BEYOND THE 5 W’S STRATEGIES AND RESOURCES FOR TEACHING INFORMATIONAL TEXT

1. BEYOND THE 5 W’SSTRATEGIES AND RESOURCES FOR TEACHING INFORMATIONAL TEXT

2. Agenda Keynote Dr. Jen McCarty Plucker A Strategic Approach to Reading Informational Text Stephanie Brondani and Risa Cohen Resource Break-out Sessions • MNSCU Ready or Not Reading • NASA/Jason Project • ELM: Electronic Library of Minnesota

3. Keynote Address • Dr. Jennifer McCarty Plucker

4. A STRATEGIC APPROACH TO READING INFORMATIONAL TEXTStephanie Brondani and Risa Cohen

5. How do you read these?

6. How do you read these?

7. How do you read these?

8. How do you read these?

9. How do you read this?

10. Reading is Thinking

11. Thinking about Reading What do I already know about the topic? What am I going to learn about this topic? If I put it in my own words, does it make sense? What is the author’s argument? What are his or her reasons? What is the evidence? Do I agree or disagree? How can I use what I’ve learned? How does it fit with what I’ve learned elsewhere?

12. Anchor Standards Complex Complex Reading to compare two texts on the same subject Reading to integrate knowledge and ideas and think across informational text Reading to assess the author’s pt. of view and how it shapes the text Reading to analyze the structure Reading to interpret the language used Reading to analyze how individuals, events, and ideas develop and interact Reading to determine central ideas and themes Reading closely and making logical inferences Basic Basic

13. Progression of Text-Dependent Thinking Complex Acrosstexts Entire text Segments Paragraph Sentence Word Basic Ross, Kari, 2012

14. A Strategic Approach To Reading • Activate background knowledge • Create a schema for learning • Ask good questions • Create a purpose for learning • Close Reading

15. Goal: You will be able to do this tomorrow!

16. What is ART? • Activate background knowledge • Refocus questions to set a purpose and create a schema for learning • Translate understanding

17. Activating Background Knowledge • Students connect their experiences and academic knowledge to their reading

18. Activate • Identify key words • Create associations • Brainstorming • Model academic talk • Provide additional information

19. How does this work? • Fat Chance Against Fast Food • Fat Chance = No chance • convenience - taste • Fat – obesity • Fast Food – junk food makes us fat • Large size of portions • healthy options

20. Refocus Questions • Going beyond factual questions • Interpretive – Why and How questions • specific to the topic and inferential • what you know + what you want to learn • more than one answer • Students ask questions and read to find the answers

21. Fat Chance Against Fast Food Who is against fast food? What made them against it? How is fast food harmful? Which restaurants are concerned? What could restaurants do?

22. Please take five minutes to read and highlight the answers to the pre-reading questions

25. Fat Chance Against Fast Food Who is against fast food? What made them against it? How is fast food harmful? Which restaurants are concerned? What could restaurants do?

26. Translating Understanding • Highlighting • Summarizing • Critical Thinking

27. What is Close Reading? “requires re-reading, stamina and curiosity” “the careful and purposeful interpretation of text, where a reader pays close attention to the way ideas unfold” “interacting with the text through applying background knowledge and specific reading strategies” curiosity in close reading “adds an element of ownership” “attending to text in a way that allows for multiple interpretations” “Rereading, reading to learn, reading to think. Reading to support a rationale” “reading for deeper meaning – moving past comprehension” “for the purpose of interpretation and deep understanding” “gives the text time to breathe and expand through rereading, contemplation, and reconsideration” “not just reading for what the text says, but how the text says”

28. What close reading requires • Short texts or excerpts • Multiple readings • Teacher scaffolding

29. What the process looks like Initial reading of the most complex text with little teacher support (formative assessment) Students pay attention to meaning and note confusion Discussion around text-dependent questions Teacher modeling of “thinking like a detective” when reading difficult text Returning to text to support answers Re-reading for specific purposes: analyze language, determine author’s purpose, identify and evaluate the argument etc.

30. Teen Obesity: Lack of Exercise May Not Be to Blame Background Knowledge Questions

31. Questions What are the causes of teen obesity? What are teens’ exercising habits? What are teens doing if not exercising? Why is teen obesity such a big deal? How do teens’ eating habits contribute to obesity? Are there more obese teens than obese adults?

32. First Reading Highlight answers to your questions Pay attention to any confusing words and ideas

33. Questions What are the causes of teen obesity? What are teens’ exercising habits? What are teens doing if not exercising? Why is teen obesity such a big deal? How do teens’ eating habits contribute to obesity? Are there more obese teens than obese adults?

34. Close Reading What were the findings of the Johns Hopkins study?

35. p.3 That's precisely why the findings of a new study by researchers at the Johns Hopkins Bloomberg School of Public Health came as such a surprise. The report, published last week in the journal Obesity Reviews, finds that the amount of physical activity among U.S. teens has not in fact changed significantly over the past two decades, even while that population has gotten heavier. "On the one hand, we have seen the obesity-prevalence increase, but we don't see a decrease in physical activity," says Dr. Youfa Wang, an associate professor at the Center for Human Nutrition at Hopkins and lead author of the study. "This suggests that physical activity is not a good explanation for the increase in prevalence of obesity.“ In simple terms, body weight is a reflection of the balance between two variables: the calories a body takes in and the calories it burns off. As far as the average U.S. teen is concerned, the study suggests, the culprit behind weight gain is not a decrease in exercise but an increase in consumption. Of course, that doesn't mean teens are getting adequate exercise: Wang analyzed data from nearly 16,000 high school students between the ages of 15 and 18, who took part in the Centers for Disease Control and Prevention's longitudinal Youth Risk Behavior Surveillance Survey, about their physical activity. He and his team found that in 2007, only 34.7% of teens met federal physical activity recommendations, which call for activity strenuous enough to cause heavy breathing for a total of an hour a day for five or more days a week. p.4

36. p. 5 But the survey also found that teens' overall rate of daily exercise had not changed much since 1991, when the study sample was first asked to report their participation in gym classes in school and their level of physical activity at home. The percentage of teens attending daily gym class has stayed relatively steady since 1991; on average, the yearly change in the proportion of students participating was less than 1%.The percentage of ninth- through 12th-graders getting adequate levels of moderate physical activity — exercise such as slow bicycling, fast walking or pushing a lawn mower, which did not make participants break a sweat — also changed very little, from 26.7% in 1999 to 26.5% in 2005, the latest year for which the data was available. Yet obesity rates continued to rise.

37. What conclusions were drawn based on the findings?

38. p.3 That's precisely why the findings of a new study by researchers at the Johns Hopkins Bloomberg School of Public Health came as such a surprise. The report, published last week in the journal Obesity Reviews, finds that the amount of physical activity among U.S. teens has not in fact changed significantly over the past two decades, even while that population has gotten heavier. "On the one hand, we have seen the obesity-prevalence increase, but we don't see a decrease in physical activity," says Dr. Youfa Wang, an associate professor at the Center for Human Nutrition at Hopkins and lead author of the study. "This suggests that physical activity is not a good explanation for the increase in prevalence of obesity.“ In simple terms, body weight is a reflection of the balance between two variables: the calories a body takes in and the calories it burns off. As far as the average U.S. teen is concerned, the study suggests, the culprit behind weight gain is not a decrease in exercise but an increase in consumption. Of course, that doesn't mean teens are getting adequate exercise: Wang analyzed data from nearly 16,000 high school students between the ages of 15 and 18, who took part in the Centers for Disease Control and Prevention's longitudinal Youth Risk Behavior Surveillance Survey, about their physical activity. He and his team found that in 2007, only 34.7% of teens met federal physical activity recommendations, which call for activity strenuous enough to cause heavy breathing for a total of an hour a day for five or more days a week. p.4

39. How does the author’s word choice in the second paragraph communicate the extent of the teen obesity problem?

40. It's no surprise, then, that obesity rates among U.S. youngsters haveskyrocketed, tripling from 1976 to 2004. Public-health experts and obesity researchers attribute the trend in part to kids' increasingly sedentary lifestyles. As teens spend more and more time anchored before a screen — burning fewer and fewer calories each day — they're storing more of that unused energy as fat. Hence, the ballooning rates of obesity. p.2

41. What is the author’s point of view when it comes to teenagers? What words and phrases create a picture of average adolescents as she sees them?

42. p.1 You don't have to spend much time with teenagers to know that the average adolescent would rather devote an afternoon to sitting in front of the TV, computer or video-game console than working out in a gym. And in recent years, as physical-education classes have been progressively cut from cash-strapped public-school curriculums, teens have had even more time to lounge, slouch, hang out or do anything but break a sweat. It's no surprise, then, that obesity rates among U.S. youngsters have skyrocketed, tripling from 1976 to 2004. Public-health experts and obesity researchers attribute the trend in part to kids' increasingly sedentary lifestyles. As teens spend more and more time anchored before a screen — burning fewer and fewer calories each day — they're storing more of that unused energy as fat. Hence, the ballooning rates of obesity. p.2

43. Evaluate the evidence used to support the conclusion of the study in this article.

44. p.4 In simple terms, body weight is a reflection of the balance between two variables: the calories a body takes in and the calories it burns off. As far as the average U.S. teen is concerned, the study suggests, the culprit behind weight gain is not a decrease in exercise but an increase in consumption. Of course, that doesn't mean teens are getting adequate exercise: Wang analyzed data from nearly 16,000 high school students between the ages of 15 and 18, who took part in the Centers for Disease Control and Prevention's longitudinal Youth Risk Behavior Surveillance Survey, about their physical activity. He and his team found that in 2007, only 34.7% of teens met federal physical activity recommendations, which call for activity strenuous enough to cause heavy breathing for a total of an hour a day for five or more days a week. But the survey also found that teens' overall rate of daily exercise had not changed much since 1991, when the study sample was first asked to report their participation in gym classes in school and their level of physical activity at home. The percentage of teens attending daily gym class has stayed relatively steady since 1991;on average, the yearly change in the proportion of students participating was less than 1%.The percentage of ninth- through 12th-graders getting adequate levels of moderate physical activity — exercise such as slow bicycling, fast walking or pushing a lawn mower, which did not make participants break a sweat — also changed very little, from 26.7% in 1999 to 26.5% in 2005, the latest year for which the data was available. Yet obesity rates continued to rise. p.5

45. So does this mean that exercise isn't important in controlling weight? As tempting as that conclusion might be, Wang and other health experts say that's not exactly what the new data show. The findings may say less about the role of exercise by itself than about the other variable in the weight equation — diet — and the interaction of the two. While exercise may not contribute directly to weight loss, it is critical for maintaining a healthy weight, since it helps calibrate the balance between energy taken in and energy burned off. "The data is too gross, and too general to assume that [exercise doesn't count]," warns Dr. Janet Walberg Rankin, a professor in the department of human nutrition, foods and exercise at Virginia Tech. "We need to have a dual approach to weight involving both activity and diet. I would hate for people to take away from this study that activity has nothing to do with weight." She advises people to take the new data with, well, a grain of salt. The information was collected by asking participants to self-report their exercise habits, which is a notoriously unreliable method — people are not very good at gauging their activity accurately. Add to that the fact that questionnaires are not refined enough to pick up small changes in people's energy intake and expenditure, and it's obvious why the findings are informative but not game-changing. "These data are useful in highlighting who should be targeted — the most difficult cases," says Rankin. In the new study, that group includes African-American girls, who got the least amount of exercise among all adolescent groups. p.6 p.8

46. Conclusion It’s all about the thinking