8. #1
Spiders can tune their webs.
TRUE
Spiders can tighten or loosen their silk
strands to alter the way each string
resonates.
9. #2
The 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.
11. +4
A “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.
12. +5
Curiosity, the Mars rover, tweets.
TRUE
Runnin' Down a Dream: I'm healthy & heading
West. Latest pics from travels on Mars.
May 30
14. Truth is often stranger…more
compelling…more
interesting than fiction!
15. 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)
17. 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.
18. 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.
19. 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.
20. 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
21. 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
23. Teaching with
Informational Text
• Text Structures versus Features
• Structure versus Strategy
• Graphic Organizers
• Questioning
• Increase Amount of Informational Reading
25. 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
26. Text Structures
A 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
27. Text Structures
Authors of authentic informational text do
not write to a particular structure. Text
structures are instruction we overlay to
enhance comprehension.
30. Knowledge of Content
Graphic 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.
38. 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
39.
40. 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
41. 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
54. 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.
55. 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.
56. Good teaching is forever being on the cutting
edge of a child’s competence.
Jerome Bruner
66. 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?
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?
67. Q-Matrix
TEXT + me = literal (stems 1-12)
Text + Me = inferential (stems 13-24)
text + ME = extended (stems 25-36)
68. 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?
