Need High Quality Informational Books? Look No More! Jeanne Swafford Logan McKnight University of North Carolina - Wilmington Presentation at the 2013 International Reading Association Conference, April 20, 2013, San Antonio, TX 1
Goals 1. Share a sample of resources from our annotated bibliography of award-winning informational picture books 2. Demonstrate how a sample of the books can be used to address CCSS 3. Provide access to our resources and annotated bibliography 2
How do you find informational texts? 3 Where We Go First to Find Informational Books Orbis Pictus for Outstanding Nonfiction
Books (NCTE) Robert F. Sibert Informational Book Award (ALA) Notable Social Studies Trade Books for Young People (NCSS) Outstanding Science Trade Books for Young People (NSTA) 4
Orbis Pictus Award, Sibert Award, Cook Prize (STEM), Outstanding Science Trade Books (2012 winner) Balloons Over Broadway The Story of the Puppeteer of Macys Parade by Melissa Sweet (Houghton Mifflin) 5
Sibert, National Book finalist, Newbery Honor, YALSA (2013 winner) Bomb: The Race to Build and StealThe Worlds Most Dangerous Weapon (2013 winner) by Steve Sheinkin (Flash Point) 6
Orbis Pictus, Sibert Honor, Notable Social Studies Trade Book (2012) Ballet for Martha: Making Appalachian Spring by Jan Greenberg & Sandra Jordan; Brian Floca (Flash Point) 7
Notable Social Studies Trade Books includes NCSS Standards Ballet for Martha: Standards 1, 2, 3, 4, 5 1. 2. 3. 4. 5. Culture Time, Continuity, &Change
People, Places, & Environments Individual Development & Identity Individuals, Groups, & Institutions 8 Sibert Honor, Outstanding Science Trade Book, Boston Globe-Horn Book Nonfiction Honor (2012) The Elephant Scientist
(Scientists in the Field Series) by Caitlin OConnell, Donna M. Johnson, & Timothy Rodwell (Houghton Mifflin) 9 Outstanding Science Trade Books include NSTA Standards The Elephant Scientist: Standards II,
VII, VIII Science as Inquiry VII. Science in Personal and Social VIII. History and Nature of Science II. 10 What we know: We need to teach children how to read
informational texts with varying text structures visual representations of information (maps, charts, photographs) Students need to question the authenticity of texts (critical reading) Students need to be engaged 11 Students need choices
Learning engagements and texts must be relevant to students lives Students engage in multiple forms of literacy outside of school Individuals need to use multiple texts (not just print texts) to learn 12 Endangered Species
Text Set Logan McKnight April 20, 2013 International Reading Associations 58th Annual Convention What is a text set? A text set is a collection of resources from different genres, media and levels of reading difficulty that are designed to be supportive of
the learning of readers with a range of experiences and interests. Focuses on a concept or topic and may include multiple genres such as books, charts, maps, informational pamphlets, poetry, songs, photographs, etc. Provides multiple perspectives from which to view a topic http://www.ed.sc.edu/raisse/pdf/handouts/ iraGoodman.pdf
Inquiry through text sets Organize text sets based on questions about the topic Cover general questions about the topic as well as interdisciplinary considerations Students can help develop questions Provides opportunities for inquiry study Can be guided to come up with questions you
already have in text set Also offers opportunity for new questions you havent considered peers can teach each other about discoveries based on new questions Questions 1. Why are there endangered species? How 2. 3.
4. 5. 6. does this happen? How do we know a species is endangered? What species are endangered? What would it feel like to be a threatened or endangered species? Where are endangered species located? What can we do to help protect and
conserve endangered species? Questions 1. How would a historian look at 2. 3. 4. 5.
6. conservation/endangered species? How would an artist view endangered species? How do you represent something youve never seen? How would a mathematician view endangered species? What questions would they ask? What problems would they solve? What songs/sounds do we hear that we might not
if the species went extinct? How are ecosystems affected when a species is endangered or goes extinct? How do endangered and/or extinct species affect us? What local issues/stories are there involving Common Core Connections CCSS.ELA-Literacy.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific
information in the text. CCSS.ELA-Literacy.RI.4.5 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. CCSS.ELA-Literacy.RI.4.7 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. Common Core Connections CCSS.ELA-Literacy.RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text. CCSS.ELA-Literacy.RI.4.9 Integrate information from two texts on the same topic in order to write or speak about
the subject knowledgeably. CCSS.ELA-Literacy.RI.4.10 By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the grades 45 text complexity band proficiently, with scaffolding as needed at the high end of the range. 19 Resource Highlights Can We Save the Tiger? (Jenkins, 2011)
Design a Habitat for the Black-Footed Ferret Interactive Map The Price of Progress (CBS) Through Endangered Eyes (Dillon, 2009) Can We Save the Tiger? CCSS.ELA-Literacy.RI. 4.5 Describe the overall structure (e.g., chronology,
comparison, cause/effect, problem/ solution) of events, ideas, concepts, or Design a Habitat CCSS.ELA-Literacy.RI.4 .7 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.
http://www.arkive.org/education/gam es/design-a-habitat Design a Habitat continued Information about why/how the species became
endangered. Design a Habitat continued Students use information learned to problem solve and create a suitable habitat for
the ferrets. Map of Endangered Species http://www.escapefoundation.org/about-escap e-foundation/a-world-of-endangered-species/ CCSS.ELA-Literacy.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or
technical text, including what happened and why, based on specific information in the text. The Price of Progress http://www.cbsnews.com/stories/2007/04/22/s unday/main2714532.shtml CCSS.ELA-Litera cy.RI.4.8
Explain how an author uses reasons and evidence to support particular points NSTA Outstanding Science Trade Books (2013) Rachel Carson and Her Book
that Changed the World By Laurie Lawlor; Laura Beingessner 28 Through Endangered Eyes: A Poetic Journey into the Wild CCSS.ELA-Literacy.R I.4.9
Integrate information from two texts on the same topic in order to write or speak about the subject Why are there endangered species? How does this happen? How do we know a species is endangered?
What species are endangered? What would it feel like to be a threatened or endangered species? What can we do to help protect and conserve endangered species? How would an artist view endangered species? How do you represent something youve never seen?
How are ecosystems affected when a species is endangered or goes extinct? How do endangered and/or extinct species affect us? What we know: A variety of resources in a text set: Makes for a well- rounded, in-depth study of a topic Offers multiple perspectives and encourages
students to ask questions and think critically Encourages students to synthesize across multiple sources to deepen understandings of a topic and to create new understandings For information: people.uncw.edu/swaffordj/ 38
