Carly Painter Blog #5 Utilizing Inquiry Based Learning

As I have begun to use the inquiry based standards this year, I have realized that I already use some of the standards in class but know that I can implement them more in my classroom.  I have especially made an effort to pull them into my science lessons.  So many inquiries happen with children here already.  Starting a lesson with a KWL chart instantly brings many “wonderings” for the unit to come.  I try to help steer these "wonderings" into questions that first day of the unit and then we work together to find the answers as we go through the unit.  We will answer these questions through experiments, observations, and research. 

 I also have some new easy reader informational texts that I received through a Donorschoose grant that relate to our first grade science standards.  My students really enjoy having these in their individual bag of books.  Some have read them before we start a particular unit (plants, sun and moon, earth materials, etc.) and bring their wonderings from reading while some become interested in reading a particular subject after we have discussed it in class.

I am seeing that students are so much more engaged when they take part in discovering the answers to their own questions whether on their own or as a group in class.  They are more excited to find the answer than to have me tell them the answer.  I look forward to see my students grown through more inquiry based instruction.

Dawn Mitchell's December Blog Post 5: Teach Comprehension Regie Routman's Chapter 8

Dawn Mitchell's Teach Comprehension Regie Routman's Chapter 8

During the month of December our application we are working on learning about theories that have shaped literacy and reflecting on how they have changed our practices as well as applying inquiry based learning in our planning for a unit of study we will teach in the coming spring semester.  

In December’s blendspace you will find a variety of resources including the four theories that we are sharing with you such as Cambourne’s Conditons of Learning, Halliday’s Functions of Language, L1 to L2 Transfer, and Marie Clay’s Reading/Writing Reciprocity  to read and reflect upon.  We have worked to embed two new tech tools, QR codes and Google Forms into your reading/writing workshop that can also be used in your classroom.  Lastly, you will find the new 2015-2016 SC ELA Inquiry standards that can help you enhance your existing units of study through the use of student-driven, inquiry-based learning.

This month for my blog post, I have chosen to read chapter 8 from Routman’s Reading Essentials for many reasons.  First of all, I believe that reading is meaning and without understanding what they are gleaning from texts, students aren’t really reading even if they are the best word callers/decoders on the planet. Without meaning, they are just words.  Second, with current reform initiatives in place in our state and across the country that focus on third grade comprehension it is vital that we realize that comprehension and comprehension instruction starts way before that.  We can’t wait until third grade to determine if our students are ready as readers. We have to keep comprehension in mind from the very start.

Routman says, “In my continuing work in schools, its’ rarely a lack of word work that prevents students from understanding.  It’s almost always not having the background, prior experiences, or knowledge of the way texts and authors work that stumps them – not knowing that good readers are aware of their understanding or lack of it and always do whatever is necessary to make sense of what they are reading.  You can’t start teaching comprehension in grade 3.  You start teaching it the day kids enter preschool or kindergarten.” (Routman, pg. 118)

One of the major points Routman made in this chapter that really convicted me and helped to improve my practice is her point that reading strategies are not synonymous with comprehension and are not meant to be taught in isolation.  I have been a reading/writing workshop girl since back in the day and consider myself to promote and implement the teaching of reading and writing in the authentic context of their own reading and writing.  When I read Routman’s explanation of a typical classroom’s reading instruction I realized that I have too often taught a proficient reading strategy that way.  I have introduced a reading strategy in a minilesson, employed metacognition and modeling, and then had students work to apply that strategy using sticky notes or reading responses to help strengthen their reading.  I realized that many times that took out the authenticity of their independent reading and either simplified a complex, cognitive process into one strategy and weakened their overall comprehension of the text by focusing all of their efforts on one strategy.  Routman says that actually makes reading harder. 

She writes, “Students become so focused on identifying words they don’t know, questions to ask, or connections to make that they forget to read for overall meaning.  While its fine to introduce and practice strategies one at a time, remember that when we read we use all these strategies at the same time and that our comprehension process is largely unconscious.”

I love her question at the end of page 119, “Continue to ask yourself, “How is this procedure helping my students become more proficient and independent as readers?” This is a question that I will use to guide my instruction and I want to be more conscious of my reading application time to ensure that it is not either oversimplified or made harder because of inauthentic instruction. 

Other take aways for me from this chapter include:

*the 20 percent to 80 percent rule where the majority of the time in reading instruction is spent on student application

*the questions given on page 120 to help us focus on strategic reading rather than individual strategies

*megacognitive strategies on page 121 such as rereading, highlighting, writing down, survey, connect, and monitor

*teaching self-monitoring (I love the checklist of strategies on page 125)

On page 129 Routman says, “There is a huge difference between strategy instruction and strategic instruction.  Just teaching strategies is not enough.  Strategies must be “invoked” by the learner if they are to be used to increase understanding.”  I agree and appreciate the clear call to create opportunities for our students to apply what they are learning about reading in authentic ways in their own independent reading with support, with modeling, and with an undeniable purpose to understand what they are reading.

Sincerely,

Dawn

Sharon Doyle Blogpost #5 December - Inquiry Standards

     As a music teacher, I have an obligation to provide my students with expertise that allows them to embrace the content of music through standards based lessons that provide them with the fundamental elements of music.  I do, however, believe that all of us as teachers have an equal obligation to assist students in improving their reading and mathematics skills as these are skills that will assist students in acquiring content knowledge from all disciplines.  The question that comes to mind is how to do both in lieu of this course of study to show reading improvement yet do my job of music teacher?

     To attempt this task, I wrote a unit plan that incorporates the Visions requirement of the development of a research project by each of the students.  Upon writing the unit, it was virtually impossible not to include the inquiry standards as part of the purpose within the unit.  The overarching standards to be used are as follows (Note:  there will be many more standards addressed during the course of the study.):

Grade 3-4: Inquiry-Based Literacy Standards

Standard 1: Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.

1.1 Formulate questions to focus thinking on an idea to narrow and direct further inquiry.

Standard 2: Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.

2.1 Explore topics of interest to formulate logical questions; build knowledge; generate possible explanations; consider alternative views.

Standard 3: Construct knowledge, applying disciplinary concepts and tools, to build deeper understanding of the world through exploration, collaboration, and analysis.

3.1 Develop a plan of action for collecting relevant information from primary and secondary sources.

3.2 Organize and categorize important information; collaborate to validate or revise thinking; report relevant findings.

Standard 4: Synthesize information to share learning and/or take action.

4.1 Draw logical conclusions from relationships and patterns discovered during the inquiry process.

4.3 Determine appropriate tools and develop plan to communicate findings and/or take informed action.

     It is important that one understands that I am a firm believer that writing and reading are very closely connected and while reading can help students improve their writing, I firmly believe that student writing and project making can also improve their reading.  In putting together a project with teacher support, students improve their ability to read to find information, ask questions of themselves while reading, determining importance as they gather factual information, and preparing their material for the purpose of sharing it with others. As I study the inquiry standards more deeply, I find that the basis of inquiry standards can be used as strategies for assisting students in the improvement of their reading ability.  Good readers question themselves as they read, make predictions, formulate opinions, and organize and synthesize relevant information to gain comprehension and understanding about what they are reading.  This is a summary of the inquiry standards.

     For students who seem less interested in simply sitting and reading with little or no purpose, knowing that they will be presenting the information in a manner of their choice and actually 'teaching' others what they have learned in the confines of the classroom under supervision of a teacher as guide appeals to these students. Research projects can be a creative way for students to improve both their skills and reading ability. Students are selecting their own topic and format for this project while the work for the research will follow a template accompanied with a rubric for grading that the students will have during the duration of the project as a reference selected by the district as part of the curriculum.  As we have already begun some preliminary research for topics, I find the students are willing to read at a higher level and enjoy the freedom of choice as part of the project design.

Angelica Guevara December Blog #5 – Implementing Inquiry Standards In Our Content

As I look into the inquiry standards I am using with my students I realize I already do some of this. I really like the purpose of the inquiry standards because it involves the students in a bigger role during the learning process. The students don’t just listen and learn a new concept, the inquiry standards allow the students to analyze their interest by questioning it and helps them to come up with a theory taking the learning process into their own hands. I used the following inquiry standards during reading time (especially shared reading time).  

Standard 1: Formulate relevant, self-generated questions based on interests and/or needs that can be investigated.

1.1     Translate “wonderings” into questions that lead to group conversations, explorations, and investigations.

Standard 2: Transact with texts to formulate questions, propose explanations, and consider alternative views and multiple perspectives.

2.1 Engage in daily explorations of texts to make connections to personal experiences, other texts, and the environment.

During shared reading time, I always ask my students to predict what is going to happen. They begin to “wonder” and I tell them to answer me with a question so they can investigate the answer as we read. The students then take the opportunity to conference among each other what their theory is and they compare their questions and why they have that question. They get really excited when they are finally able to answer their inquiries whether their prediction was correct or not. They then have the opportunity to communicate to each other on how their hypothesis was correct or incorrect and if they can relate it to their own life experience. My students have limited communication skills so using inquiry based lessons allows me to teach them how to put together their ideas in a thoughtful manner by gathering information based on their interest and process their theories involving new facts that may also have a link to their personal life lessons.

Jennifer Novak's December Blog

Inquiry Based Classroom

By: Jennifer Novak

        As I begin to implement inquiry based standards in to my lessons this year, I have realized I do a lot of this already, but I guess I didn’t realize it was inquiry based.  Allowing the students to ask questions and “wonder” is something they love to do.  This is very easy when we do science because science is all about wondering “why” things do this or that.  Using these standards allows for more critical thinking on the students end and allows them to share their knowledge with the class.  I have found using these standards, especially in science, has allowed me to use less paper-and-pencil and more hands-on, creative, and student-centered learning.  We use technology such as Google and You-Tube to observe videos of the Sun and the Moon, or different types of Earth materials.  The students enjoy seeing this because they can visualize actually being there-a real experience. 

        In my lessons, I want to ensure that the children are learning content, but also learning to communicate and collaborate with their classmates.  My goal is for them to be engaging in the lesson and developing questions (hypothesis) to help direct my instruction. 

        In an article I read about inquiry based instruction, a teacher from North Carolina (name unknown) stated, “Inquiry based instruction is helping children gain active control over the process of thinking so they learn how to learn, which will serve them well throughout their lives.”  I feel this quote is a great summary of how we need to be teaching our students.

Kelly Anderson Blog Post #5 (December)

Teach With a Sense of Urgency

Routman Ch. 4

"Run, run Rudolph 'cause I'm 'reeling like a merry-go-round!"

If there is a Christmas Carol for the school year that goes a long with the chapter titled "Teach with a sense of urgency", Run Run Rudolph would be the perfect one.

The Christmas season has us all feeling a little stretched for time and with all the fun things that there are to do during the Christmas season we can't forget that there are still standards to be taught and lessons to be learned. We have to continue with our LRP's and preserver through the "Ba-humbugs" and do it all with a smile on our faces. I thought this chapter was absolutely fitting to save till December to read, and I enjoyed reading it this month. It gave me hope for the next two weeks that in room 111 while we might be doing our best because Santa is watching we are also doing our best because we have to "raise our expectations" and know that our students can do the work if we teach it in a manner that will keep them interested. 

My favorite section of this chapter was "Integrate Basic Skills into Challenging, Relevant Curriculum". During this time of year it is hard to make more things more relevant than Christmas, snow, gingerbread, and looking forward to the new year, and some times we have to integrate our content into those areas! I always enjoy the challenge of integrating a whole unit: how can I spin this lesson to make it more than a subject lesson but a unit we can dive into for a whole week?! Those are the units I love planning! As a kindergarten teacher it is always so much fun planning integrations because we are not tied down with a whole group reading book and our math curriculum is flexible enough that we can make the lesson relevant and keep students interest on the subject. 

Teaching with a sense of urgency to me (since I've skipped around a bit in Routman's book) was a good place to land for the month of December because it touched on keeping students interest, making things relevant, being sure not to lower your expectations for students but to raise your expectations and students will rise to the occasion. This chapter gave me hope for the next two weeks and gave me the boost that I needed in order to triumph through the next two weeks till Christmas break!

Karen James Blog 5 Organize an Outstanding Classroom Library

Wow!  Great ideas in this chapter.  I though I had a really good library before reading this chapter and now I think it is an "OK" library.  I have always had a classroom library and want students to be able to use and checkout from my library.  Over the years my library get smaller and smaller due to students not returning books, but I think at least they have a book at home.


My favorite quote from this chapter was "The better the libraries the better reading achievement." I really never thought of libraries like that.  I love how Julie Brown put in her blog that it would be great if we treated our classrooms like libraries.  I believe I will try that next year.  I started my libraries with primarily books that were clearance and that I deemed worthy literature.  I always have the classics hoping someone will read them.  I organize my library by genre to expose students to more then "realistic fiction".  I probably have over 200 books which was consider a good library but not 1000 which the chapter refers to as an "excellent" library.  I agree with not leveling my library.  I want my library to be a place where students read what they want to read.  Nonfiction has always been a weaker part of my library, but last year I made myself buy more nonfiction than fiction, so that part is growing.  I am so thankful for the books our district gave us to help build classroom libraries.  I have never had any help with purchasing books.  It was like Christmas when they arrived.


I love the part of students creating a top 10.  I thought it would be cool to also have student book reviews posted as well.  I had never thought to let students help organize the library until reading about letting them be a part of the process.  I do have a sofa in my room and students are assigned a day of the week where then can read on the sofa.  Rain Gutters, who knew??  I would like to try that also.  This chapter is full of great ways to improve and really use your classroom library.

Karen James # 4 Teach With A Sense of Urgency

I really enjoyed reading this chapter.  My teaching philosophy is much like this chapter.  I totally agree that we as teachers must take advantage of every moment we have in the classroom for authentic instruction. We can't expect students to know what we want them to do if we don't first model.  Modeling what a good readers does is an effective way to help students become better readers.  For some of our students they didn't grow up listening to good readers.  In fact many of their parents are not proficient readers.  Therefore the only example some have is their teacher. 


For upper elementary students, especially 5th graders need more shared and independent reading.  I liked that the book addressed that in a way by referring to focusing on what students need to improve instead of focusing on creating guided reading. I'm not suggesting the book refers to no guided reading, it shouldn't be the "end all be all".  Shared reading and allowing students choice it their reading and allowing time for that independent practice can really improve students' reading level.


The format the book discusses focuses on modeling your thinking as a reader and then allowing students to share their thinking.  I have used this model and was able to determine that my students struggle with inference and the authors use of figurative language from listening to their thinking about a novel we were reading as a class.  I did like that the chapter acknowledges that when using a shared reading, it is important not to stop but to read through so that students don't miss crucial information about the plot.


Reading and Writing definitely go hand in hand.  Sometimes it is difficult to get students to make that connection especially if they are not strong readers.  Looking at text like a writers has to be taught during reading and students need to be encouraged to write like an author they enjoy reading.  I  have students write in a Reading Response Journal as well as in a Writer's Notebook to accommodate high stakes essay test.

Blog Post #5

Julie Brown

Organize an Outstanding Classroom Library

My favorite quote from this chapter came at the very end.  “My goal is to transform my room from a classroom with a library in it to a library with a classroom in it”.  How amazing would that be if we thought of our rooms as libraries first?  There were several things mentioned here that made me think.  First of all, I am so grateful that we were able to receive all the books recently.  It shows that this classroom library aspect is a top priority in our district.  Secondly, I am grateful for Kelli Wolfe and our other reading coaches who can help organize these classroom libraries.  They are an awesome resource if you aren’t using them yet! Finally, as a side note, I know as a language arts teacher the biggest problem I had with a classroom library was its organization.  I must admit, only a few of my titles were on prominent display.  I did not create a list of books with my students that they would like to see in the library.  The best I could manage at the time was trying to buy a new book (that interested me……) when I heard kids talking about it.  We are all at different stages of development where the classroom library is concerned.  However, after reading this chapter, there is no arguing the importance of the classroom library.   

November - JoAnn James - Routman Chapter 1 - Simplify Your Teaching Life

First of all simplify your teaching, right there we are on the right track.  Always use best practices and do it in a simple straight forward way.  I love the section that talks about being as knowledgeable as you can be.  If you have a good understanding of what practices are best for your students then you will be able to make the right choice for each student.   One of my favorite sections in this chapter gives a list of what to focus on in your classroom.  This is some of the best advice I have seen, especially, to help students acquire the skills and tools to learn and go on learning.  In the section Teach to the Child,  Not to the Label we are reminded that no matter what a student is  identified as, it is possible to give a purpose to learning and if we find what they enjoy and they can have success, then all students will believe they can succeed.  The last section of this chapter is so spot on....View
Teaching as an Art Supported by Science.  My favorite quote being, "Without devoted teachers to individualize instruction for the students in their classroom, any program- even a scientifically proven one- will be minimally effective.

Crump/ Chapter 4 Teach With a Sense of Urgency

     I enjoyed this article and the outline of the reading learning model.  I really liked the fact that at the heart of everything is the relationship that the teacher has with the students.  We are encouraged to demonstrate the topic/lesson--sharing our hearts and thought processes as we do.  This means we aren't only TEACHING students a skill, but we are relating to them as learners ourselves.  Modeling our thinking and how we solve problems we come upon in our own learning is powerful.  Students can relate to this.
     Once students are successful and have experienced the learning model, they can be put to task in small groups.  Small groups allow students to be teachers and learners as they share information and strategies with each other.  I really like these strategies and try to implement them in my math classroom.  I try to rationalize my thinking through math problems with my students.  I try to share how I would solve things if I encountered them.  After I feel that we have had experience together, we break up into learning partners.  My hope is that I have paired my learning partners so that teaching and learning can take place within the small groups.  I hope that my students can learn and gain confidence from each other.
     I also like that the reading/writing connection is a strong one.  I have always thought good readers are better writers.  They have been exposed to the great language used by so many authors.  Our lower readers may not have had this experience.  Reading and writing are so powerful and important to the success of ALL of our students.