ShowWhatTheyKnowApril2013

“Show What They Know”

RILINK Professional Development Workshop April 24, 2013 Teacher-Librarian Nicole Galipeau, Guiteras Elementary School, Bristol, RI = = = = =// So What? //=
 * =// What? //=

=//** Why? **//=

= = =//** How? **//= |||| Visual of Ideas = Show What You Know "Data Visualization" Examples: bar graph, tally chart, pie chart, flow chart, pictograph, Venn diagram, fishbone diagram, timeline, T-chart, table, web, any visual __way to explain information, sometimes called an "infographic"__ Guided Inquiry: "Guided inquiry is based on extensive studies of the Information Search Process (ISP) in assigned research projects (Kuhlthau 1985, 2004). These studies clearly show that learning through research is more than simply collecting information. The ISP or inquiry process is complex and requires guidance, instruction, modeling, and coaching. The implementation of ISP depends on a flexible team of educators, including the school librarian who serves as the resource specialist, information literacy teacher, and collaborator."

Kuhlthau, Carol C. and Leslie K. Maniotes. "Building Guided Inquiry Teams for 21st-Century Learners." School Library Monthly. January 2010. Web 1<@http://www.schoollibrarymonthly.com/articles/kuhlthau&maniotes2010-v26n5p18.html

__ Kuhlthau, Carol C.and Leslie K. Maniotes, et al. Guided Inquiry: Learning in the 21st Century. Westport, CT: Libraries Unlimited, 2007. __

Common Core and Visual of Ideas

Standard 10: Range, Quality, and Complexity of Student Reading K-5Under Range of Text Types for K-5, under Informational Text://"...information displayed in graphs, charts, or maps; and digital sources on a range of topics"//

__Reading Standards for Informational Text K-5__

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 * A Humble Example ||
 * 1. Curriculum and Standards || Curriculum: Writing Calendar - Informational Writing
 * Text Features
 * "Question and Answer" books

Common Core Standards Write informative/explanatory texts to examine a topic and convey ideas and information clearly. Introduce a topic clearly, provide a general observation and focus, and group related information logically; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic. Link ideas within and across categories of information using words, phrases, and clauses (e.g., //in// //contrast//, //especially//). Use precise language and domain-specific vocabulary to inform about or explain the topic. Provide a concluding statement or section related to the information or explanation presented. ||
 * CCSS.ELA-Literacy.W.5.2
 * CCSS.ELA-Literacy.W.5.2a
 * CCSS.ELA-Literacy.W.5.2b
 * CCSS.ELA-Literacy.W.5.2c
 * CCSS.ELA-Literacy.W.5.2d
 * CCSS.ELA-Literacy.W.5.2e
 * 2. Teacher Collaboration || Instructional Partners: Grade 5 Classroom Teacher and Special Education Teacher

Teaching Resources

|| (with a focus on how and why they are used rather than identifying text features) (each responsible for creating and answering three questions; work as partners to complete the book and select at least three text features)
 * 3. Writing || Process:* Introduce students to "Question and Answer" books
 * Students analyze and discuss format of the books, including text features
 * Students discuss criteria to create their own informational book
 * Students assigned partners and then students select science topics
 * Students research their topics
 * Students write their books
 * Students swap, read and share their books ||
 * Student Work || [[file:Abridged Sampling of Weather Books created by Ms. Rowe's Class PP.pptx]]



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