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?
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 embedding an inquiry workshop into the language arts block• learned the components of an inquiry workshop• participated in a mini-inquiry workshop
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 contexts ofinquiry" (Wilhelm, 2007; Hillocks, 1999, 2002).
INQUIRY IS AN INTEGRATED APPROACH: Social/Collaborative Skills Learning how to learn Kinds of Learning Satisfy our curiosity
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
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
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
Picture Pop-UPWhat connections can you make between these pictures?
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 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?
STEP 2: DETERMINE YOUR FINAL PROJECTS• Tied into reading and/or writing curriculum• Informative Writing Culture Wheel Public Service Announcement• Opinion Writing Debate Editorial
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
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).
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)
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 ultimately knowing for ourselves what we believe is good and right and just" (Beers & Probst, 2013).
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!
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