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Engaging Students with Text Project

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Andie L.

on 28 May 2013

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Transcript of Engaging Students with Text Project

Andie B. Lichtman Engaging Students
with Text 1st: Eruption Mapping As an introductory activity to the unit, students will analyze USGS data of recent volcanic activity around the globe. Why Use a
Supplemental
Text? USC Rossier School of Education EDUC 505: Integrating Literacy in
Secondary Content Instruction Dr. Kimberly Ferrario May 19, 2013 Engaging Students
with Text Supplemental texts "have the potential to motivate students with intense involvement in a subject and the power to develop in-depth understanding" (Vacca, Vacca, & Mraz, 2011, pp. 355). A supplemental text can be: A newspaper article A video A podcast A book Comprehension Strategies Comprehension strategies are techniques to teach reading comprehension, e.g., summarizing, predicting, visualizing, inferring, etc. KWL Charts
SPQ3R
Concept Circles
Writing to Learn
Graphic Organizers Say, Mean, Matter
QAR
Think Aloud
Learning Logs
Admit & Exit Tickets I will present three supplemental texts to accompany the textbook being used in my observation classroom. These supplemental texts are intended to be used over a 2-4 week period and will vary in medium and difficulty. Each supplemented will be accompanied by:
A comprehension strategy to be used with the text.
A learning objective
A learning theory as a basis for the supplement
Common Core State Standards
Assessment of understanding Focus of Supplements:
1. Argument to explore
complex topics
2. Language of the discipline
3. Integration of visual information ... or any other medium of your choosing! Examples: Classroom Overview Subject: Physical Sciences
Grade: Eight
Textbook: Inside Earth
(Prentice Hall Science Explorer series) For this activity, the literacy strategy is inherent to the activity itself. By mapping out USGS data, they are creating a graphic organizer of the data - a graphic organizer that will reveal patterns in the data, leading to deeper learning and understanding than simply being presented with the map by the teacher. Literacy Strategy Rationale Difficulty:
This activity isn't particularly difficult. A review of latitude and longitude may be necessary, depending on students' background knowledge. The most challenging aspect of this activity will be asking students to come up with their own theories about why volcanoes erupt in the patterns that they observed on their maps. Eruption Mapping: Overview For this activity, students will work with a partner to analyze USGS data of recent volcanic activity.

After mapping out their data, students will be asked to identify patterns in the locations of these eruptions and come up with a hypothesis for why the eruptions are occurring in those areas.

Students will not be graded on correct answers, but instead, on their ability to support their answers with evidence from their observations. Common Core State Standards Integration of visual information to encourage student inquiry and understanding. Learning Outcome This activity employs social constructivism in encouraging the learners to interact socially and construct knowledge from their own experiences and discoveries. The students play an active role in their learning, rather than acting as recipients of knowledge from a teacher. Discussion http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf "Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table)" (Core Standards, pp. 62). Reading Standards for Literacy in Science and Technical Subjects 6-12; #7 2nd: Mars'
Volcanoes Video Students will watch a BBC documentary about extinct volcanoes on Mars.
Mars Volcanoes: Overview For this activity, students will watch a video about Mars' extinct volcanoes, and take Cornell notes - with an emphasis on vocabulary - while watching.

This video was chosen because questioning the volcanoes on Mars - and why they're no longer active - gives insight into the volcanoes here on our own planet.
3rd: Case Study In this final supplementary activity, students will research a populated area in close proximity to an active volcano. Students will then write action plans based on their findings, and debate an opposing team. Case Study: Overview For this activity, students will work with a partner to analyze a volcano with a significant population living nearby. 2 pairs of students will be assigned to each volcano, with one team arguing for the safety of living in the region, or against it.

The students will do research on the size and type of the volcano, its history, and the most recent eruptive activity. Based off of this information, students will make a case about the safety of living in the region.

Students will create an action plan to increase the safety of the population living near the volcano. Paired teams will debate their arguments in front of the class. Social Constructivism Students will take Cornell Notes to facilitate understanding while watching the video. Students will be asked to focus on key scientific vocabulary terms while watching.
Students will record these terms in the left-hand column. Familiar words will be written down in green marker, less-familiar/unclear terms will be written down in orange marker, and unknown terms will be recorded in red marker. This will help students to identify important scientific vocabulary, and which terms they need to look up or research further.
For homework, students will create a graphic organizer of their green, orange, and red words. Students will include definitions of orange and red words. Literacy Strategy Rationale This activity has a medium level of difficulty. Students will be required to pay careful attention to the video and identify words that they do not understand. However, the video should provide an engaging activity for students, and the subject matter - volcanoes on Mars - will pique students' interest and imagination Common Core State Standards Address the language
of the discipline Learning Outcome This activity employs information processing theory to engage students and facilitate learning.
1. The video itself will give students plenty of stimulating material to engage their minds. This material will be processed by students' sensory register.
2. By recording vocabulary terms in either green, orange, or red on the left side of their Cornell Notes page, this information will enter students' working memory.
3. Students will recall these words during their homework assignment. Creating a graphic organizer and finding definitions of words will facilitate the storage of this knowledge in students' long-term memory. Discussion http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf "Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions."
(Core Standards, pp. 62). Reading Standards for Literacy in Science and Technical Subjects 6-12; #2 Information Processing
Theory CCSS Alignment
This activity aligns with the CCSS of integrating quantitative information expressed in words with a visual expression of that data. Students will be given reports of recent volcanic activity. They will interpret that data into a quantifiable point on the globe, and mark it on a map. Analysis and mapping of several reports will produce a visual representation of the data. Why was this text chosen?
The text - in this case, a table of data - was chosen because the locations (and patterns in the locations) are significant to understanding many key principles behind volcanic activity on Earth. Allowing students to uncover these patterns on their own encourages higher orders of thinking and deeper understanding. For this activity, the literacy strategy is inherent to the activity itself. By mapping out USGS data, they are creating a graphic organizer of the data - a graphic organizer that will reveal patterns in the data, leading to deeper learning and understanding than simply being presented with the map by the teacher. Literacy Strategy Rationale Difficulty:
The articles prepared for students' research were selected to include several levels of difficulty for students. Some will give students a general overview, while others will present more complex ideas. Common Core State Standards Include the aspect of argument to convey intricate or multifaceted information Learning Outcome Cognitive constructivism posits that learning is an active process, and that learning should be meaningful and have relevance to the real world. This project necessitates that students actively and critically evaluate different texts, and then synthesize what they learn in the form of an argument-based project that has very real implications. Discussion http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf 1. Write arguments focused on discipline-specific content.
a. Introduce claim(s) about a topic or issue, acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant, accurate data and evidence that demonstrate an understanding of the topic or text, using credible sources.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence.
d. Establish and maintain a formal style.
e. Provide a concluding statement or section that follows from and supports the argument presented.
(Core Standards, pp. 64) Writing Standards for Literacy in Science and Technical Subjects 6-12; #1 Cognitive Constructivism CCSS Alignment
This activity aligns with the CCSS of having students write arguments about a specific topic. Namely, it focuses on students being able to consider multiple sources of information, to construct their own educated opinion, and to present that information in a persuasive and organized presentation. Why was this text chosen?
The articles prepared for students' research were chosen to give students current information from differing viewpoints. Textbooks are written to be straightforward and unbiased; these text will encourage students to consider the author, the source, and background information. They will also present conflicting information, forcing students to consider the information from their own viewpoint. Sample: http://www.bbc.co.uk/learningzone/clips/extinct-volcanoes-on-mars/9825.html
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