Transcript
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Engaging Students Meaningfully with Non-Fiction TextUsing an inquiry approach to teaching non-fiction reading and writing

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Background and Resources

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The Inquiry Approach Starts with student’s questions- Study leads to answers

and more questions.

Content is the outcome of study not the starting point.

Depth not coverage (exceeding standards)

Grounded in authentic processes and products

Teacher’s role is to facilitate learning not to transmit knowledge

Harvey and Daniels (2009)

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Sunflower Seeds:Shared Mini-Inquiry

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I Wonder Books

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Bat Inquiry Project:In-depth Shared Inquiry Project

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Reading Strategies Taught Activate background

knowledge Ask questions and

wonder Listen to your inner

voice Think and wonder

about images Read with a question

in mind Use text features to

gain information Annotate text Stop, think and react

Harvey and Goudvis (2007)

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Research Strategies Taught

Choosing a researchable question(s)

Exploring and using multiple sources Books Magazines Websites Videos Ask an expert Observe

Letting go of misconceptions

Organizing findings

Harvey and Daniels (2009)

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Publishing with Purpose

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Demonstration Lesson Stop, Think &

React Modeled Shared Guided

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Collaboration Strategies Taught

Turn and talk Stop, discuss and

record Build on others

ideas Disagree

agreeably

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Determining Importance

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Open Inquiry: Individual In-depth Inquiry Project

Individual selection of inquiry topic/questions

close study of non-fiction texts

Selection of mentor texts Teacher gathers resources Research and write Publish

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Framework for Genre Study* Gather texts: the teacher gathers high-quality examples of the kind of writing students will do.

Students add to the “stack” as the study progresses.

Set the expectation: Students are told that they will be expected to finish a piece of writing that shows the influence of the study.

Immersion: students and teachers spend time reading and getting to know the texts they will study.

Close study: The class revisits the texts with an emphasis on writing process. “What did you notice about how these texts were written?” The teacher takes a strong lead and does a lot of modeling about how the new understandings will influence the writing.

Writing: students and teacher complete pieces of writing that show the influence of the study. Mini-lessons, individual conferences and group share continue to be opportunities to teach.

Publishing: students share their work in some way.

Reflecting on the process: students reflect on the process of writing their piece and what they have learned as a writer.

*Adapted from Study Driven Katie Wood Ray pg. 19

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Thank [email protected]

Questions and Comments

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ReferencesHarvey, Stephanie. Nonfiction Matters: Reading, Writing, and Research in Grades 3-8. York, Me.: Stenhouse Publishers, 1998. Harvey, Stephanie, Anne Goudvis, Strategies That Work Teaching

Comprehension for Understanding and Engagement. Portland, Me.; Markham, Ont.: Stenhouse Publishers ; Pembroke Publishers, 2007.

Harvey, Stephanie, Daniels, Harvey, Inquiry Circles in Action: Comprehension and Collaboration. Portsmouth, NH, 2009.

Miller, Debbie. Reading With Meaning: Teaching Comprehension in the Primary Grades. Stenhouse Publishers, 2002. Ray, Katie Wood. About the Authors: Writing Workshop with Our

Youngest Writers. Portsmouth, NH: Heinemann, 2004.


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