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Tools for Integrating Literacy
Practices & Science Content
Session 3
Kirk Robbins
November 26, 2012
robbinsk2@comcast.net
Presented by:
South Sound LASER
Alliance
Puget Sound ESD
Tacoma Public Schools
Series Overview
Session 1:
What is integration?
Topics vs Big Ideas
Interactive Read Aloud: Spoon
Session 2:
Teaching Cross Cutting Science Standards with
Picture books: Toy Boat and Those Darn Squirrels
Session 3:
Supporting science learning with informational text
Goals
Participants will:
Develop a deeper
understanding of shifts
required by the
English/Language Arts
Common Core State
Standards
Examine an Anticipation
Guide and Close Reading
Lesson Plans to support
student reading of
science text
Develop a deeper
understanding of Close
Reading using science
informational text
Have opportunities to talk,
listen, and share ideas with
colleagues
Digital Resources
Find a partner at another
table…
Directions:
• Decide who will be Partner A and
Partner B
• I will reveal a word or phrase
• Each partner will talk for 30 seconds
about each slide
• I will use the rain stick to signal when
it is time to switch partners and stop
• We will do 3 rounds
Partner A First
Integration
Big Ideas
Spoon
Partner B First
Systems
Chair
Toy Boat
Partner A First
Design Process
Squirrels
FEEDBACK
Describe the Most Important Idea you gained…
•The value of an anchor narrative
•Calling students ‘fuzzy little geniuses’ and giving
them a design challenge
•Teaching systems is an ongoing process
•Not showing the cover of Toy Boat 
Looking forward to:
•More
•A new look at informational text
No
Integration
No attempt is
made to teach
or intentionally
reinforce the
goals of more
than one
subject
False
Integration
Supportive
Integration
Learning goals
of one subject
are taught using
the other
subject as a
theme or a
topic in a
lesson, but in a
way that does
not support or
reinforce the
learning goals
of the other
subject
Lesson activity
that is designed
to teach the
learning goal of
one subject, but
also
intentionally
reinforces or
practices
important
knowledge and
skills from the
other subject
Full
Integration
Lesson that
is designed
to teach
separate
learning
goals from
each subject
Shifts in Common Core
ELA Standards
1. Building knowledge
through content-rich
nonfiction
Connections to
Science
1. Develop science
content
understanding
around Big Ideas
2. Reading, writing and
speaking grounded in
evidence from text, both
literary and informational
2. Build scientific
explanations based on
evidence
3. Regular practice with
complex text and its
academic language
3. Science & technology
are a source of complex
text
10. Read and comprehend complex
literary and informational texts
independently and proficiently.
“Standard 10 defines
a grade-by-grade
‘staircase’ of
increasing text
complexity that rises
from beginning
reading
to the college and
career readiness
level.” (CCSS, 2010, p. 80)
“Read like a detective,
write like a reporter.”
Designing An Anticipation
Guide
1. Identify short text
2. Read text and identify
claims or non-claims
directly related to text
3. Insert statements in
Anticipation Guide
Template
Using An Anticipation Guide
1. Complete the first 2
columns of the guide before
reading
2. Read p. 1.
3. Look for evidence
relating to the
Statement/Claim
4. Complete last 2 columns
of guide
5. Share your thinking with
an elbow partner
Reflections
• How could you use an Anticipation
Guide like this with students?
• What pieces of text might you use?
Our goal
with
complex
text is to
slow the
reader
down.
Annotation is a note of
any form made while
reading text.
“Reading with a pencil.”
People have been annotating
texts since there have been
texts to annotate.
Annotation is not highlighting.
Annotation slows
down the
reader in order to
deepen
understanding.
Annotations in Grades 3-5
• Underline the major points.
• Circle keywords or phrases
that are confusing or
unknown to you.
• Use a question mark (?) for
questions that you have
during the reading. Be sure
to write your question.
Using
Questioning
in Fifth Grade
Same text,
different student,
different strategy:
Inferring.
Close Reading
“X-ray the book”
In the primary grades, close reading is
accomplished through interactive read
alouds and shared readings.
Creating a Close Reading
Short passage
Creating a Close Reading
Short passage
Complex text
Creating a Close Reading
Short passage
Complex text
Limited frontloading
Creating a Close Reading
Short passage
Complex text
Limited frontloading
Repeated readings
Creating a Close Reading
Short passage
Complex text
Limited frontloading
Repeated readings
Text-dependent questions
Creating a Close Reading
of Textdependent questions
of Textdependent questions
• Questions that can only be answered
with evidence from the text
• Can be literal but can also involve
analysis, synthesis, evaluation
• Focus on word, sentence and
paragraph as well as larger ideas,
themes or events
• Focus on difficult portions of text in
order to enhance reading proficiency
Progression of
Text-dependent Questions
Whole
Opinions, Arguments,
Intertextual Connections
Across
texts
Entire text
Inferences
Segments
Author’s Purpose
Paragraph
Vocab & Text Structure
Sentence
Key Details
Word
General Understandings
Part
A Close
Reading of
“Post-it
Notes”
Jones, C. F. (1991). Post-it notes (p. 51). In
Mistakes That Worked: 40 Familiar Inventions
and How They Came to Be. New York:
Doubleday.
Purpose
Students are learning about the invention of
various products toward the development of
an essay that explains their findings of the
investigative question, “What does it take to
be an inventor?
Read with a pencil…
Underline sentences that trace the
history of this product. Circle
words or phrases that are
unfamiliar or confusing.
Post-It Notes
By now everyone knows what Post-it brand notes are.
They are those great little self-stick notepapers.
Most people have Post-it Notes. Most people use
them. Most people love them.
But Post-it Notes were not a planned product. No one
got the idea and then stayed up nights to invent it.
A man named Spencer Silver was working in the 3M
research laboratories in 1970 trying to find a strong adhesive.
Silver developed a new adhesive, but it was even weaker
than what 3M already manufactured. It stuck to objects, but
could be easily lifted off. It was superweak instead of
superstrong.
Post-It Notes
By now everyone knows what Post-it brand notes are.
They are those great little self-stick notepapers.
Most people have Post-it Notes. Most people use
them. Most people love them.
But Post-it Notes were not a planned product. No one
got the idea and then stayed up nights to invent it.
A man named Spencer Silver was working in the 3M
research laboratories in 1970 trying to find a strong adhesive.
Silver developed a new adhesive, but it was even weaker
than what 3M already manufactured. It stuck to objects, but
could be easily lifted off. It was superweak instead of
superstrong.
No one knew what to do with the stuff, but Silver didn’t
discard it.
Then one Sunday four years later, another 3M
scientist named Arthur Fry was singing in his church’s
choir. He used markers to keep his place in the hymnal,
but they kept falling out of the book.
Remembering Silver’s adhesive, Fry used some to
coat his markers.
Success! With the weak adhesive, the markers
stayed in place, yet lifted off without damaging the pages.
3M began distributing Post-it Notes nationwide in
1980—ten years after Silver developed the superweak
adhesive. Today they are one of the most popular office
products available.
No one knew what to do with the stuff, but Silver didn’t
discard it.
Then one Sunday four years later, another 3M
scientist named Arthur Fry was singing in his church’s
choir. He used markers to keep his place in the hymnal,
but they kept falling out of the book.
Remembering Silver’s adhesive, Fry used some to
coat his markers.
Success! With the weak adhesive, the markers
stayed in place, yet lifted off without damaging the pages.
3M began distributing Post-it Notes nationwide in
1980—ten years after Silver developed the superweak
adhesive. Today they are one of the most popular office
products available.
Text-dependent Questions
Post-it notes began as an idea that
didn’t work, but then became a very
useful product. What was the sequence
of events that led to this invention?
General Understandings Question
Text-dependent Questions
The author tells you twice when Spencer
Silver first invented the adhesive that would
be used in the Post-it Notes. The first time is
in the third paragraph, when she tells us it
was 1970. But she tells us the same
information again later, in a different way.
How did you figure out the answer?
Key Details Question
Text-dependent Questions
Spencer Silver wasn’t alone. How did
Arthur Fry contribute to the development
of Post-it notes. How did you figure out
the answer?
Key Details Question
Text-dependent Questions
Do you believe that the author had a
positive or negative view of Post-it
Notes and its inventors? What words or
phrases lead you to believe so?
Vocabulary Question
Text-dependent Questions
What does the author want readers to
know about the invention of this
product? What sentences help you
determine the author’s purpose?
Author’s Purpose Question
Text-dependent Questions
What were some of the qualities of the
inventors that you can infer from this
text? What passages help you to draw
this conclusion?
Inference Question
Text-dependent Questions
What steps of the Design Process did
you notice in the reading?
What words or phrases are you using as
evidence?
Science Question
Journal Writing
Students are gathering notes for the
development of an essay that explains their
findings of the investigative question, “What
does it take to be an inventor?” For this journal
entry, students write a short summary of the
invention of Post-it Notes, and assign at least
two characteristics of the inventors, using at
least two quotes from the text.
Don’t over-teach.
Students with
disabilities and
English learners
have the right to
appropriately
struggle!
Accommodations for Close
Reading
• Provide students with copies of textdependent questions in advance of
reading.
• Pre-teach reading, especially background
knowledge.
• Provide realia or visual glossaries to
support student learning.
• Highlight contextual clues.
Develop Text-dependent
Questions for Your Reading
Do the questions require the reader to
return to the text?
Do the questions require the reader to use
evidence to support his or her ideas or
claims?
Do the questions move from text-explicit to
text-implicit knowledge?
Are there questions that require the reader
to analyze, evaluate, and create?
Close Reading Lessons: Examine the
grade 6 lesson plan by doing the
following:
1. Read “The Making of a Scientist” text (p. 3-4) and
annotate as a reader.
2. Read the Day One: Instructional Exemplar and
annotate as a teacher.
• How do the Text-Dependent Questions help
student focus on and understand this complex
text?
• What are you thinking about Close Reading as a
strategy?
• How could you use Close Reading to help
students understand science text?
Extension: Butterflies
Another Close Reading Lesson on
an excerpt from Seymour Simon’s
Butterflies.
Sources of Complex Text
• Scientists in the Field
series of informational
picture books
• Science News for Kids
(online articles)
• Time for Kids
Feedback Form
• See you on Monday, November 26th
• Here at the PDC from 4:30-6:30 pm
• Focus on using Informational Text to
teach science ideas