Planning+Form


 * Due Friday, April 23rd 9pm**

Supplement 1C―Collaborative Planning Sheet, Sample 3 (with modifications by Sarah Gutierrez and Anna Saucedo) From J. Moreillon, //Collaborative Strategies for Teaching Reading Comprehension// (Chicago: ALA Editions, 2007). Licensed under the Creative Commons Attribution-Noncommercial-Share Alike 2.5 License: http://creativecommons.org/licenses/by-nc-sa/2.5/. @http://www.ala.org/ala/aboutala/offices/publishing/editions/webextras/moreillon09294/moreillon09294.cfm

Grade Level: Second Grade (end of year) || -Goals ​ Students are scoring poorly on Science tests. A goal is to increase their awareness and knowledge of curriculum related Science content. Through this engaging-lesson, students will be empowered to learn about natural resources and increase their academic performance. Relevance to students' lives: Students will summon up prior knowledge of information or experience that will provide a foundation and/or context for learning new material. Activating prior knowledge is a strategy that allows students to get engaged right from the beginning and helps to deepen understanding. Content-Area Standards -TEK(S): 112.4 Science, Grade 2 (b) Knowledge and skills (10) Science concepts. The student knows that the natural world includes rocks, soil, water, and gases of the atmosphere. The student is expected to (B) identify uses of natural resources. 110.13 Language Arts and Reading Grade 2 (b) Knowledge and skills (25) Research/Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. Students are expected to: (A) gather evidence from available sources (natural and personal) as well as from interviews with local experts; (C) record basic information in simple visual formats (e.g. notes, charts, picture graphs, diagrams). (27) Research/Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience. Students (with adult assistance) are expected to create a visual display or dramatization to convey the results of the research. - AASL Standards, Strands, and Indicators: Standard 1: Inquire, think critically and gain knowledge, 1.1 Skills. 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. Standard 3: Share knowledge and participate ethically and productively as members of our democratic society. 3.1 Skills. 3.1.1 Conclude an inquiry-based research process by sharing new understandings and reflecting on the learning. || Reading Comprehension Strategy Students will use a reading comprehension strategy (Frame of Reference) graphic organizer (on chart size paper)  to teach them how to create a mental context for reading a passage. The frame of reference graphic organizor will help students to consider what they know about a topic and to think about how they know what they know. Students will learn about the natural world's resources that include: rocks, soil, water, and gases of the atmosphere. They will learn to become effective users of ideas and information by conducting research and using online tools. Content-Area Objectives S4L Objectives 1) Students will conduct an inquiry-based research process using various available resources such as picture dictionaries, beginning encyclopedias, magazines, and online resources and tools to identify the uses of natural resources. 2) Students will complete a Frame of Reference graphic organizer to make notes (including pictures) on information the collaborative group has collected. Each collaborative group will address one inquiry topic: Are rocks important? Is soil important? Is water important? Are gases of the atmosphere important? 3) Students will present their findings and individual learning reflections  ( i.e. "I always thought rocks were just to play with on the playground. Before I didn't know how important they really are. I was surprised when I learned that they are important.")  to the class using a.Web 2.0 tool of their choice such as Voicethread, Voki or PowerPoint.  4) Collaborative groups will self-assess according to the rubric.  Technology Tools Integration Students will develop a Voicethread, Voki or PowerPoint to present their findings to the class by sharing new understandings and reflections on their learning. Utilizing these tools serve several purposes. Students are provided the chance to practice oral language skills and technology skills. Student engagement is increased, and by sharing their findings, all students learn uses for all 4 resources: rocks, soil, water, and atmospheric gases. || -Reading Strategy (Frame of Reference): The teacher introduces the reading comprehension strategy by activating/building background knowledge, then uses picture book literature, magazines and other resources provided by the librarian to complete the three sections of a sample Frame of Reference graphic organizer: Topic, What I know, and How I know what I know. - Inquiry Research: The Librarian reviews/ models research options and models process think-alouds pertaining to the inquiry topics. - Graphic Organizer: The Teacher and Librarian model a collaborative group's efforts at notemaking. - Self Reflection: The Librarian models a think-aloud for self-reflection. Individual students record their self-reflections in the science journals they have been keeping all year. -Web 2.0 Tools: The Librarian and Teacher teach students how to use the tools VoiceThread and Voki for their presentations. The teacher will teach and assist one half of the groups. The librarian will teach and assist the other half of the groups. -Presentation: The Teacher models how the group presentations will proceed. -Self-Assessment Rubric: The Librarian and Teacher create a rubric with a checklist that will allow collaborative student groups to self-assess their work. Together the librarian and teacher model completion of the rubric and discussions that might take place. || Students will organize information in a Graphic Organizer which will then be published with a web 2.0 tool. The published work will include self-reflections and will presented to the class. || The Librarian, teacher, and students will assess graphic organizers, self-reflection journals entries, and presentations using a rubric that focuses on main ideas, supporting details, organization and language. Students will follow a rubric that includes a checklist. The Teacher and librarian will review the graphic organizers, note-making, self-reflections, and presentations of students to determine if learning outcomes were achieved. || -Reliable websites, databases, non-fiction books, magazines, picture dictionaries, beginning encyclopedias (librarian is responsible) -Science journals (teacher is responsible) -Reading strategy graphic organizer on chart size paper (teacher or librarian is responsible) -Colored markers to differentiate student contributions on chart sized graphic organizer (can draw pictures) (librarian is responsible) -Student Rubric (librarian and teacher are responsible) -Educator Rubric (librarian is responsible) 7. Extensions to this lesson? -Ask students to develop two additional inquiries for homework. On the following day compile questions and distribute a list of the questions to the class and have small or large group discussions. -For weekend homework, students keep a list of each time they use a natural resource (brushing teeth, etc.) When students return, the class creates a graph using Excel to make inferences concerning their own use of natural resources. ||
 * **Teacher-Librarian/Topic: Science Inquiry Project on Earth's Natural Resources** ||
 * Lesson Length: two 40-50 minute sessions
 * 1. Why are we asking students to engage in this learning experience? Goals/Standards
 * 2. What do we want the students to learn?
 * 3. In what specific learning experiences do we want them to engage and who is responsible for these experiences?
 * 4. How will they communicate what they learned? Learning Process/Products
 * 5. How will they/we assess their learning? Assessment Criteria/Tool(s)
 * 6. What resources will the students/we need?

Reading Comprehension Strategies. Scaffolding Students' Interactions with Texts. []