Engaging Students Meaningfully with Non-Fiction TextUsing an inquiry approach to teaching non-fiction reading and writing
Background and Resources
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)
Sunflower Seeds:Shared Mini-Inquiry
I Wonder Books
Bat Inquiry Project:In-depth Shared Inquiry Project
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)
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)
Publishing with Purpose
Demonstration Lesson Stop, Think &
React Modeled Shared Guided
Alligators: Shared Inquiry Project
http://www.youtube.com/my_videos?o=U
Collaboration Strategies Taught
Turn and talk Stop, discuss and
record Build on others
ideas Disagree
agreeably
Determining Importance
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
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
Thank [email protected]
Questions and Comments
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.