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4th Grade ELA in Science and Science in ELA

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4th Grade ELA in Science and Science in ELA

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Students shared that they were challenged by the way questions were constructed, and especially how the phrasing made the expectations less clear. In addition to modeling how questions are "unpacked," students have been replying to each other in Google Classroom, writing questions that dig deeper into ideas and evidence posted by classmates.

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During whole group reading and guided reading, I've been giving my students a critical thinking question from the current story or guided reading book. They use the I think...because.. and so format to answer, which makes them provide text evidence and then think beyond the text to come up with the "BIG IDEA" that relates to the context of the question.

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During guided reading, students are responding to "Thinking Beyond the Text" and "Thinking About the Text" questions to evaluate the text. Students are also using " I think..because..so..." to make inferences and to generate higher order thinking discussions.

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We do a lot of writing in the content areas. In social studies, they are asked to provide evidence from the text to support their ideas. In science, this activity required the students to use the higher-level thinking skill of evaluating as well as providing evidence to support their reasoning.

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With our leveled readers we have had students respond to "Thinking Beyond the Text" question using the "I think..." "because in the text" and "So I know that..." chart as a graphic organizer to prepare for the typed essay. This helps the students to organize their thoughts before being asked to present them in essay format. The students are required to dolor-code the key words (think..because..and so I know...) in the essay also.

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When responding to a shared reading text, I want to ask questions that are not "right there" questions. Students are asked to support their answer with text evident. In our recent story, students needed to explain why astronauts go to the moon and explain how they know. We often use the sentence started, "I know this because..."

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In the Write-in Reader, there is a Reading Detective question for each story. We use this question to create a TDA response. We then post it on a Google form where students have to post their response. The question is broken done in the students answer, citing evidence, and explaining their evidence. They use the sentence frames I think, because, and so to organize their thoughts. Typically, before even responding to the question online, students do a T&T to help them listen and contribute to their peers ideas.

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Understanding Characters- We have tracked the development of a character throughout the a story. Students would select a word to describe the character at the beginning of the story and then show evidence to support their opinion. We repeated the task again at the end of the story, again the showing evidence. The we compared the transformation.

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My English Learners in 4th and 6th have been diligently attempting to comprehend leveled passages beyond and within the text in both classroom discussions and TDA writing prompts. With the development and implementation of higher order thinking questions, it is anticipated that the students in time will be able to carefully analyze, evaluate and synthesize text independently to gain enhanced meaning.

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Google Slides - create and edit presentations online, for free.

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Create a new presentation and edit with others at the same time. Get stuff done with or without an internet connection. Use Slides to edit PowerPoint files. Free from Google.

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We have been using venn diagrams to make connections across texts, and compare genres and authors’ purpose. We have also used “I think.. because.. so..” to analyze text, find text evidence for our thinking, and draw conclusions.

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Sangeeta Datta
In REACH , we are working on how to synthesize information from the text. We have been practicing the strategy that when we read, we often figure out things on our own. We put together important ideas to draw conclusions. We have used this language frame for scaffolding our thinking.

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Analyzing character traits in a story. What kind of person is TY? Students used a character web and provided evidence for each trait. We are working are toward using the the OP analysis chart.

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Students use a GO for a character and list their thoughts, words and actions from a text to determine their character traits. This is attached in Classroom through a Google Doc.

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Students use the I think... because... so to answer word problems. They use this language in the answers also.

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Grade 6-Co-taught ELA. Incorporation the three boxes into the Journey's question. This has been so helpful when analyzing text! 

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Grade 6-Co-taught ELA. Incorporation the three boxes into the Journey's question. This has been so helpful when analyzing text! 

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Grade 2, ELA, analysis of three informational texts on Helen Keller, Alexander Graham Bell, and Martin Luther King that utilized Nearpod for formative assessments, 360 VR for an interactive approach to the power of our words, and a culminating imagery poem using sensory details surrounding a VR image and integrating a quote from Helen Keller. 

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Grade 2, ELA, analysis of three informational texts on Helen Keller, Alexander Graham Bell, and Martin Luther King that utilized Nearpod for formative assessments, 360 VR for an interactive approach to the power of our words, and a culminating imagery poem using sensory details surrounding a VR image and integrating a quote from Helen Keller. 