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Inquiry Projects

Inquiry Projects. Grades 3-5 Tuesday, February 19, 2013. Agenda. Introductions-Successes and Struggles with Inquiry Projects Overview Pacing Chart Essential Elements of Inquiry Projects Inquiry Charts by grade level Wrap Up and Evaluations. Overview/Collaboration GPS Inquiry Model.

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Inquiry Projects

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  1. Inquiry Projects Grades 3-5 Tuesday, February 19, 2013

  2. Agenda • Introductions-Successes and Struggles with Inquiry Projects • Overview • Pacing Chart • Essential Elements of Inquiry Projects • Inquiry Charts by grade level • Wrap Up and Evaluations

  3. Overview/CollaborationGPS Inquiry Model • Common Core Standards, AASL standards for 21st learning, Lead 21 Inquiry Projects, SBAC. • Classroom Teachers and Media Specialists

  4. Lead 21 and Requirements • Grade 3: Unit 3 and 6. The Shape of the Land and Extreme Environments. • Grade 4: Unit 2, 4 and 6. Green Future, Space, and America’s Heartland. • Grade 5: Unit 2, 4 and 7. Exploration, Changing Earth and American Democracy

  5. Pacing Guide/When Units Happen

  6. Inquiry Projects • What are the essential differences between a research project and an inquiry project?

  7. Inquiry Approach vs. Coverage Approach

  8. Essential Elements of Inquiry ProjectsGrade 3 • Inquiry Project Grade 3: • Research to Build and Present Knowledge • CCSS.ELA-Literacy.W.3.7 Conduct short research projects that build knowledge about a topic. • CCSS.ELA-Literacy.W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories. • (W.3.9 begins in grade 4)

  9. Grade 4 • Inquiry Project Grade 4: • Research to Build and Present Knowledge • CCSS.ELA-Literacy.W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic. • CCSS.ELA-Literacy.W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources. • CCSS.ELA-Literacy.W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. • CCSS.ELA-Literacy.W.4.9a Apply grade 4 Reading standards to literature (e.g., “Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”). • CCSS.ELA-Literacy.W.4.9b Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

  10. Grade 5 • Inquiry Project Grade 5: • S.ELA-Literacy.W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. • CCSS.ELA-Literacy.W.5.8 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. • CCSS.ELA-Literacy.W.5.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. • CCSS.ELA-Literacy.W.5.9a Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”). • CCSS.ELA-Literacy.W.5.9b Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

  11. Grade 3 • Student generated questions based on Lead 21 unit. • Gather information from digital and print resources to answer questions. • Take notes. • Sort into categories. • Share

  12. Grade 4 • Student generated questions based on Lead 21 unit. • Gather information from digital and print resources to answer questions. • Take notes. • Sort into categories. • List Sources. • Share.

  13. Grade 5 • Student generated questions based on Lead 21 unit. • Gather information from digital and print resources to answer questions. • Take notes. • Sort into categories. • List Sources. • Share.

  14. Working in Grade Level Groups • Groups need to be the same grade level and have at least one media specialist. • Work on template for your grade level based on the last units of Lead 21. • Grade 3: Extreme Environments • Grade 4: America’s Heartland • Grade 5: American Democracy

  15. Wrap Up and Evaluation • What pieces of the inquiry project can best be supported in the library?

  16. Welcome to Part 2 of Inquiry Projects • The essential pieces of your role in the inquiry project: • Resources for inquiry questions • Note taking • Citing Sources

  17. Resources for Inquiry Questions • Working with the teacher to guide them with inquiry questions? • Finding resources for questions? • Can you post them on Library Webpage? • Teacher finding sources vs. kids finding sources? How is this scaffolded?

  18. Notetaking • How do you best teach note taking? • Is there a difference in note taking for video vs. print? • How do you scaffold note taking?

  19. Citing Sources • What is essential to citing sources? • Do you teach kids how to cite using a cite maker? • What do they have to know to use a cite maker? • How do you scaffold citing sources?

  20. Pacing Guides for Grades 3-5 • Looking at the flow of Lead 21 Units how does this mesh with library pacing/curriculum maps? • What are the essential pieces?? • Does it make sense to build a map?

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