vicki dewitt, director edwardsville, illinois & dr. emily alford, north cook isc

Area 5 Learning Technology Center

Vicki DeWitt, DirectorVicki DeWitt, DirectorEdwardsville, IllinoisEdwardsville, Illinois

& & Dr. Emily Alford,Dr. Emily Alford,North Cook ISCNorth Cook ISC

K-2 TLCF Reading K-2 TLCF Reading Project –ITS REALProject –ITS REAL

Who Do We Serve?

7 Regional Offices of Education

• Delbert Maroon: Bond, Fayette, and Effingham

• Larry Pfeiffer: Calhoun, Green, Jersey and Macoupin

• Greg Springer: Christian and Montgomery

• Danny Garrett: Clinton, Monroe, Washington

• Harry Briggs: Madison

• Faye Hughes: Monroe and Randolph

• Dr. Rosella Wamser: St. ClairArea 5 Learning

Technology Center

Who We Have With Us Today

• Salem Elementary School District– Dr. Gary Neihaus, Superintendent– Wendy Burnell, Kindergarten

• Litchfield School District– Gina Hopper, Curriculum Director– Pam Pastovich, Kindergarten

• Mt. Olive School District– Larry Weber, Principal (Wolf Branch)– Mary Griffel, 5th Grade

Where You Can Find the Handouts

• OUR WEBSITE– http://www.lth5.k12.il.us

http://www.lth5.k12.il.us/

Where We Started

Tarzan no want computer!

Where We StartedISBE had received TLCF Funds in 1997

√ $9 to 17 million a Year√ Needed to focus on

• Engaged Learning• Integrating Technology Into the Curriculum

Area 5 LTC & 7 ROEs won a TICG in 1998√ $2 million a year for 5 years√ Needed to focus on

• Professional Development—Getting Teachers to Use the Technology

• Engaged Learning—Grades K-8• Integrating Math, Reading, Technology into Cross-Curricular Units

(which focused the unit topics on Social Studies or Science curricula)

Where We Started1999—The focus of TLCF & TICG Started to change:

ISBE focus became

√ Aligning all learning initiatives to Illinois Learning Standards---especially K-2 Reading & Jr. High. Math

Feds focus became

√ How is your use of the TICG Funds improving student achievement/learning

BOTH WANTED DATA ON STUDENT ACHIEVEMENT

What Those Requirements Set Into Motion

1999—LTCs began looking at – “How can we prove technology in the classroom makes a difference with student achievement & learning?”NextSteps Project

• NCRTEC, B. Porter, & 7 Other States with Illinois in the lead– Created a Data Collection Process/Training for Schools

– Create/Adopted 33+ Tools for Schools to Use

» 10 Surveys On-line

– Adopted a Process/Rubric/Training on How to Look at Student Computer-Based Artifacts. Based on Writing Style & Craftsmanship


• TLCF Grants Became Focused on Integrating Technology into K-2 Reading & Jr. H. Math Initiatives by Applying Schools

• Area 5 LITES Grant (TICG Federal Project) began to focus on Data showing what was really happening with students


We were asked by the State Board “Can you adapt your LITES (TICG) professional development model to focus on K-2 Reading…” and I said “Yes.”LET THE GAMES BEGIN….How in the heck

do I do that….

How DO You Increase Reading Scores at K-2 and Support It With

Technology ???This is what we discovered

– ISBE was already doing a good job of helping / training teachers on how to go about teaching the basics…phonics, whole language, etc.

– All the research said the way to increase reading scores was to have students “read in the content areas”??????

• My Question….How so you do that??

ITS REAL

Science

Inquiry

Social Studies

Technology Engaging All LearnersReading‘Riting‘Rithmetic

CONTEXTGoals/Standards:

(#’S)

CONTENTEngaging the Learner

Teaching and Learning Events*

Individual Student AssessmentsFinal Team Performance

= outcome is assessed

(Number refers to assessment)Emily Alford,

1998

*Numbers after Teaching and Learning Events refer to assessments

Why do the students want to pursue this line

of inquiry?

How will all students cooperate to share their learning?

How does the teacher demonstrate content alignment to the Illinois Learning Standards?

What activities will the teacher design to facilitate student learning?

How will the individual student demonstrate mastery of the standards?

How will each student demonstrate learning in preparation for the final team performance?

Integrated Curriculum and Instruction Design: Inquiry-Based Learning

and

Technology Tools toAccess, Organize, Analyze

and Communicate Information

Reading in the Content Areas

Modeling the Inquiry Methods Buy a car? Senior going to college? Sick relative? Travel in your future?

Encountering the Issue Task Analysis Investigating Information Reasoning with Information Acting on Decisions

Stages of Inquiry in the Classroom

Encountering the Issue• getting the “big idea”• making connections

Reasoning with Information• evaluating, creating, judging, inferring, visualizing• making decisions

Task Analysis• defining the task• asking questions

Investigating Information• seeking, organizing, analyzing,• applying to project

Acting on Decisions• synthesizing • communicating findings

Illinois SchoolPark Forest, Illinois

Dear Second Grade Students,

Lions and tigers and bears, oh my! Those are some of the animals we will see on our trip to the zoo. But what do we know about these animals? Where do they live when they are not in a zoo? Do we have lions and tigers in the United States? Could parrots live in our backyards? Some animals are endangered and only live in zoo habitats. What is happening to their homes?

Before we go to the zoo I would like you to find out about these animals and create guide books for us to use on our trip. Please include information about the way animals look and behave in their natural environment. We also need information about the animal’s survival, conservation, and importance.

After we have learned about animals and visited them in the zoo the third graders will organize an election to choose a school mascot. A school mascot is a very important symbol. We need to choose a school mascot that is worthy of our attention and promotes school spirit! Most people choose a mascot because of the way it looks. Because you will know so much about animals I want you to nominate ten animals that could be our school mascot. The animals should represent all five classes - mammals, insects, reptiles, amphibians, and birds. Then we’ll have a school election to choose the best mascot for us. Be sure to include information about how these animals adapt and survive. We don’t want students choosing a mascot only because of the way it looks!

I look forward to your nominations and to our trip to the zoo.

Sincerely,

Dr. Joyce Carmine, PrincipalIllinois School

Stages of Inquiry in the Classroom

• Encountering the Issue• getting the “big idea”• making connections

Task Analysis• defining the task• asking questions

Early Explorer Story Mary Griffel

While sharing and charting information my students had researched about early explorers, they noticed that many of the explorations were financed by Spain. Students began to ask why Spain was doing all the explorations. One of them shared that he read that the king was a very greedy person. That response spurred research into why the king and his country was greedy. The students begin to ask “why” questions instead of only finding answers to “who” questions.

Postscript: the student with the information about thegreedy king was learning disabled.

• Locating

• Investigating

• Recording

• Summarizing

• Analyzing

•Investigating Information seeking, organizing, analyzing, applying to project

Investigating Information


Inquiry:

• After seeking information by conducting experiments

• Students use graphic organizers to organize

Reading: Determining Importance

You are a tree in the fall. Your leaves are changing color for the first time. Tell what you see and how you feel. What would you say?I feel imbarrist because all the trees around me are pine trees and their leaves don’t change color. I’m scared because I wonder if somethings wrong. I don’t like it because I liked it when my leaves were green. I’m asking the pine trees if something is wrong but they don’t know because they have not dad it happen to them. I don’t see any other trees to ask so I don’t know what will happen next

Uh-oh! Your leaves are turning brown and falling to the ground. Now how do you feel? What do you see? What would you say?I’m starting to wonder if I’m goinjg to die. I don’t know if this is something that should happen. I’m glad I got throught the other thing but this is even worse. This is worse than having a kid climb you. This is terrible. I hate it. I like green way better than brown. 2nd grade

•Reasoning with Information evaluating, creating, judging, inferring, visualizing making decisions

Response to writing prompt at the conclusion of the unit:

You are a tree in the fall. Your leaves are changing color for the first time. Tell what you see and how you feel. What would you say?I look so pretty but I wish they were nice fresh green. The colors are so pretty but I wish it never happens. I will just haft to stay like this for a long time. At least I am alive. I do not like fall because it makes my leave turn different colors.

Uh-oh! Your leaves are turning brown and falling to the ground. Now how do you feel? What do you see? What would you say?

I look so bad and my leaves are falling off. The brown is werse than last time. I rather have colored leaves than brown. At least they will turn green again nest summer. I wish I was a needle leaf and not a broad leaf. 2nd grade

•Acting on Decisions synthesizing communicating findings

Design Strategies

Dear Students,

I need your help. We have a lot of families moving into our community from other countries. They have so much they are trying to learn: a new language and new customs. They are eager to become a part of this country and our community, and I would like for our school to help them learn more about the United States government.

We would like to be able to give the families a kit that has lots of information that will help them learn more about government in our town, our state, and country. We want them to know more about the leaders in our government. They also need to learn about our laws, the meaning of patriotism and democracy, and their individual rights.

Remember, the people we are helping don’t speak very much English. That means you will need to include pictures, diagrams, and videotapes.

Thank you for your help. I’m looking forward to seeing your project when you are finished.

Sincerely,

Dr. Ludwig, Principal

Virginia Lake School

Authentic Connection

Final Team Performance

S.G. 14: D

S.G.14:B

S.G.14:A.C

Dear Students,I need your help. We have a lot of families moving into our

community from other countries. They have so much they are tryingto learn: a new language and new customs. They are eager to becomea part of this country and our community, and I would like for ourschool to help them learn more about the United States government.

We would like to be able to give the families a kit that has lots ofinformation that will help them learn more about government in ourtown, our state, and country. We want them to know more about theleaders in our government. They also need to learn about our laws,the meaning of patriotism and democracy, and their individual rights.

Remember, the people we are helping donÕt speak very muchEnglish. That means you will need to include pictures, diagrams, andvideotapes.

Thank you for your help. IÕm looking forward to seeing yourproject when you are finished.

Sincerely,Dr. Ludwig, PrincipalVirginia Lake School

CONTEXTGoals/Standards:

(#’S)

CONTENTEngaging the Learner

Teaching and Learning Events*

Individual Student AssessmentsFinal Team Performance

= outcome is assessed

(Number refers to assessment)Emily Alford,

1998

*Numbers after Teaching and Learning Events refer to assessments

Why do the students want to pursue this line

of inquiry?

How will all students cooperate to share their learning?

How does the teacher demonstrate content alignment to the Illinois Learning Standards?

What activities will the teacher design to facilitate student learning?

How will the individual student demonstrate mastery of the standards?

How will each student demonstrate learning in preparation for the final team performance?

Integrated Curriculum and Instruction Design: Inquiry-Based Learning

Integrated Curriculum and Instruction Design: Inquiry-Based LearningAuthors: Lori Ufkes, Carthage School District; Becky Cowser, Peoria School District

Title: Trees or Us Grade Level: 2nd

CONTEXTGoals/Standards: (#ÕS) CONTENT

State Goal 12: Understand thefundamental concepts, principles and

interconnectons of the life, physical and

earth/space sciencesStandard A. Know and apply concepts that

explain how living things function, adaptand change.

Standard B. Know and apply concepts thatdescribe how living things function, adapt

and change.

Analyze the tree as a living system anddetermine the function of its parts

Determine the growing patterns andneeds of plants

Predict and verify the life cycle of

plants Use the parts of trees to determine the

species Describe how trees impact our daily

lives and judge their valueState Goal 1. Read with understanding

and fluency.

Standard A. Apply word analysis andvocabulary skills to comprehend selections

Standard B. Apply reading strategies toimprove understanding and fluency.

Standard C. Comprehend a wide range ofreading materials.

Read a variety of non-fiction

materials to identify, describe and

Engaging the Learner

The teacher brings in a bird nest,

products from trees, a brokenbranch, etc. Teams are asked to

brainstorm relationships betweenthe items.

The Park Ranger speaks (and sendsa letter) to the class explaining that

he/she can protect the trees that arewithin the forest preserve but not the

trees outside of the preserve.

Children are harming the trees bycarving on them, climbing on them,

nailing things to them, breaking offleaves and branches, etc.

The Ranger will ask the class to

make a book for other children to

help them understand the importanceof trees and their needs.

Teaching and Learning Events*Note: prior to beginning unit students received instruction in the

QAR (Question and Answer Relationships)

identify essential questions and current thinking about our treesand plants including their importance, parts and systems;

organize questions (1) Reading Strategy: Making Connections, open or closed

word sorts inquiry begins with students seeking information from books,

internet and observations of trees

Reading Strategy: Questioning; review “right there” and“think and search” questions, students practice and become

proficient in answering these types of questions using non-fiction materials.

teams jigsaw information, record important facts and sketch

trees showing major parts; share with class; hypothesize howparts of the tree serve the whole system

Mini lessons on life cycle: teams grow Fast Plants (U. of Wisc.);(2); students will observe plants growing, draw and label

pictures and describe growth patterns Sort parts (root, stem, leaf, flower, seed) and “expert” teams

locate information about function and physical characteristics

Mini lesson: use celery and food coloring in water to show howplants distribute water and nutrients; experts write team

summary statement; share results orally (3)

Individual Student Assessments(1,3) Pre-test on tree parts and their functions.(2) Pre-test in which students sequence pictures of the life cycle of a

plant.

(4) Post test: students sequence pictures of the life cycle of a plant

(5) Narrative writing prompt: Seasons in the Life of a Tree

Final Team Performance

The children will make a trade bookabout trees to be shared with lower

grade children. The book:

explains the importance of the oftrees and their parts

provides information about needsand protection of trees

Emily Alford, 1998 *Numbers after Teaching and Learning Events refer to assessments

The teacher assigns students to small groups and instructs them to pack up a few of their belongings. The groups then disperse to different classrooms throughout the school. After visiting those classrooms for a while, the groups return to their own classroom. They discuss what it was like to be in a strange room. The students then participate in a matching game. In teams, students move from table to table and look at pictures and objects from areas in their town. Some of these pictures have been taken from unusual angles so they might not be familiar. They try to match those pictures and objects to names of places in town.

COMMUNITIES

Students will be divided into two groups. Popcorn is scattered on the floor. One group is given a vacuum, brooms, and a dustpan. The other group must pick up the popcorn by hand. Students will be paid for the amount of popcorn that they pick up. Repeat the activity with fewer workers on the side working without tools.

Civil War

Reading Strategies

Seven Comprehension Strategies

Dear Students, As a representative of the local humane society I work with animals that have been cast off by society. Day after day I walk past cages of animals whose eyes follow me no matter where I go. Often at night I hear their whines and cries as I’m trying to fall asleep. The objective of the humane society is to find homes for these animals. We need your help to accomplish this overwhelming task. We are especially concerned about placing our canine friends. While the cute, cuddly purebred dogs are the first to get picked, the mixed-breed dogs are often left behind. We feel that the community would respond to a televised appeal more than just a letter from us. Perhaps you could create an infomercial to make the public aware of the desirability of adopting mixed breed dogs as well as purebreds. If at all possible we would like your infomercial to include the results of a community survey on ownership of purebred dogs versus mixed-breed dogs. We know from past experiences that the media is a powerful communication tool. Please include information about the value of mixed breed dogs. It would be helpful for people to understand the genetic problems pure breeds may encounter. What are the probabilities of dogs inheriting hip displasia? How are traits inherited? While we think propaganda strategies are important tools to use, don’t go down a pathway that will be censored before you go on the air. Hopefully, these tips will help you make full use of the media.

krill fluke flippers meat

molars oceaninsects seals

rainforest webplankton wings

treestentacles

nest

Making Connections Open Sort

Making ConnectionsClosed Sort

Categories: What Animals Eat, Animal Body Parts, Where Animals Live, No Clue

krill fluke flippers meat

molars oceaninsects seals

rainforest webplankton wings

treestentacles

nest

krill

meat

insects

seals

plankton

fluke

flippers

molars

wings

tentacles

ocean

rainforest

web

trees

nest

An unusual looking train has no __. It is called a___, short for __. Strong __ on the bottom of the __ and on the __ raise the train slightly off the ground. The reduced __ means it can travel 341 miles per hour.

An unusual looking train has no wheels. It is called a Maglev, short for magnetic levitation. Strong magnets on the bottom of the train and on the rails raise the train slightly off the ground. The reduced friction means it can travel 341 miles per hour.

Nonfiction Text Structures

Ironically, a big contributor to high gasoline prices has been good environmental intentions. A web of regional clean-air regulations require that up to a third of all gas sold in the U.S. be blended in complex ways for cleaner emissions. The regulations are strictest in California, where, not surprisingly, gasoline is most expensive. Blending costs an extra nickel per gallon in the Golden State and .3¢ in smog zones in other parts of the country. Because there are more than a dozen types of “reformulated” gasolines, every refinery faces added costs.

Nonfiction Text Structures

Cause/ Eff ect

Event :

Event :

Event :

Event :

Event :

E. Alford, 2002

Clean-air regulations

1/3 of all gas is blended

Blended costs .5 in California

More than a dozen types reformulated

Every refinery faces added costs resulting in higher gasoline prices

o

Stages of Inquiry

Encountering the Issue

• getting the "big idea"

• introductory documents

Task Analysis

• what do we need to know

• how will we learn


• seeking, organizing, analyzing,

reporting information

• applying to project

Reasoning with Information

evaluating, creating

judge, appraise

making decisions

Acting on Decisions

• synthesizing

• communicate findings

Reading Comprehension

Strategies Using Non-Fiction

Materials

Making Connections

Text to text, text to self, text to world

Open and closed word sorts

Asking Questions

Right there, think and search

Author and you, in your head

Text structures

Determining Importance

Features of text

Multiple main ideas

Facts to mail ideas

Sum and substance

Graphic organizers

Inferring and/or Visualizing

creating models

using text clues and prior knowledge

using implicit and explicit

information to reach conclusions

Synthesizing

text to text, self and world

applying to new settings and contexts

Technology

Accessing Information• Internet resources (hot lists, web quests, ask expert, etc.)• software resources (information libraries)

Organizing Information• spreadsheets, charts, timelines, graphs

Analyzing Information• GIS maps• participatory websites (surveys)• interactive websites

Communicating Results• KidPix, PowerPoint, desktop publishing software• Video productions• brchures, pamphlets, posters

The Story of Inquiry-Based Learning: Real Units, Real People

Kindergarten:• By challenging students and having high expectations for their success, they

have achieved levels far beyond what regular kindergartners usually do…they are far better at reading and writing this year due to the abundance of reading materials available to them. They have access to far more non-fiction than I’ve used in the past. I believe they have achieved greater levels of success due to my training.

Chris Shashack (10 yrs)

• Our district had been training us to use the Four Block structure in our classrooms. The (inquiry-based) project is very adaptable to this organization…My students find non-fiction books with real pictures or photos exciting. When I taught my insect unit during the latter part of April and beginning of May, the students were really motivated to help solve a real life problem. Pride in their projects was high, as well as their desire to share it with others. Brenda Krebel (21 yrs)

• I really enjoyed the (inquiry) approach. Next year I plan to do four units and take the entire year. In between units we will cover the state goals that I am not able to integrate. I am reading with individual children more as the others are involved in their small group or individual projects. We have never had children at level 3, 4, 5, 6 (district norms) in kindergarten. These children come to us not even knowing the alphabet and now are readers. Kathy Midkiff

• My students have become excited about reading. I had a group of students this school year who are not very interested in learning and (in) school in general. When we began the ocean unit and I pulled out the non-fiction literature, I saw their faces light up with each picture they saw. They wanted to figure out the words on each page so they could learn more about the pictures they were looking at. This project has changed the way I look at non-fiction literature. My students are more interested in reading and finding out information about new things.

Julie Van Voorhis

• This (inquiry) approach has challenged me as a teacher to do my very best and to encourage my students to also achieve as much as possible. The non-fiction books have been a great way to teach beginning reading with kindergartners who are ready to read and even with those who are not…I never fully expected more than one or two students to be able to read, but only three are not reading (they are able to recognize many words). Sharon Mueller (31 years)

• I want you to know that my students have not touched the “student” narrative bookshelf since they were introduced to the non-fiction materials. As part of the reading curriculum, I have always had my students use books during a quiet time each day to locate words that begin with the letter we are studying and to find words that they know how to read from our sight word list. They now look for the letters and words in the non-fiction books and completely ignore the (narrative) books. They are very protective of their non-fiction books and “get after” each other if a book is put back incorrectly or being handled too roughly. I am amazed at how these books have changed the way they approach the task of learning to read. Cheri Wysong

First Grade

• I have used the inquiry based unit model to teach three other units this year. The students want to “research” everything we learn about! I now use a large amount on non-fiction for guided reading - probably 50% or more and the training we received taught me how to use it in a meaningful way. Our daily reading lessons and activities are now so much more than just reading the next story in the basal. Carol Mahoney

• I am more motivated and excited about teaching since I started this project. I have implemented guided reading and reading centers as well as inquiry units…Putting more non-fiction books in my room is getting everyone, students, parents and teachers, more interested in science, reading and writing. This year my students are mostly choosing non-fiction library books. They asked me every morning if we were going to work on the units and when. They worked very hard during the school day to learn whatever they could - even during recess. Jennifer Desse

Second Grade

• This (inquiry-based learning) project changed my teaching in several ways. It opened the door to the benefits of using non-fiction. This is THE answer to improving reading through the need to learn. My students have always been interested in the social studies and science units we’ve had in the past. However, with leveled materials and the (inquiry) approach to learning, they assumed responsibility for their own learning. My students gained the experience of researching, reporting, and writing. Peggy Osman

• The (inquiry-based learning) project has added new dimensions to my program and made learning even more exciting! The children enthusiastically went about their tasks whether it was in guided reading, researching, reading non-fiction books, writing, or working with words. The smiles on their faces told it all. The children are not just learning to read but they are reading to learn. Our test scores have been very good, but this year they were excellent! Doris Cobb