Title: Integrating Information from Multiple Sources Day 3, Session 1
1 Integrating Information from Multiple
SourcesDay 3, Session 1
2EEA 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
3Session Outcomes
- Participants will
- examine CCSS scaffolds for integrating and
synthesizing information - develop a performance task using multiple sources
4Using 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.
5Common 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.
6Common 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.
7Common 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.
8Common 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.
9Common 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.
10Evidence from Multiple Sources
- Take a post-it
- What are some sources used at the elementary
level? - Jot for 30 seconds
11Evidence from Multiple Sources
- Print
- Text Primary Secondary Sources
- Digital Texts
- Non-print
- Video, Film Clips
- Photographs, Pictures, Paintings, Digital Images
- Websites
12Common 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
13Reading Complex Texts
Students build and present knowledge through
research and the integration, comparison, and
synthesis of ideas.
14Integration and Synthesis of Ideas
15Synthesis 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
16Synthesis 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
17Standard 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.
18Early 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.
19How Does the CCSS Scaffold in Elementary School
Integration of Knowledge and Ideas RI9
20How Does the CCSS Scaffold in Elementary School
Integration of Knowledge and Ideas RI9
21Instructional 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
22Group 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.
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28Talking Food Pyramid (Nourishinteractive.com)
- http//www.nourishinteractive.com/kids/healthy-gam
es/13-interactive-food-pyramid-five-food-groups
29Talking My Plate
- http//www.nourishinteractive.com/kids/healthy-gam
es/24-my-plate-usda-five-food-groups-healthy-messa
ges
30Building Text Complexity
- http//www.choosemyplate.gov/food-groups/downloads
/resource/MyPyramidBrochurebyIFIC.pdf
31Group Reports
- Identify the sources of information
- Describe a performance task that would require a
synthesis of ideas
32Group Discussion
- What facts and details would you expect all
students to include?