Engaging Students Meaningfully with Non-Fiction Text

1. Engaging Students Meaningfully with Non-Fiction Text Using an inquiry approach to teaching non-fiction reading and writing

2. Background and Resources

3. 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)

4. Sunflower Seeds:Shared Mini-Inquiry

5. I Wonder Books

8. Bat Inquiry Project:In-depth Shared Inquiry Project

9. 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)

10. 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)

11. Publishing with Purpose

13. Demonstration Lesson • Stop, Think & React • Modeled • Shared • Guided

15. Alligators: Shared Inquiry Project http://www.youtube.com/my_videos?o=U

16. Collaboration Strategies Taught • Turn and talk • Stop, discuss and record • Build on others ideas • Disagree agreeably

17. Determining Importance

18. 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

19. 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

20. Thank you!clancypm@mps.k12.mi.usQuestions and Comments

21. References Harvey, 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.