I Wonder: Writing Scientific Explanations With Students
Review Publish Date: 2021-03-25 10:29:57
Reviewer: INFOhio Reviewer
Rubric Version: Reviews Review Rubric Version 0.92
Endorsements
Flexible Learning Endorsement |
Summary: This inquiry-driven lesson allows second graders to ask questions about something they would like to explore. Students organize their information in a chart and collaborate together to get answers to their investigative questions.
Usability
Meets
Expectations
Flexibility and Adaptability
Meets
Expectations
Inclusive Teaching
Meets
Expectations
Research-Based Strategies
Does not Meet
Expectations
Usability : 3/6 Top
a. Materials follow Web Content Accessibility Guidelines.
b. Material(s) are not overly resource intense that would require consistent high-speed internet access, such as large video files and multiple high-resolution photos.
c. The visual design of materials is clean and coherent, lending itself to ease of learning.
Flexibility and Adaptability: 3/6 Top
d. Materials are flexible to allow students to access and complete work online or offline as needed.
Reviewer Notes: Materials are enhanced with Fact Fragment Frenzy - which is a student interactive for elementary students - with an online model for finding facts in nonfiction text. In addition, the incorporation of TWT Fact Fragment Frenzy is a mobile app that allows them to do the same. e. Materials can support and/or facilitate learning in hybrid and/or online delivery methods.
f. Teacher supports, documentation, and/or guides for effective use are present.
Reviewer Notes: Buss, K. & Karnowski, L. (2002). Reading and writing nonfiction genres
Buss and Karnowski suggest that seeking information to find out about a topic of interest or to confirm already existing knowledge is a common activity for children. Stead challenges teachers to pair information seeking with scientific exploration to create an even more enriching experience for students.
Stead, T. (2001). Is that a fact: Teaching nonfiction writing K-3.
Stead defines scientific explanations as a kind of writing that "describes why something happens or is as it is" or "describes how something works or was formed".
Inclusive Teaching: 4/6 Top
g. Content is presented with an objective view on topic and is free of bias.
h. Content creates student experiences that enable all children to reach empowering and rigorous learning outcomes regardless of their race or income.
i. Content cultivates an awareness and acceptance of a variety of ages, cultures, races, religions, and gender roles and identities.
Research-Based Strategies: 6/14 Top
j. Content builds on prior learning
Reviewer Notes: Students gather background knowledge through a variety of texts. k. Content leads to further learning by gradually removing supports and requiring advanced skills and concepts.
Reviewer Notes: Learners utilize a TCF chart - What we THINK we know, What we have Confirmed we know, and New Facts we have learned through research. l. Content provides for authentic learning, application of literacy skills, student-directed inquiry, analysis, evaluation and/or reflection.
m. Content engages students through discussion questions and other supports that build toward independence.
n. Uses technology and media to deepen learning and engage students.
o. Content includes options for differentiation to meet needs of all learners.
p. Instructional approaches used are reflective of best practices and research on what works in education.
Reviewer Notes: Common Core standards noted and :
NCTE/IRA NATIONAL STANDARDS FOR THE ENGLISH LANGUAGE ARTS
1.
Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
3.
Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
5.
Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
7.
Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
8.
Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
12.
Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information). |
Usability
Flexibility and Adaptability
Inclusive Teaching
Research-Based Strategies
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Endorsements
The Accelerating Learning endorsement indicates that the material meets or exceeds expectations for both the Standards Alignment and Research-Based Strategies indicators.