![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](https://image.slidesharecdn.com/connectingcontentandcomprehension-130423200137-phpapp01/85/Connecting-content-and-comprehension-8-320.jpg)
![BLOCK 1: PRE-ASSESS/ACTIVATE
BACKGROUND KNOWLEDGE
"One of the resources readers need in order to
understand [the text] is their own experience and
memory. And the process they must be invited to
engage in is the bringing together, closely, of that
experience and the words on the page" (Beers &
Probst, 2013).](https://image.slidesharecdn.com/connectingcontentandcomprehension-130423200137-phpapp01/85/Connecting-content-and-comprehension-23-320.jpg)
![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](https://image.slidesharecdn.com/connectingcontentandcomprehension-130423200137-phpapp01/75/Connecting-content-and-comprehension-8-2048.jpg)
![BLOCK 1: PRE-ASSESS/ACTIVATE
BACKGROUND KNOWLEDGE
"One of the resources readers need in order to
understand [the text] is their own experience and
memory. And the process they must be invited to
engage in is the bringing together, closely, of that
experience and the words on the page" (Beers &
Probst, 2013).](https://image.slidesharecdn.com/connectingcontentandcomprehension-130423200137-phpapp01/75/Connecting-content-and-comprehension-23-2048.jpg)
Uploaded byDawn Little
Connecting content and comprehension
This document provides an overview of using an inquiry workshop model to teach comprehension of informational texts. It discusses: 1) The components of an inquiry workshop, which includes modeling strategies, lessons specific to projects, and small and independent group work. 2) How an inquiry workshop aligns with Common Core standards by having students write arguments, explanations, and conduct investigations. 3) A planning process for an inquiry workshop, which involves creating a guiding question, determining final projects, and backwards planning lessons and activities to build students' inquiry skills.
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Connecting content and comprehension
- 1. As you enter,please jot down 1 or 2 questions you have about inquiry on the sticky notes What do you wonder or want to know about inquiry?
- 2. CONNECTING CONTENT ANDCOMPREHENSION: USING AN INQUIRY WORKSHOP TO EVALUATE AND ANALYZE INFORMATIONAL TEXTS
- 3. Who Am I? Authorof Teaching Comprehension with Nonfiction Read Alouds
- 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. BURNING QUESTIONS • Discussyour questions with a partner for 1 minute • Share thoughts with whole group
- 6. "The most recentresearch in cognition shows that reading and writing are forms of inquiry, and are best learned in contexts of inquiry" (Wilhelm, 2007; Hillocks, 1999, 2002).
- 7. INQUIRY IS ANINTEGRATED APPROACH: Social/Collaborative Skills Learning how to learn Kinds of Learning Satisfy our curiosity
- 8. INQUIRY IS: • Shapedbya 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. Traditional Inquiry Instruction Instruction How do humans Environmental Topic impact the Awareness environment? Activating make visual connections, Background None ranking scenarios, autobiographical writing Knowledge Teacher is co-collaborator in Teacher-led, everyone exploration of various topics, small Organization does the same thing groups take ownership of parts of inquiry, expertise developed around topic Scientific or historical Instructional 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. HOW DOES INQUIRYMEET 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 • Editorial CCSS.ELA-Literacy.CCRA.W.2 Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. • Public Service Announcement • Culture Wheel
- 11. Picture Pop-UP What connectionscan you make between these pictures?
- 12. WHAT DO YOUWONDER ABOUT CHOCOLATE?
- 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. COMPONENTS OF AN INQUIRYWORKSHOP
- 15. Begin with theend in mind. . .
- 16. PLANNING PROCESS What doI want my students to know and be able to do?
- 17. STEP 1: REFRAMEYOUR STANDARDS TO CREATE A GUIDING QUESTION • Choose one or two focus areas a year • Consider tying to content • Indicator: Recognize and explain how Earth's natural resources from the natural environment are used to Guiding Question: How do meet human needs. humans impact the environment?
- 18. STEP 2: DETERMINEYOUR FINAL PROJECTS • Tied into reading and/or writing curriculum • Informative Writing Culture Wheel Public Service Announcement • Opinion Writing Debate Editorial
- 19. STEP 3: CREATEA 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. STEP 4: DETERMINEYOUR RESOURCES
- 21. BUILDING THE CAPACITY TO INQUIRE
- 22.
- 23. BLOCK 1: PRE-ASSESS/ACTIVATE BACKGROUND KNOWLEDGE "One of the resources readers need in order to understand [the text] is their own experience and memory. And the process they must be invited to engage in is the bringing together, closely, of that experience and the words on the page" (Beers & Probst, 2013).
- 27. BLOCK 2: MODEL "Immersionin literature is one of the best ways to encourage students to write in a particular genre" (Olness, 2005; Routman, 1994)
- 28. WONDER BOOK, ANCHORCHART, WONDER QUESTIONS
- 29. READ ALOUD TOMODEL STRATEGIES
- 30. • Making Predictions • Making Inferences • Determine Importance • Evaluate resources for validity • Asking Questions
- 31. THICK AND THINQUESTIONS Harvey and Goudvis, 2000
- 32. QUESTIONING SCAFFOLDS Beers and Probst, 2013
- 34. LESSONS SPECIFIC TOTHE PROJECTS • Culture Wheel • Public Service Announcement • Debate • Editorial
- 35. BLOCK 3: SMALLGROUP "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).
- 40.
- 44. BLOCK 5: EVALUATEAND REFLECT • Exit Cards • Picture Pop UP review and reflection • Written reflection
- 45. GRASP THE GRAFFITI Pleasetake a marker and graffiti the posters based on the topics. You may draw or write!
- 46. Social Media: FindMe 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