inquiring minds want to know: using inquiry to build for the ela ccss cosa, fall 2013...

Inquiring Minds Want to Know:

Using Inquiry to Build for theELA CCSS

COSA, Fall 2013

john.slagle@mheducation.com

Our Agenda,

CCSS Status Check

InquiryThink of

QuestionsMake a

ConjectureLook for

InformationCheck Your ConjectureShare Ideas

Close Reading

Complex Texts & Tasks

Foundational Skills

Collaborative Conversations

Writing from Sources

K-2CCSS Connections to Inquiry

inquiry in the ccss • reading/informational text

ANCHOR STANDARD ONE . . .Read closely to determine what the

textsays explicitly and to make logicalinferences from it; cite specifictextual evidence when writing orspeaking to support conclusions drawnfrom the text.

inquiry in the ccss • reading/informational text

KINDERGARTEN STANDARD ONE . . .With prompting and support, ask and answer questions about key details in atext.GRADE ONE STANDARD ONE . . .Ask and answer questions about key

detailsin a text.

inquiry in the ccss • reading/informational text

GRADE TWO STANDARD ONE . . .Ask and answer such questions as who,what, where, when, why, and how todemonstrate understanding of keydetails in a text.

inquiry in the ccsswriting • kindergarten

6. With guidance and support fromadults, explore a variety of digitaltools to produce and publish writing,including in collaborationwith peers.

inquiry in the ccsswriting • kindergarten

7. Participate in shared research and writingprojects (e.g., explore a number of books by afavorite author and express opinions aboutthem.)8. With guidance and support from adults,recall information from experiences or gatherinformation from provided sources to answer aquestion.

inquiry in the ccssspeaking & listening • kindergarten

1. Participate in collaborative conversationsWith diverse partners about kindergartentopics and texts with peers and adults in smalland larger groups.a. Follow agreed-upon rules for discussions(e.g., listening to others and taking turnsspeaking about the topics and texts underdiscussion).b. Continue a conversation through multipleexchanges.

3-5CCSS Connections to Inquiry

inquiry in the ccss • reading/informational text

GRADE THREE STANDARD ONE . . .Ask and answer questions to demonstrateunderstanding of a text, referring explicitly

to the text as the basis for the answers.

inquiry in the ccss • reading/informational text

GRADE FOUR STANDARD ONE . . .Refer to details and examples in a textwhen explaining what the text saysexplicitly and when drawing inferencesfrom the text.GRADE FIVE STANDARD ONE . . .Quote accurately from a text when explainingwhat the text says explicitly and when drawinginferences from the text.

inquiry in the ccsswriting • grade five

6. With some guidance and supportfrom adults, use technology, includingthe Internet, to produce and publishwriting as well as to interact andcollaborate with others . . .

inquiry in the ccsswriting • grade five

7. Conduct short research projects thatuse several sources to build knowledgethrough investigation of differentaspects of a topic.8. Recall relevant information fromexperiences or gather relevantinformation from print and digitalsources; summarize or paraphraseinformation in notes and finished work, andprovide a list of sources.

inquiry in the ccssspeaking & listening • grade five

1. Engage effectively in a range of collaborativediscussions (one on-one, in groups, and teacher-led)with diverse partners on grade 5 topics and texts,building on others’ ideas and expressing their ownclearly.a. Come to discussions prepared, having reador studied required material; explicitly drawon that preparation and other informationknown about the topic to explore ideas underdiscussion.b. Follow agreed-upon rules for discussions andcarry out assigned roles.

inquiry in the ccssspeaking & listening • grade five

Engage effectively in a range of collaborativediscussions (one on-one, in groups, and teacher-led)with diverse partners on grade 5 topics and texts,building on others’ ideas and expressing their ownclearly.c. Pose and respond to specific questions bymaking comments that contribute to thediscussion and elaborate on the remarks ofothers.d. Review the key ideas expressed and drawconclusions in light of information andknowledge gained from the discussions.

Strategies

Access, acceleration, and inquiry . . .

Strategy 1 ~ExclusionaryBrainstorming

Allen

A Culture of Curiosity

Strategy 2 ~GalleryWalks

Slagle, adapted from GLAD TRAINING, 2009

Enter through . . .words

sketches

phrases

telling sentencesQUESTIONS

Access, acceleration, and inquiry . . .

Strategy 3~

A visual mounted on a chart where pairs A visual mounted on a chart where pairs of studentsof students

share a marker to add related sketches, share a marker to add related sketches, words,words,

phrases, or questions.phrases, or questions.

Observation Chart

(Bader & Correa, Project GLAD 2008)

Slagle, adapted from GLAD TRAINING, 2009

Access, acceleration, and inquiry . . .

A physical response matched to a word or concept of

great importance.

sprout

Strategy 4 ~Signal Word

Slagle, adapted from GLAD TRAINING, 2009

Access, acceleration, and inquiry . . .

A physical response matched to a word or concept of

great importance.

compare

Strategy 5 ~Signal Word

Slagle, adapted from GLAD TRAINING, 2009

Access, acceleration, and inquiry . . .

A physical response matched to a word or concept of

great importance.

contrast

Strategy 5 ~Signal Word

Slagle, adapted from GLAD TRAINING, 2009

Access, acceleration, and inquiry . . .

Strategy 6 ~QuestionStem Generator

Slagle

Access, acceleration, and inquiry . . .

What makes a great question?

Isn’t that a great question?

A great question . . .•Makes you think•Can have more than one answer•Makes you reread to make sure•Can be asked in different ways•Can’t be answered just in the book•Makes you think about your life•Makes you want to research more•Makes you smarter

A great “inquiry” question . . .•Is unique•Answer has value•Is not convenient•Requires action•Leads•Inspires

“Genius”Question

Frames

What if…? Is ______ the reason for…?I wonder why…? Can…?If…? Would you rather…?What is it that…? What would it take to…?When is it…? Why is it that…?Who could…? Would ______ be possible if…?How is ____ like _____? Is it possible to…?When is…? Could…?What could happen if…? How can…?If it were possible…? What is your opinion about…?Are there…? Is it right to…?Why is…? I wonder when…?How…? I’m wondering if…?Where did…? How could it…?Do you…? Why are…?Does it matter if…? If I ______, could_____?When is it …? What can…?

Maiers

Strategy 7 ~Corners

Johnson & Johnson, Kagan, Slavin

Corners designated by topic~Individuals think & write.Small groups interact and refine.Corners share out.

Classroom

1

4

2

3

Access, acceleration, and inquiry . . .

Strategy 8 ~NumberedHeads

Johnson & Johnson, Kagan, Slavin

Think time . . .

Talk time . . .

Share out . . .2’s

1

1

3

3 4

2

4

2

Access, acceleration, and inquiry . . .

Ford & Opitz, Model 1:Ford & Opitz, Model 1:Grouping Without TrackingGrouping Without Tracking

Same text for all students. Same text for all students. Differentiating and targeting Differentiating and targeting through levels of support.through levels of support.

Strategy 9 ~

Ford & Opitz, Model 1:Ford & Opitz, Model 1:Grouping Without TrackingGrouping Without Tracking

Frontloading

Students who need supportto read and respond.

Students who can readand respond independently.

Follow up

Ford & Opitz, Model 2:Ford & Opitz, Model 2:JigsawingJigsawing

Same text for all students. Same text for all students. Different parts and different Different parts and different levels of support for different levels of support for different students.students.

Strategy 10~

Ford & Opitz, Model 2:Ford & Opitz, Model 2:JigsawingJigsawing

Frontloading

Group 1:MaximumDirect Support.AppropriatePart ofText.

Group 2:MinimalDirect Support.AppropriatePart ofText.

Group 3:MaximumIndirect Support.AppropriatePart ofText.

Group 4:MinimalIndirect Support.AppropriatePart ofText.

Extending

Ford & Opitz, Model 3:Ford & Opitz, Model 3:Connected Literature CirclesConnected Literature Circles

Different text sets and Different text sets and different levels of support for different levels of support for different groups of students.different groups of students.

Strategy 11~

Ford & Opitz, Model 3:Ford & Opitz, Model 3:Connected Literature CirclesConnected Literature Circles

Frontloading

Group 1:MaximumDirect Support.AppropriateText # 1.

Group 2:MinimalDirect Support.AppropriateText # 2.

Group 3:MaximumIndirect Support.AppropriateText # 3.

Group 4:MinimalIndirect Support.AppropriateText # 4.

Extending

Ford & Opitz, Model 4:Ford & Opitz, Model 4:Focused Readers’ WorkshopFocused Readers’ Workshop

Different texts and different Different texts and different levels of support for different levels of support for different students.students.

Strategy 12~

Ford & Opitz, Model 4:Ford & Opitz, Model 4:Focused Readers’ WorkshopFocused Readers’ Workshop

Frontloading

Direct individualsupport.

Indirect individualsupport.

Follow up

Assist individual student in selecting appropriatetext related to focus ofworkshop.

Inquiring Minds Want to Know:

Using Inquiry to Build for theELA CCSS

COSA, Fall 2013

john.slagle@mheducation.com