dr. marinak presentation penn state york
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TRANSCRIPT
Barbara A. Marinak, PhDMount St. Mary’s University
The Rest of the Story…
Informational Text in the Age of the
Common Core State Standards
Quiz Time!!
#1
Spiders can tune their webs.
#2
The bones of an African slave hung in a
Connecticut museum for more than 80 years.
+3
The Pacific Northwest Tree Octopus is endangered due
to logging.
+4
A “gel” developed for a dolphin is now widely used
to ease the pain of prosthetic limbs.
+5
Curiosity, the Mars rover, tweets.
#1
Spiders can tune their webs.
TRUE
Spiders can tighten or loosen their silk strands to alter the way each
string resonates.
#2The bones of an African American slave hung in a
Connecticut museum for 80 years.
TRUE
The bones of Fortune hung in the Mattatuck Museum in Waterbury,
CT from 1933 to 2013.
+3
The Pacific Northwest Tree Octopus is endangered due
to logging.
FALSE
+4A “gel” developed for a dolphin is
now widely used to ease the pain of prosthetic limbs.
TRUE
Winter's Gel, developed for the dolphin Winter, is a soft rubbery sock material that reduces the
pain and skin friction of prosthetics.
+5
Curiosity, the Mars rover, tweets.
TRUE
Runnin' Down a Dream: I'm healthy & heading West. Latest pics from travels
on Mars.
May 30
Curiosity Tweets“Mohawk Guy”
aka Bobak Ferdowsi NASA engineer and flight director
Mars Science Laboratory Curiosity Mission
Truth is often stranger…more compelling…more interesting than fiction!
Why Informational Text?
Four compelling reasons to teach with and about informational text include:
• gains in reading comprehension for both proficient and at-risk readers.
• growth in vocabulary and the ability to transfer knowledge to new learning demands.
• enhanced motivation to read. Motivation matters! Motivation will be included in the reauthorization of new federal legislation.
(Duke, 2000; Duke & Pearson, 2002; Hall, Sabey & McClellan, 2005; Williams, Hall, & Lauer, 2004)
Fourth Reason
CCSS• Refer to details and examples in a text
when explaining what the text says explicitly and when drawing inferences from the text.
• 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
• Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.
• 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
• Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
Informational Text Imperative
• Significantly increase the amount of informational text students access
• Increase the diversity of informational text---informational books, periodicals, newspapers, web content, videos, podcasts, etc.
• Select mentor texts that support multiple core standards
• Teach informational text using high impact methods
Rigor Imperative
• Increase amount and variety of text students consume- including independent reading
•Connect every book students read to at least 2 additional pieces of text
Rigor Imperative
• Reduce frontloading/pausing and increase searching, reading, and representing
• Rigor ≠ length
Teaching with Informational Text
• Text Structures versus Features
• Structure versus Strategy
• Graphic Organizers
• Questioning
• Increase Amount of Informational Reading
Text Features versus Text Structures
Text Features
• Features = Formatting
• Black and white space organization color, chapters, headings, subheading,
sidebars, questions, font, boldface, italics, color, TOC, glossary
• Can support or erode comprehension
Text StructuresA text structure is the manner in which major ideas
and supporting details are organized in an informational text. The content being presented and author’s purpose determine how the writer organizes the concepts and ideas.
• Enumeration
• Time Order
• Compare & Contrast*
• Problem Solution
• Cause & Effect
Text Structures
Authors of authentic informational text do not write to a particular structure. Text structures are instruction we overlay to
enhance comprehension.
Structure versus Strategy
Time Order Structure
Compare/Contrast Strategy
Structure versus Strategy
Time Order Structure
Compare/Contrast Strategy
Knowledge of ContentGraphic Organizers
• A small cadre of graphic organizers and/or text maps should be used carefully
• Should be discipline-specific
• Should always be purposeful…discussion, writing, etc.
• Text Map
Compare and Contrast
We can compare and contrast giraffes and Emperor penguins. Giraffes live in Africa but Emperor penguins live in Antarctica. Giraffes have live births. Emperor penguins lay eggs. Both giraffes and Emperor penguins have one baby at a time. Giraffes and Emperor penguins are similar in how they protect their young. These two animals place their babies in kindergartens.
Compare/Contrast Summary
Compare/Contrast
Giraffe Emperor Penguin
Supporting Details Attributes Supporting Details
Africa Live Antarctica
One Number of Babies One
Live Type of Birth Egg
Kindergarten Protection of Young Kindergarten
We can compare and contrast giraffes and Emperor penguins. Giraffes live in Africa but Emperor penguins live in Antarctica. Giraffes have live births. Emperor penguins lay eggs. Both giraffes and Emperor penguins have one baby at a time. Giraffes and Emperor penguins are similar in how they protect their young. These two animals place their babies in kindergartens.
Compare/Contrast Summary
Questioning
Questions???
Questions???
Learn More
Core +2
CoreFortune’s Bones
+2• http://www.fortunestory.org/fortune/wh
o.asp
http://www.huffingtonpost.com/2013/08/28/fortunes-bones-connecticut-funeral_n_3825367.html
Winter’s Tail
+2…or more!
• http://www.seewinter.com/winter/winters_story/winters-tails
• http://www.bing.com/videos/search?q=winter's+tail&FORM=VIRE8#view=detail&mid=F2A576C6458DFEA8C455F2A576C6458DFEA8C455
• http://www.hanger.com/prosthetics/experience/patientprofiles/winterthedolphin/Pages/WintersGel.aspx
The Adventures of Sojourner
+2
Multiple Sources
Nubs on Facebook
Teacher’s Reading Log
• Teacher’s Reading Log invites readers into your thinking about text. Maintaining a teacher’s reading log makes your metacognition public and allows you to model the wide variety of ways we respond to text.
Tornadoes by Seymour
Simon
This book is fascinating and frightening at the same time. I learned from Tornadoes that the United States has had two F5 tornadoes. One was in Missouri in 1925 and the other was in Texas in 1997. However, Tornadoes was published in 1999. I learned from weather.com that since 1999, the U.S. has had another F5 tornado. In 2011, an F5 tornado hit Joplin, Missouri.
Good teaching is forever being on the cutting edge of a child’s competence.
Jerome Bruner
Break Out SessionPossibilities
•+2
•Text Impression
•Q-Matrix
Text Impression
Antarctic
Text Impression
Antarctic
African
Text Impression
Antarctic
African
one
Text Impression
Antarctic
African
one
rookery
Text Impression
Antarctic
African
one
rookery
herd
• Group on land is a waddle or colony
• Nesting group is a rookery
• A group of babies is a crèche
• A group in the water is a raft
Text Impression
Antarctic
African
one
rookery
herd
kindergarten
Q-MatrixLiteral
1.What is?What are?
2.Where/When is?Where/When are?
3.Which is?Which are?
4.Who is?Who are?
5.Why is?Why are?
6.How is?How are?
7.What do?What does?What did?
8.Where/When do?Where/When does?Where/When did?
9. Which do?Which does?Which did?
10.Who do?Who does?Who did?
11.Why do?Why does?Why did?
12.How do?How does?How did?
Inferential
13.What can?
14.Where/When can?
15.Which can?
16.Who can?
17. Why can?Why can’t?
18.How can?
19.What could?
20.Where/When would?
21.Which would?
22.Who would?
23.Why would?
24.How would?
Extended
25.What will?
26.Where/When will?
27. Which will?
28.Who will?
29.Why will?
30.How will?
31.What might?
32.Where/When might?
33.Which might?
34.Who might?
35. Why might?
36.How might?
Q-Matrix
TEXT + me = literal (stems 1-12)
Text + Me = inferential (stems 13-24)
text + ME = extended (stems 25-36)
Q-Matrix
Literal
1.What is?What are?
2.Where/When is?Where/When are?
3.Which is?Which are?
4.Who is?Who are?
5.Why is?Why are?
6.How is?How are?
7.What do?What does?What did?
8.Where/When do?Where/When does?Where/When did?
9. Which do?Which does?Which did?
10.Who do?Who does?Who did?
11.Why do?Why does?Why did?
12.How do?How does?How did?
Q-Matrix
Inferential
13.What can?
14.Where/When can?
15.Which can?
16.Who can?
17. Why can?Why can’t?
18.How can?
19.What could?
20.Where/When would?
21.Which would?
22.Who would?
23.Why would?
24.How would?
Q-Matrix
Extended
25.What will?
26.Where/When will?
27. Which will?
28.Who will?
29.Why will?
30.How will?
31.What might?
32.Where/When might?
33.Which might?
34.Who might?
35. Why might?
36.How might?
TEXT + me = literal
• How long do penguin chicks stay in a kindergarten?
• How old is a giraffe calf when it enters a kindergarten?
Text + Me = inferential
• When would penguins and giraffes form kindergartens?
text + ME = extended
• Giraffes and penguins use kindergartens to protect their young. What might other animals do to protect their babies?