As you enter, please jot down 1 or 2questions you have about inquiry on          the sticky notes                   What d...
CONNECTING CONTENT AND COMPREHENSION:USING AN INQUIRY WORKSHOP TO EVALUATE AND       ANALYZE INFORMATIONAL TEXTS
Who Am I?Author of Teaching Comprehension with Nonfiction Read Alouds
OUTCOMES     By the end of this session, participants will                        have: • learned        a rationale for e...
BURNING          QUESTIONS • Discussyour questions with a partner for 1 minute• Share   thoughts with whole group
"The most recent research in cognition shows that reading and writing are forms of inquiry,      and are best learned in c...
INQUIRY IS AN INTEGRATED       APPROACH:    Social/Collaborative Skills      Learning how to learn        Kinds of Learnin...
INQUIRY IS:• Shapedby a guiding question (essential question) that leads to an enduring understanding• CollaborativeConver...
Traditional                                             Inquiry Instruction                     Instruction               ...
HOW DOES INQUIRY MEET THE     COMMON CORE? CCSS.ELA-Literacy.CCRA.W.1 Write arguments to support claims in an analysis of ...
Picture Pop-UPWhat connections can you make   between these pictures?
WHAT DO YOU WONDER ABOUT CHOCOLATE?
IS CHOCOLATE NECESSARY?• Read   the article• Jot    notes in the margins. Ask questions. Make connections. Make inferences...
COMPONENTS OF ANINQUIRY WORKSHOP
Begin with the end in mind. . .
PLANNING PROCESSWhat do I want my students to  know and be able to do?
STEP 1: REFRAME YOUR STANDARDSTO CREATE A GUIDING QUESTION• Choose  one or two focus areas a year• Consider   tying to con...
STEP 2: DETERMINE YOUR           FINAL PROJECTS• Tied    into reading and/or writing    curriculum• Informative Writing   ...
STEP 3: CREATE A BACKWARDS            PLAN• Final   product - Editorial• How     will I get students to be able to write a...
STEP 4: DETERMINE YOUR      RESOURCES
BUILDING THE CAPACITY      TO INQUIRE
BUILDING BLOCKS
BLOCK 1: PRE-ASSESS/ACTIVATE BACKGROUND KNOWLEDGE  "One of the resources readers need in order tounderstand [the text] is ...
BLOCK 2: MODEL"Immersion in literature is one of the best ways to   encourage students to write in a particular     genre"...
WONDER BOOK, ANCHOR CHART,   WONDER QUESTIONS                                                                             ...
READ ALOUD TO MODEL STRATEGIES
• Making   Predictions• Making   Inferences• Determine    Importance• Evaluate   resources for validity• Asking   Questions
THICK AND THIN QUESTIONS      Harvey and Goudvis, 2000
QUESTIONING SCAFFOLDS    Beers and Probst, 2013
LESSONS SPECIFIC TO THE PROJECTS• Culture Wheel• Public   Service Announcement• Debate• Editorial
BLOCK 3: SMALL GROUP"A democracy is not about blindly following but about   questioning, pushing, exploring, and ultimatel...
BLOCK 4: INDEPENDENT
BLOCK 5: EVALUATE AND            REFLECT•   Exit Cards•   Picture Pop UP review and reflection• Written   reflection
GRASP THE GRAFFITIPlease take a marker and graffitithe posters based on the topics.    You may draw or write!
Social Media: Find Me Around the Web             DLittle@linkstoliteracy.com                                        Twitte...
Connecting content and comprehension
Connecting content and comprehension
Connecting content and comprehension
Connecting content and comprehension
Connecting content and comprehension
Connecting content and comprehension
Connecting content and comprehension
Connecting content and comprehension
Connecting content and comprehension
Connecting content and comprehension
Connecting content and comprehension
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Connecting content and comprehension

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Rationale for an inquiry workshop in the classroom

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Connecting content and comprehension

  1. 1. As you enter, please jot down 1 or 2questions you have about inquiry on the sticky notes What do you wonder or want to know about inquiry?
  2. 2. CONNECTING CONTENT AND COMPREHENSION:USING AN INQUIRY WORKSHOP TO EVALUATE AND ANALYZE INFORMATIONAL TEXTS
  3. 3. Who Am I?Author of Teaching Comprehension with Nonfiction Read Alouds
  4. 4. OUTCOMES By the end of this session, participants will have: • learned a rationale for embedding an inquiry workshop into the language arts block• learned the components of an inquiry workshop• participated in a mini-inquiry workshop
  5. 5. BURNING QUESTIONS • Discussyour questions with a partner for 1 minute• Share thoughts with whole group
  6. 6. "The most recent research in cognition shows that reading and writing are forms of inquiry, and are best learned in contexts ofinquiry" (Wilhelm, 2007; Hillocks, 1999, 2002).
  7. 7. INQUIRY IS AN INTEGRATED APPROACH: Social/Collaborative Skills Learning how to learn Kinds of Learning Satisfy our curiosity
  8. 8. INQUIRY IS:• Shapedby a guiding question (essential question) that leads to an enduring understanding• CollaborativeConversations -- conversation between students, students ask questions, teacher guides and acts as co-collaborator • Process of accessing, building, extending, and using knowledge(Wilhelm, 2007)"[He] who questions much, shall learn much, and retain much" - Sir Francis Bacon
  9. 9. Traditional Inquiry Instruction Instruction How do humans Environmental Topic impact the Awareness environment? Activating make visual connections,Background None ranking scenarios, autobiographical writingKnowledge Teacher is co-collaborator in Teacher-led, everyone exploration of various topics, smallOrganization does the same thing groups take ownership of parts of inquiry, expertise developed around topic Scientific or historicalInstructional Lecture, textbook investigations, small-group discussions, read print and digital Activities reading, worksheets resources, develop questions related to aspects of topic Adapted from Wilhelm, 2007
  10. 10. HOW DOES INQUIRY MEET THE COMMON CORE? CCSS.ELA-Literacy.CCRA.W.1 Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. • Debate • EditorialCCSS.ELA-Literacy.CCRA.W.2 Write informative/explanatory textsto examine and convey complex ideas and information clearly andaccurately through the effective selection, organization, and analysis of content. • Public Service Announcement • Culture Wheel
  11. 11. Picture Pop-UPWhat connections can you make between these pictures?
  12. 12. WHAT DO YOU WONDER ABOUT CHOCOLATE?
  13. 13. IS CHOCOLATE NECESSARY?• Read the article• Jot notes in the margins. Ask questions. Make connections. Make inferences • Discuss with your group• Whole group share• What questions remain?
  14. 14. COMPONENTS OF ANINQUIRY WORKSHOP
  15. 15. Begin with the end in mind. . .
  16. 16. PLANNING PROCESSWhat do I want my students to know and be able to do?
  17. 17. STEP 1: REFRAME YOUR STANDARDSTO CREATE A GUIDING QUESTION• Choose one or two focus areas a year• Consider tying to content• Indicator: Recognize and explain how Earths natural resources from the natural environment are used to Guiding Question: How do meet human needs. humans impact the environment?
  18. 18. STEP 2: DETERMINE YOUR FINAL PROJECTS• Tied into reading and/or writing curriculum• Informative Writing Culture Wheel Public Service Announcement• Opinion Writing Debate Editorial
  19. 19. STEP 3: CREATE A BACKWARDS PLAN• Final product - Editorial• How will I get students to be able to write an editorial?• Brainstormedtwo other project options that would build on student knowledge• Brainstormed what students needed to know and be able to do to get to each project along the way• Created mini-lessons
  20. 20. STEP 4: DETERMINE YOUR RESOURCES
  21. 21. BUILDING THE CAPACITY TO INQUIRE
  22. 22. BUILDING BLOCKS
  23. 23. BLOCK 1: PRE-ASSESS/ACTIVATE BACKGROUND KNOWLEDGE "One of the resources readers need in order tounderstand [the text] is their own experience andmemory. And the process they must be invited toengage in is the bringing together, closely, of that experience and the words on the page" (Beers & Probst, 2013).
  24. 24. BLOCK 2: MODEL"Immersion in literature is one of the best ways to encourage students to write in a particular genre" (Olness, 2005; Routman, 1994)
  25. 25. WONDER BOOK, ANCHOR CHART, WONDER QUESTIONS
  26. 26. READ ALOUD TO MODEL STRATEGIES
  27. 27. • Making Predictions• Making Inferences• Determine Importance• Evaluate resources for validity• Asking Questions
  28. 28. THICK AND THIN QUESTIONS Harvey and Goudvis, 2000
  29. 29. QUESTIONING SCAFFOLDS Beers and Probst, 2013
  30. 30. LESSONS SPECIFIC TO THE PROJECTS• Culture Wheel• Public Service Announcement• Debate• Editorial
  31. 31. BLOCK 3: SMALL GROUP"A democracy is not about blindly following but about questioning, pushing, exploring, and ultimately knowing for ourselves what we believe is good and right and just" (Beers & Probst, 2013).
  32. 32. BLOCK 4: INDEPENDENT
  33. 33. BLOCK 5: EVALUATE AND REFLECT• Exit Cards• Picture Pop UP review and reflection• Written reflection
  34. 34. GRASP THE GRAFFITIPlease take a marker and graffitithe posters based on the topics. You may draw or write!
  35. 35. Social Media: Find Me Around the Web DLittle@linkstoliteracy.com Twitter: @linkstoliteracy www.linkstoliteracy.com www.teachingwithpicturebooks.wordpress.com www.literacytoolbox.com www.pinterest.com/links2literacy www.facebook.com/linkstoliteracyllc

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