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Last updated:4/1/2014

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ELA Grade 3 Module 3

Subject Grade Module Suggested Timeline

English Language Arts 3 3 4 weeks

Grade Level Summary

In third grade, students select and combine skills to read fluently with meaning and purpose. They apply comprehension and vocabulary strategies to informational text and a wider variety of literary genres including poetry. Students demonstrate comprehension by participating in discussions, writing responses, and using key details and evidence from text to support their thinking. They explore author point of view and also begin to infer meaning from texts. They read for pleasure and choose books based on personal preference, topic, or author.

Students are writing longer texts, especially narratives. They embed their ideas in time and place and develop characters through detail and dialogue. Students organize around a central idea and elaborate using complete sentences. Their writing is often divided into sections through paragraphing or book parts (e.g., table of contents, chapters) and follows logical sequencing. Information gathering as part of the planning process is common, and students are becoming more selective about vocabulary, especially when writing informational texts. They conduct short research using a variety of print and digital sources. They listen to other's writing, offer feedback, and begin to consider suggestions from others about their own writing.

(Adapted from Washington State’s Essential Academic Learning Requirements)

Grade Level Modules Module 1: Becoming a Close Reader and Writing to Learn Module 2: Researching to Build Knowledge and Teaching Others (Emphasis on narrative text types and writing)

Module 3: Researching to Build Knowledge and Teaching Others (Emphasis on informational text types and writing)

Module 4: Considering Perspectives and Supporting Opinions (Emphasis on opinion writing comparing texts)

Module 5: Considering Perspectives and Supporting Opinions (Emphasis on opinion writing explaining with textual reasons)

Module 6: Gathering Evidence and Speaking to Others

Module 7: Literary Analysis

Module 3 Title: Researching to Build Knowledge and Teaching Others (Emphasis on informational text types and writing) Pag http://www.pdesas.org/module/cm/Cmap/ e 1 EditPDE/18008 of 11 Module Overview

This module is designed to prepare students for reading, writing, speaking, and listening in the context of informational reading. Students begin the process with a whole group class study of a determined topic. Utilizing graphic organizers, independent reading, and partner reading, students cite evidence from the various genres of the topi and develop a research project with a writing project that focuses on informational research to build knowledge and teach others. Academic vocabulary filtered throughou the module where students are given multiple opportunities to engage in discussions.

Module Objectives

At the end of this module, students will be able to independently use their learning to:

Compare and contrast the most important points and key details presented in two texts on the same topic

Write informational/explanatory texts, using strong organizational structures to convey ideas and information clearly

Engage effectively in a range of collaborative discussions on grade level topics and texts, building on others’ ideas and expressing their own clearly

Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details; speak clearly with adequate volume, appropriate pacing, and clear pronunciation

Focus Standards Addressed in this Module

Important Standards Addressed in this Module

- CC.1.1.3.D Know and apply grade level phonics and word analysis skills in decoding words.

Identify and know the meaning of the most common prefixes and derivational suffi xes. Decode words

with common Latin suffi xes.

Misconceptions Proper Conceptions

Some students believe writing is a linear process and leave writing assignments to The writing process is complex and the process should be taught explicitly. Stude the last minute to turn out a writing assignments. Revisions are only made at the need multiple opportunities to practice and revise. sentence level. Nor do they ask themselves “Is my argument clear, is it interesting?”

Concepts Competencies Vocabulary Text Analysis Analysis Ask and answer questions about the text and make inferences from text; refer to text to support responses. Chapter Across Texts Content Compare and contrast the most important points and key details presented in two texts on the same Dialogue for Writing topic.

Organization for Writing Informational: Develop the topic with facts, definitions, details, and illustrations, as appropriate. Infer Opinion: Support an opinion with reasons. Narrative: Establish a situation and introduce a narrator Collaborative Discussion Purpose, and/or characters. Inferences

Audience and Task Informational: Create an organizational structure that includes information grouped and connected Scene logically with a concluding statement or section. Opinion: Create an organizational structure that includes reasons linked in a logical order with a concluding statement or section. Narrative: Organize an event sequence that unfolds naturally, using temporal words and phrases to signal event order; Stanza provide a sense of closure. Support Engage eff ectively in a range of collaborative discussions on grade level topics and texts, building on others’ ideas and expressing their own clearly.

Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details; speak clearly with adequate volume, appropriate pacing, and clear pronunciation.

Assessments

The assessments below include both summative assessments (formative assessments are included in the "suggested strategies to support design of coherent instruction section). The sample summative assessments ask students to identify main ideas and key details in both informational and literary texts. They will also ask and answer questions about a text, providing text-based evidence. They will also make connections between events and concepts. Summative Assessments

Literacy Design Collaborative Tasks (LDC). LDC template tasks are fill-in-the-blank “assessment shells” built off the Common Core standards. They allow teachers to insert the text to be read, writing to be produced, and content to be addressed. When filled in, template tasks create high-quality student assignments that develop reading writing, and thinking skills in the context of learning science, history, English, and other subjects.

Gr. 3 Elementary LDC Task Template:

[Insert question] After reading (informational text(s)) about (content), write a (product) that compares and contrasts the (content Give (an, several, or #) example/s from (text/s) to support your discussion. (Informational/Compare and Contrast)

Gr. 3 Elementary LDC Task Template:

[Insert question] After reading (literature text(s), write a (product) based on inferential evidence from the text). Give (an, several, or #) example/s from (text/s) to support your discussion. (Informational/Inference)

Gr. 3 Elementary LDC Task Example

After reading two articles about hurricanes from different areas of the world, write a report in which you compare and contrast the two hurricanes. Give at least four examples from the articles to support your discussion.

Suggested website: http://www.enchantedlearning.com/subjects/weather/hurricane/

Other suggested topics: tornadoes, volcanoes, dust storms

Reference: www.literacydesigncollaborative.org

OR

PSSA Grades 3-5 Informational Scoring Guidelines

PSSA.gr3-5.narrative.scoring.guidelines.pdf - This is the wrong link. Correct link needs to be posted shortly.

Summative Assessment Examples

Sample Performance Tasks for Informational Reading/Writing

(CC.1.2.3.B) Students explain how the main idea that Lincoln had “many faces” in Russell Freedman’s Lincoln: A Photobiography is supported by key details in the text. sample.performance.task.gr3.1.2.3.B.docx

(CC.1.2.3.B) Students read a description of life in a Masaai Village from Carmen Deedy's 14 Cows for America and demonstrate their understanding of the differences in

African village by asking questions pertaining to who, what, where, when, why, and how their life is different from life in a Maasai village by answering using key details fro the story.

Students will also identify the event that this story is centered around (INFERENCE).

Students will also discuss the last sentence in the story. What does it mean? (INFERENCE) sample2.performance.task.gr3.1.2.3.B.docx

(CC.1.4.3.A.) Students explain (in paragraph format) how the specific image of a soap bubble and other accompanying illustrations in Walter Wick’s A Drop of Water: A Book of Science and Wonder contribute to and clarify their understanding of bubbles and water. sample.performance.task.gr3.1.4.3.A.docx

(CC.1.2.3.I) Use a Venn diagram to compare and contrast details about bats from the two poetry samples. How are the two poems alike? How are they different? What a the most important details we can write about bats? sample.performance.task.gr3.1.2.3.I.docx

(CC1.3.3.H) Cynthia Rylant is a pet lover and currently has two cats. In the two passages about Mudge and Pandora, what are similarities in theme and setting? Write questions for the author about her pets, Mudge and Pandora? sample.performance.task.gr3.1.3.3.H.docx

(CC.1.4.3.A) Students determine the main idea and write a summary utilizing facts and key details to support the premise of her text. How were we wrong about dinosaur Illustrate a portion of the summary. sample.performance.task.gr3.1.4.3.C.docx

(CC.1.4.3.D) Students will create an accurate graphic organizer depicting global population using the information from David Smith’s, If the World Were a Village. Student’ graphic organizer will include a concluding sentence or paragraph (of the teacher’s choice, i.e., the student’s thoughts on global population? summary of the article?). sample.performance.task.gr.3.1.4.3.D.docx http://www.corestandards.org/assets/Appendix_B.pdf

For authentic practice, items the PDE website offers released item and scoring samples related to Assessment Anchors for grade 3. The Reading General Scoring Guidelines are also available following the link below. (Click on the PSSA link and access 2013-2014 Assessment Anchors for Grade 3.) http://www.portal.state.pa.us/portal/server.pt/community/state_assessment_system/20965/pennsylvania_system_of_school_assessment_%28pssa%29/11905

Use the following passages and questions to address the focus standards taught in this module. The following items can be used:

Poetry readings followed by questions 3, 6, and 7 support CC 1.3.3.A

Passage 2 followed by questions 8, 10, 13, 16, 17, and 18 support CC 1.3.3.A

Passage 2 followed by question 15 support CC.1.3.3.H

Passage 3 followed by questions 22, 24, 28, and 29 support CC 1.2.3.A

Informative prompt followed by the scoring rubric support CC 1.4.3.B CC 1.4.3.C

Suggested Strategies to Support Design of Coherent Instruction Charlotte Danielson's Framework for Teaching: Domain 3 Instruction

In this module, students will build knowledge about topics while learning the process of conducting and reporting research within specific subject areas such as science an social studies. They are moving from ‘participating in shared research’ in K-2, to ‘conducting short research projects’ in Gr. 3. Research should include short experiences such as partnering up with another student to answer questions about the reading as well as long-term projects that build knowledge about a specific topic. This module is framed around using researched-based mentor texts to show students 1) how to read informational texts and 2) how to write research-based texts.

Strategies for Reading Research

Think Alouds The “Think Aloud” strategy serves two purposes – 1). It is an effective model technique to teach students a new strategy and 2) it is an effective technique for readers to u to aid their understanding of new information. While reading mentor texts, utilize a 'Think Aloud' approach to model for students how effective readers approach text with a goal of gaining new information on a topic. Mentor Texts Gr 3-5.docx To access a lesson plan that demonstrates how this strategy can be used to aid in the comprehension of the “The Pledge of Allegiance”, visit http://www.readwritethink.org/classroom-resources/lesson-plans/building-reading-comprehension-through 139.html?tab=1#tabs

Using Text Features to Locate Important Information Science captures even the most reluctant readers and writers. Students are naturally drawn to the colorful photographs and layouts of nonfiction science texts. This lesso supports students in grades 3–5 as they explore the organizational features of nonfiction texts, such as labels, captions, headings, fonts, and so on. Students then have a opportunity to work together with their classmates to create a two-page spread using those features to present information about their local environment. To access this lesson, visit http://www.readwritethink.org/classroom-resources/lesson-plans/using-science-texts-teach-413.html?tab=1#tabs . A handout on text features can be accessed at http://www.readwritethink.org/files/resources/lesson_images/lesson413/features.pdf

Graphic Organizers Organizers need to be carefully selected to meet the purpose of the lesson and need to be explicitly taught. The teacher first models how to use the organizer, then provid students with guided practice as they use the organizers, and finally provides multiple opportunities for students to use the organizer independently. The sequence of instruction is referred to as the Gradual Release of Responsibility model of learning. The following are examples of graphic organizers that support the focus of this unit:

Gathering Evidence from Narrative Texts After students have read a narrative text, have them formulate an opinion or observation about a character, event, or theme. Students then record their opinion on the organizers and then 'research' the text to find evidence to support their opinion or observation.Gathering Evidenc from Narrative texts.docx

Gathering Evidence from Informational Texts While or after reading informational texts, have students record the key point or their opinion on the topic and supporti evidence. Gathering Evidence from Informational Texts.docx

Narrative Compare/Contrast Matrix While reading multiple texts from the same author, record key information from each text. Use this information as a basis to describe, analyze, and evaluate multiple texts from the same author. Narrative Compare Contrast Organizer.docx

Informational Compare/Contrast Matrix While researching a topic from multiple sources, record important points, key details, and identify the source. From this organizer, write a summary of the most important information on the topic. Informational Compare Contrast Organizer.docx

Question-Answer-Relationship (QAR) Using the QAR strategy, students identify different types of questions and learn how to determine the appropriate response for each question type. Questions are organize into two categories - “In the Text” and “In my Head”. With continued practice, this process becomes automatic and students ask questions of themselves while reading to monitor comprehension. For more a comprehensive description of this strategy visit http://www.readwritethink.org/classroom-resources/lesson-plans/using-qars- develop-comprehension-232.html?tab=1#tabs . A student-friendly description of the question types can be accessed at http://www.readwritethink.org/files/resources/lesson_images/lesson232/question.pdf . After explicitly teaching the question types, provide examples of each type an model how effective readers respond to each type of question. Provide students with guided practice by having them read a text (chorally, partner reading, or independent and then answer specific types of questions. The QAR strategy is also an effective strategy for close-reading (Module 1).

Writing Strategies

Third graders are expected to write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or tw for a range of discipline‐ specific tasks, purposes, and audiences. With guidance and support from peers and adults, students are expected to develop and strengthen writing as needed by planning, revising, and editing.

Informational Writing

After researching a topic, third graders are expected to write informational pieces that introduce a topic and develop that topic with facts, definitions, and details. Related information is grouped together and illustrations should be included when useful to the reader. Linking words and phrases are used and the piece and a conclusion are evident. Informational formats may include summaries, how-to pieces, all-about pieces, articles, web-pages, powerpoints, and wikispaces.

The following instructional strategies are organized around the writing process, however, teachers use professional judgment as when to engage students in long-term writing (which will utilize the writing process) and short-term, on demand writing which does not utilize the writing process.

Generating Topics Model how to find a meaningful topic by using a T-Chart to create a list of topics that you or your students already know something about. On th left side of the T-chart, record the topics and on the right side, record any facts or information that you already know about that topic. After modeling how to generat ideas, have students create their own lists in their writer’s notebooks or journals. This should be a working list in which students can go back and add to their topic l throughout the year. When selecting a topic to further research, writers should consider the interest and needs of their audience.

Conducting the Research After selecting a specific topic to research, model how to do a K-W-L chart (What I know, What I want to know, and What I learned chart) on that topic. The questions generated will help to focus the students’ writing as well as help the writer to identify specific categories of information. Select one of th topics generated from the class T-Chart to model how to do a K-W-L and to begin identifying categories of information as they emerge.

Once students have narrowed down to a specific topic or question, explicitly teach students how to use search engines to continue their research. The following search engines support elementary students in conducting research (Owocki, 2013):

www.Askkids.com

www.Awesomelibrary.org

www.Boolify.org

www.Cybersleuth-kids.com

www.Dibdabdoo.com

www.Gogooligans.com

www.Kidrex.org

www.Kidsclick.org

www.Kids.yahoo.com

www.Quinturakids.com

www.Sweetsearch.com

Choose just one or two to start, teaching and guiding students towards independent use. Teachers should review each search engine before having students access the site.

Planning Writers can use a planning map (graphic organizer) to help gather and organize information as well as plan their writing. Using the class topic, model ho to use the Informational Writing Organizer to gather and organize information. Place a special emphasis on developing categories of information as this is a shift fro K-2 expectations. Informational Writing Map Gr. 3-5.docx

Drafting The following questions may help to guide students as they are drafting and revising their informational writing piece:

How does the author introduce the topic? What techniques does the author use to hook the reader? How does the author develop the topic with facts, definitions, details, quotations, or other information or examples? What questions do we have?

How does the author use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information?

How did the author close this piece?

These same questions can also be used to focus the teacher’s instruction and to evaluate mentor informational texts.

Publishing Informational writing can be published in a variety of formats such as summaries, reports, how-to pieces, all-about pieces, articles, web-pages, powerpoints, and wikispaces. The following is a list of digital-media tools to support the digital and online publication:

Fakebook Create a fake Facebook profile for a fictional or historical character. http://www.classtools.net/FB/home-page

Glogster Glogster's multmedia poster tool allows students to make posters that include text, images, audio, video, sound and data. Students can use this tool to individually or collaboratively develop pieces such as book reviews, advertisements, or informational presentations. Posters can be saved and shared as a presentation or made available through a link to a wiki, blog, or websites. http://edu.glogster.com/what-is-glogster-edu/

Storybird Storybird contains art images that students use as a basis for creating text. Tags on the art allow for searching in relation to topics. For example, student [[#|writing]] narrative fiction could search for character images of fairies, pirates, and unicorns. Non-fiction images are also available. Text and images can be saved and printed. http://storybird.com/

Puppet Pals This iPad application allows users to create and record their own animated story. Choose characters, a setting, and a title and narrate the story into th microphone while moving the cartoon “puppets” manually. The app with a “Wild West” theme is free, but additional characters and scenes cost extra.

Wikispaces Students create wikis, or collaborative websites that are managed and edited by groups of people, through Wikispaces. Teachers regularly use wikis f group projects. On the K-12 plan for educators, wikis are free and private. wikispaces.com

Formative Assessment Examples

Sample Questions Reflecting the Common Core State Standards for Reading

The purpose of these prompts is to provide teachers with sample questions that are similar in content to those asked on the reading portion of PSSA/Keystone Assessments. Rich discussions and writing tasks about what students read should be the focus of classroom instruction. The PA Core Standards in ELA provide an excellent framework from which to craft probing questions to encourage students to think deeply and critically about what they read. Students who are engaged, critical readers and thinkers will be able to transfer those skills and be successful no matter the question format. (adapted fromhttp://www.doe.k12.de.us/aab/English_Language_Arts/ELA_docs_folder/Linking_Documents/Linking_Doc_Gr3_2013.pdf)

CC.1.3.3.A Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

Who finished the race first? Which sentence(s) from the story supports your answer?

What is so special about Mario? Which sentence(s) from the story supports your answer?

Where does the story take place? Which sentence(s) from the story supports your answer?

When did Tiesha try out for the play? Which sentence(s) from the story supports your answer?

Why did Tyrone get an “A” on his test? Which sentence(s) from the story supports your answer?

How is John different from Paul? Which sentence(s) from the story supports your answer?

CC.1.3.3.E Compare and contrast the themes, settings, and plots of stories written by the same author about the same or similar characters (e.g., in books from a series

How are the themes/plots/settings in Kevin Henke’s books (title) and (title) alike and different?

Differentiation

Strategies for struggling learners

For students needing additional support, consider letting students draw small pictures or images that represent words. This helps students to process language even whe they cannot read the words.

For students needing additional supports producing language, consider offering a sentence frame, sentence starter, or a cloze sentence to assist with language productio and provide the structure required.

Asking students what they think they know encourages them to stay open to new thinking.

Narrowing the number of questions students focus on helps those who have difficulty processing and transferring a lot of language at once.

Increase interactions with vocabulary in context. This increases rate of vocabulary acquisition.

Allowing students who struggle with language to just contribute to the discussion orally and not write down summaries, or provide a scribe for them to dictate to, ensures they are active participants.

Multiple means of representation, such as drawing, is a principle of Universal Design for Learning that helps more students engage more fully with the content.

All students developing academic language will benefit from direct instruction of academic vocabulary. Increased interactions with vocabulary in context increases the rate vocabulary acquisition

Struggling readers benefit from a clear purpose and narrowed focus. Consider numbering the paragraphs and asking struggling readers to focus in on one paragraph in each section that carries a great deal of meaning related to the concept.

Consider partnering an ELL with a student who speaks the same L1, when discussion of complex content is required. This can let students have more meaningful discussions and clarify points in their L1.

Refer to the ELL Overlay documents for more guidance on differentiation. http://www.pdesas.org/module/sas/curriculumframework/elloverlay.aspx

Strategies for advanced/gifted learners

Abstraction: Content that goes beyond surface detail and facts to underlying concepts, generalizations, and symbolism.

Active Engagement: Instructional strategies that result in relevance and engagement for students.

Agendas: A personalized list of tasks that a particular student must complete in a specified time

Choice: Provide opportunities for choices and flexibility. Many GT students love the opportunity for choice and given an opportunity will construct their own differentiated choices.

Choice boards, Tic-tac- toe: Students make a work selection from a certain row or column. Teachers can provide for student learning needs while giving students choice.

Most difficult first: Students can demonstrate a mastery of a concept by completing the five most difficult problems with 85 percent accuracy. Students who demonstrate mastery do not need to practice any more.

Open-ended assignments: Providing students with tasks and work that do not have single right answers or outcomes. The tasks may have timelines and a sequence of activities to be accomplished, but outcomes will vary for each student.

Orbital study: Independent investigations, generally of three to six weeks. They orbit or revolve around some facet of the curriculum. Students select their own topics for th orbital, and they work with guidance and coaching from the teacher to develop more expertise on the topic as well as learning the skills of an investigator.

Pre-assessment: An array of pre-assessment options can guide instruction. By regularly pre-assessing students, teachers can flexibly group students by ability and readiness levels. Pre-assessment is also essential for compacting.

Problem-based learning: A student-centered instructional strategy in which students collaboratively solve problems and reflect on their experiences. Learning is driven b challenging, open-ended problems. Students work in small collaborative groups. Teachers take on the role as "facilitators" of learning.

RAFT: Provides students choice in a writing assignment varying Role, Audience, Format, and Topic.

Subject integration “Theme-based” units: Uniting two or more disciplines and their content through a conceptual theme, such as "origins," "change" or "friendship."

Tiered assignments: Varied levels of tasks to ensure that students explore ideas and use skills at a level that builds on what they already know and encourages growth. Al students explore the same essential ideas but work at different levels of depth and complexity.

Vary levels of complexity: Books and instructional materials at different levels of complexity allow students to study the same concepts but at levels of depth and complexit to fit their learning needs.

Vary pacing: plan to accommodate varied pacing allowing students to move through content at a pace appropriate for their learning needs.

Vary tasks: provide different homework options, journal prompts, and questions

Compacting: This strategy should be done at all levels to prevent repetition and re-teaching of content students have already mastered. To compact the teacher must pre- test students in the content to be presented. Students mastering, or nearly mastering the content, then move on to an advanced level of difficulty. According to research done by Dr. Karen Rogers, compacting has a .83 effect size, particularly when math and science content is compacted. Conceptual Discussions: High level discussions of themes, concepts, generalizations, issues, and problems, rather than a review of facts, terms and details.

Extensions: Offer relevant extension options for learners who need additional challenges.

Flexible Assessments: Offer different assessment options that allow students to demonstrate their mastery of new concepts, content, and skills.

Flexible tasks: Allowing students to structure their own projects and investigations according to their strengths and interests.

Flexible project deadlines: Students negotiate for more or less time to complete a learning experience and its matching product or assessment.

Grouping: Regular opportunities to work in whole groups, small groups, with a partner, or in an independent setting.

Higher-order thinking skills: Questioning in discussion or providing activities based on processing that requires analysis, synthesis, evaluation, or other critical thinking skil

Independent study: Students research a teacher or self-chosen topic, developing either traditional or non-traditional products to demonstrate learning.

Jigsaw/Cooperative learning: Just as in a jigsaw puzzle, each piece-each student’s part is essential for the full completion and full understanding of the final product.

Learning centers or stations: Activity stations that demonstrate awareness of different academic needs and learning style preferences.

Learning contracts: Students negotiate individually with teacher about what and how much will be learned and when product will be due; often connected with an individua or independent project

Learning programs: Computer programs or websites to meet learners’ needs.

Mini-lessons: Mini-lessons provide levels of scaffolding, support and challenge as needed for students of like ability/need. http://opi.mt.gov/pub/RTI/Resources/RTI_Gifted_Talented.pdf

Interdisciplinary Connections

Shared responsibility for students’ literacy development

The Standards insist that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. The K–5 standards include expectations for reading, writing, speaking, listening, and language applicable to a range of subjects, including but not limited to ELA. The grades 6–12 standards are divided into two sections, one for ELA and the other for history/social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well.

Part of the motivation behind the interdisciplinary approach to literacy promulgated by the Standards is extensive research establishing the need for college and career ready students to be proficient in reading complex informational text independently in a variety of content areas. Most of the required reading in college and workforce training programs is informational in structure and challenging in content; postsecondary education programs typically provide students with both a higher volume of such reading than is generally required in K–12 schools and comparatively little scaffolding.

The Standards are not alone in calling for a special emphasis on informational text. The 2009 reading framework of the National Assessment of Educational Progress (NAEP) requires a high and increasing proportion of informational text on its assessment as students advance through the grades. http://www.corestandards.org/ELA-Literacy/introduction/key-design-consideration

Module Focus: Researching to Build Knowledge

Social Studies

Teaching and Learning Are Powerful When They Are Active

Active lessons require students to process and think about what they are learning. There is a profound difference between learning about the actions and conclusions of others and reasoning one’s way toward those conclusions. Active learning is not just “hands-on,” it is “minds-on.”

•Students work individually and collaboratively, using rich and varied sources, to reach understandings, make decisions, discuss issues and solve problems.

•Student construction of meaning is facilitated by clear explanation, modeling, and interactive discourse. Explanation and modeling from the teacher are important, as are student opportunities to ask and answer questions, discuss or debate implications, and participate in compelling projects that call for critical thinking.

•Powerful social studies teachers develop and/or expand repertoires of engaging, thoughtful teaching strategies for lessons that allow students to analyze content in a variety of learning modes. www.socialstudies.org

Researching to Build Knowledge in the Science Classroom Principles of Knowledge Building (Hewitt & Scardamalia, 1998)

Trigger activity and Idea Generation The knowledge building pursuit starts with a trigger activity to encourage students to generate ideas and questions on the theme o topic in the curriculum for the semester, and to write down these ideas and questions on specially designed think cards; Idea Connection The teacher then guides the students into the process of searching for classifications to connect the ideas generated on the think cards, and these classifications are visually constructed using a knowledge web of think cards; Direct Teaching This is the part where the authoritative voice of the teacher is heard, providing the initial impetus and framework for the students to start searching for information to create their individual and communal knowledge base; Laboratory activities These are experiments, either within a laboratory or outdoor setting, designed to help students in their search for information and knowledge; Reflections on laboratory activities These reflections are scaffold by questions on reflection sheets to help students think about what they have learnt, how this new knowledge has helped them in answering their initial questions about the theme or topic of study, and what new perspectives of knowledge has been built from the laboratory activities; Individual and communal pull-together This is the activity, initiated by the teacher, that guides the students into looking at the knowledge that each individual has built from the preceding activities and to draw the individual strands into a group and communal pool of knowledge built up on the theme or topic for study.

Five Strategies for Encouraging High-Quality Student Interaction in Mathematics

1. The Use of Rich Math Tasks

The quality of math tasks is of primary importance. When a task has multiple solutions and/or permits multiple solution strategies, students have increased opportunities to explain and justify their reasoning. If a task involves a simple operation and single solution, there will be little or no opportunity to engage students.

2. Justification of Solutions

Encouraging productive argumentation and justification in class discussions leads to greater student understanding. In a study of four teachers using the same lesson, 16 Kazemi and Stipek found that there were significant differences in the quality of math-talk from class to class. Two of the four classes demonstrated evidence of deeper mathematical inquiry. In these two classes, the teachers explicitly asked students to justify their strategies mathematically and not merely recount procedures.

3. Students Questioning One Another

17 Getting students to ask each other good questions is a very powerful strategy. For example, King found that giving students prompt cards, with a range of higher-order questions, led to greater student achievement. The prompts were question stems such as “how are ... and ... similar?” Students applied current content to the questions (e.g., “how are squares and parallelograms similar?”). The students retained more when they used prompt cards than when they spent the same amount of time discussin content in small groups without prompts.

4. Use of Wait Time

Asking questions that call for higher-level thinking is not particularly helpful if students are not also given sufficient time to do the related thinking. Those teachers who increase the amount of time they give students to respond, allowing even three seconds instead of the usual one, have found that students give more detailed answers 18 expressed with greater confidence. With increased wait time, combined with higher-level questions, student attitudes towards learning improve.

5. Use of Guidelines for Math-Talk

In a district-wide Grade 6 study, teachers were provided with professional development (PD) in mathematics content and pedagogical models for facilitating student 14 interaction. The results on EQAO mathematics assessments, in year-over-year comparisons before and after the PD opportunity, indicated a substantial increase in student achievement, while the reading and writing scores remained consistent. In this project, guidelines for whole-class math-talk were modeled with teachers in active sessions and were subsequently implemented by participating teachers. A year later, some teachers were observed using the guidelines, which were still posted in their classrooms. These guidelines (see sidebar) help teachers and students engage in high-quality interaction leading to richer mathematical thinking, and deeper understandi of concepts and related applications. http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/bruce.pdf

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Southern Columbia Area School District Hartman Elementary Center

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