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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 the ELA CCSS COSA, Fall 2013 john.slagle@mheducation.com. Our Agenda, CCSS Status Check Inquiry Think of Questions Make a Conjecture Look for Information Check Your Conjecture Share Ideas. Close Reading. Foundational Skills.

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Inquiring Minds Want to Know: Using Inquiry to Build for the ELA CCSS COSA, Fall 2013

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  1. Inquiring Minds Want to Know: Using Inquiry to Build for the ELA CCSS COSA, Fall 2013 john.slagle@mheducation.com

  2. Our Agenda, CCSS Status Check Inquiry Think of Questions Make a Conjecture Look for Information Check Your Conjecture Share Ideas

  3. Close Reading Foundational Skills Complex Texts & Tasks Collaborative Conversations

  4. Writing from Sources

  5. K-2 CCSS Connections to Inquiry

  6. inquiry in the ccss • reading/informational text ANCHOR STANDARD ONE . . . Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

  7. inquiry in the ccss • reading/informational text KINDERGARTEN STANDARD ONE . . . With prompting and support, ask and answer questions about key details in a text. GRADE ONE STANDARD ONE . . . Ask and answer questions about key details in a text.

  8. inquiry in the ccss • reading/informational text GRADE TWO STANDARD ONE . . . Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.

  9. inquiry in the ccsswriting • kindergarten 6. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.

  10. inquiry in the ccsswriting • kindergarten 7. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them.) 8. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

  11. inquiry in the ccssspeaking & listening • kindergarten 1. Participate in collaborative conversations With diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges.

  12. 3-5 CCSS Connections to Inquiry

  13. inquiry in the ccss • reading/informational text GRADE THREE STANDARD ONE . . . Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

  14. inquiry in the ccss • reading/informational text GRADE FOUR STANDARD ONE . . . Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. GRADE FIVE STANDARD ONE . . . Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

  15. inquiry in the ccsswriting • grade five 6. With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others . . .

  16. inquiry in the ccsswriting • grade five 7.Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. 8. Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

  17. inquiry in the ccssspeaking & listening • grade five 1. Engage effectively in a range of collaborative discussions (one on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. b. Follow agreed-upon rules for discussions and carry out assigned roles.

  18. inquiry in the ccssspeaking & listening • grade five Engage effectively in a range of collaborative discussions (one on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. c. Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. d. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions.

  19. Strategies

  20. Access, acceleration, and inquiry . . . Strategy 1 ~ Exclusionary Brainstorming Allen

  21. A Culture of Curiosity

  22. Access, acceleration, and inquiry . . . Strategy 2 ~ Gallery Walks Enter through . . . words sketches phrases telling sentences QUESTIONS Slagle, adapted from GLAD TRAINING, 2009

  23. Strategy 3~ A visual mounted on a chart where pairs of students share a marker to add related sketches, words, phrases, or questions. Access, acceleration, and inquiry . . . Observation Chart (Bader & Correa, Project GLAD 2008) Slagle, adapted from GLAD TRAINING, 2009

  24. Access, acceleration, and inquiry . . . Strategy 4 ~ Signal Word A physical response matched to a word or concept of great importance. sprout Slagle, adapted from GLAD TRAINING, 2009

  25. Access, acceleration, and inquiry . . . Strategy 5 ~ Signal Word A physical response matched to a word or concept of great importance. compare Slagle, adapted from GLAD TRAINING, 2009

  26. Access, acceleration, and inquiry . . . Strategy 5 ~ Signal Word A physical response matched to a word or concept of great importance. contrast Slagle, adapted from GLAD TRAINING, 2009

  27. Access, acceleration, and inquiry . . . Strategy 6 ~ Question Stem Generator Slagle

  28. What makes a great question? Isn’t that a great question?

  29. 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

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

  31. “Genius” Question Frames

  32. 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

  33. Access, acceleration, and inquiry . . . Strategy 7 ~ Corners Corners designated by topic~ Individuals think & write. Classroom 1 2 Small groups interact and refine. Corners share out. 3 4 Johnson & Johnson, Kagan, Slavin

  34. Access, acceleration, and inquiry . . . Strategy 8 ~ Numbered Heads 1 2 Think time . . . 3 4 1 2 Talk time . . . 3 4 2’s Share out . . . Johnson & Johnson, Kagan, Slavin

  35. Ford & Opitz, Model 1:Grouping Without Tracking Same text for all students. Differentiating and targeting through levels of support. Strategy 9 ~

  36. Ford & Opitz, Model 1:Grouping Without Tracking Frontloading Students who need support to read and respond. Students who can read and respond independently. Follow up

  37. Ford & Opitz, Model 2:Jigsawing Same text for all students. Different parts and different levels of support for different students. Strategy 10~

  38. Ford & Opitz, Model 2:Jigsawing Frontloading Group 1: Maximum Direct Support. Appropriate Part of Text. Group 4: Minimal Indirect Support. Appropriate Part of Text. Group 2: Minimal Direct Support. Appropriate Part of Text. Group 3: Maximum Indirect Support. Appropriate Part of Text. Extending

  39. Ford & Opitz, Model 3:Connected Literature Circles Different text sets and different levels of support for different groups of students. Strategy 11~

  40. Ford & Opitz, Model 3:Connected Literature Circles Frontloading Group 1: Maximum Direct Support. Appropriate Text # 1. Group 4: Minimal Indirect Support. Appropriate Text # 4. Group 2: Minimal Direct Support. Appropriate Text # 2. Group 3: Maximum Indirect Support. Appropriate Text # 3. Extending

  41. Ford & Opitz, Model 4:Focused Readers’ Workshop Different texts and different levels of support for different students. Strategy 12~

  42. Ford & Opitz, Model 4:Focused Readers’ Workshop Frontloading Assist individual student in selecting appropriate text related to focus of workshop. Indirect individual support. Direct individual support. Follow up

  43. Inquiring Minds Want to Know: Using Inquiry to Build for the ELA CCSS COSA, Fall 2013 john.slagle@mheducation.com

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