across
  multiple texts allow students to thoroughly
  demonstrate reading comprehension as defined by
  the entirety of the reading standards.

PARCC Model Content Frameworks for ELA/Literacy
17
Standard 10 Range, Quality, and Complexity
Within a grade level, there should be an adequate
number of titles on a single topic that would
allow children to study that topic for a
sustained period.
18
Early Grades

• Children in the early grades (particularly
  Pre-K2) should participate in rich, structured
  conversations with an adult in response to the
  written texts that are read aloud, orally
  comparing and contrasting as well as analyzing
  and synthesizing, in the manner called for by the
  Standards.

19
How Does the CCSS Scaffold in Elementary School
Integration of Knowledge and Ideas RI9
20
How Does the CCSS Scaffold in Elementary School
Integration of Knowledge and Ideas RI9
21
Instructional Implications

• Gathering, categorizing, and integrating
  knowledge about one topic from several different
  sources
• Interpreting and applying information that is
  presented in different modes
• Conducting research projects and preparing
  written and oral presentations on the researched
  topic

22
Group Activity The Cake Boss
Source
Source Anchor Text
Source
Source
Performance Task
23

• Build a Healthy Plate
• Before you eat, think about what goes on your
  plate or in your cup or bowl. Foods like
  vegetables, fruits, whole grains, low-fat dairy
  products, and lean protein foods contain the
  nutrients you need without too many calories.
• Try some of these options
• Make half your plate fruits and vegetables.
• Eat red, orange, and dark-green vegetables, such
  as tomatoes, sweet potatoes, and broccoli, in
  main and side dishes.
• Eat fruit, vegetables, or unsalted nuts as
  snacksthey are natures original fast foods.
• Switch to skim or 1 milk.
• They have the same amount of calcium and other
  essential nutrients as whole milk, but less fat
  and calories.
• Try calcium-fortified soy products as an
  alternative to dairy foods.
• Make at least half your grains whole.
• Choose 100 whole-grain cereals, breads,
  crackers, rice, and pasta.
• Check the ingredients list on food packages to
  find whole-grain foods.
• Vary your protein food choices.
• Twice a week, make seafood the protein on your
  plate.
• Eat beans, which are a natural source of fiber
  and protein.
• Keep meat and poultry portions small and lean.

24
(No Transcript)
25
3
26
(No Transcript)
27
(No Transcript)
28
Talking Food Pyramid (Nourishinteractive.com)

• http//www.nourishinteractive.com/kids/healthy-gam
  es/13-interactive-food-pyramid-five-food-groups

29
Talking My Plate

• http//www.nourishinteractive.com/kids/healthy-gam
  es/24-my-plate-usda-five-food-groups-healthy-messa
  ges

30
Building Text Complexity

• http//www.choosemyplate.gov/food-groups/downloads
  /resource/MyPyramidBrochurebyIFIC.pdf

31
Group Reports

• Identify the sources of information
• Describe a performance task that would require a
  synthesis of ideas

32
Group Discussion

• What facts and details would you expect all
  students to include?