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Inquiring Minds Want to Know: Using Inquiry to Build for the ELA CCSS COSA, Fall 2013 [email protected]. Our Agenda, CCSS Status Check Inquiry Think of Questions Make a Conjecture Look for Information Check Your Conjecture Share Ideas. Close Reading. Foundational Skills. - PowerPoint PPT Presentation
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Inquiring Minds Want to Know:
Using Inquiry to Build for theELA CCSS
COSA, Fall 2013
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
