Process Page for Inquiry Project Small-Group Inquiry Model For Inquiry Project Stage Immerse

Invite curiosity, build background, surround with materials, modeling, thinking-aloud

Teacher Role
1. Upon returning to the classroom (from a special or recess, etc.) make a big deal about finding a note from Pete the Cat. 2. Read the note which explains the task to students. 3. Clearly explain the task in your own words, emphasizing the task requirements and the focus on maps. 4. Introduce the anticipation guide which will ask question about what students know about maps and give a copy to each student. 5. Have the students record their individual thinking on their anticipation guide and then ask students to give a thumbs up or thumbs down for each question so that you can take a group reading and record this on a group anticipation guide. Reading the questions together one by one and using a colored smily or frown face will help ELL or struggling students. 6. Read Pete the Cat: Rocking in My School Shoes by Eric Litwin and point out the places he goes in the story, emphasizing that you could use each of these in the class map. 7. Wrap up for the day by letting students know they will be working on this project for several days and they will begin their research tomorrow.

Student Role
1. Take a seat in the rug area to hear the note left by Pete the Cat. 2. Listen Carefully to the task as it is read by the teacher. 3. Pay attention to the assignments requirements while the teacher goes over the task. 4. Offer ideas about what they know about maps and fill out their own individual anticipation guide by filling in the frown or smiley face. 5. Give a thumbs up or thumbs down to vote for each question in the guide to provide information for the group anticipation guide. 6. Listen attentively to Pete the Cat being read by the teacher and take notice when he/she points out the areas you could add to the map. 7. Come prepared tomorrow to research about maps.

1. Have map books displayed on the tables and informational videos and games pulled up on the iPads and comDevelop questions, puters before students return to the classroom from search for their special. information, discover answers, 2. Gather students on the carpet and explain that they modeling will be beginning their map research for Pete today. strategies, guide 3. Introduce the guided listening strategy that students discussions, will be using to gather information as a group with conferring questions including: What is on a map? What are maps used for? 4. Read the text My Map Book by Sara Fanelli using the guided listening strategy during reading. The teacher should stop periodically to ask students if they have learned anything new to be added to the guide. The teacher will add this information or questions to the group listening guide. 5. After finishing the story let students know we are going to begin small group research and students should look for more information to add to our listening guide questions. 6. Break students into groups of three based on their reading ability and personalities and give each group sticky notes to put on pages where they learn information about maps or have a question with instructions to write a couple key words on each sticky note about what they have found (Allow ELLs to draw pictures or dictate to a partner). Send them to a designated table to begin research using the available books or iPads. 7. Come back together and have students share what they found, adding it to the group listening guide.

Investigate

1. Be ready to learn when entering the classroom and take note of the interesting materials around the room. 2. Listen attentively while the teacher introduces the assignment.. 3. Listen to the questions asked on the guided listening strategy. 4. Listen attentively to the story and provide questions or information learned about maps when the teacher prompts for raised hands. 5. Wait attentively to be assigned a group for research. 6. Go with your group to the assigned table and look through books or Ipad resources to find information about maps. Put a sticky note with a word or two on the pages you find information on. 7. Bring the information you found to the rug area and share when called upon.

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Stage Coalesce

Teacher Role

Student Role
1. Gather on the rug and listen actively while the teacher reviews information gathered yesterday. 2. Answer honestly about new knowledge gained about maps. 3. Participate in the group poll by providing a thumbs up or a thumbs down for every question. 4. Think about and offer suggestions for areas of the school you would like to see on the map. 5. Listen actively while you are assigned a group and learn how to take photos with the ipad. 6. Take a picture of your assigned room that is representative of the rooms function. 7. Choose your favorite picture and give the photos taken to the teacher to be imported into the smartboard.

1. Bring students together on the rug and go over the information you collected on your group guided listening Intensify research, chart. synthesize 2. Pass back students anticipatory guide and go back information, modeling through the questions reading each one allowed and organization and having students reassess their knowledge. evaluating sources, 3. Take a group poll with thumbs up or thumbs down to identify key ideas, see what they now know about maps. conferring 4. Brainstorm areas of the school they want on their map for the group map they will be creating for next years class and write these ideas on the board. 5. Divide students into new work groups based on their choice of what room they want to focus on and explain that they will be taking the iPads to take a photo to represent this room on their map. 6. With the cooperation of the staff in each of these rooms and parent or staff supervisors allow students to go the the rooms and take pictures with the iPad for inclusion on the group map. 7. After class gather all of the photos and import them into the smart board software on a page with a overhead view map of the school.

1. Bring students together on the rug and pull up the smart board page with the pictures they took for each Share learning, of the rooms. demonstrate 2. Instruct students that the pictures need to be put in learning in a variety of ways, the area of the map that they represent. Allow stuunderstand, reflect, dents to come up in their small groups and make the create new decision where to put each picture. questions 3. Ask students if they think anything else needs to be on the map. Maybe a scale or compass rose depending on what students learned about maps in the previous activities. 4. Once the map has been completed ask students if there is anything they wish they knew on the first day of school that we might add to our map for extra information. Provide them with some examples such as school rules, how to act at lunch, or what the principals name is. Use a text box to add these new ideas to the group map. 5. Have students return to their desks and write a personal letter addressed to next years students about their project and any other important details they wish to add.

Go Public

1. Observe quietly, looking at the pictures taken by your classmates. 2. When your group is called on, work cooperatively with them to decide where to place the photos taken of the room your group was assigned. 3. Offer any suggestions you may have about additional information that should be included on the map based on information you learned during research. 4. Think about what information would be helpful to a new student and raise your hand to contribute your opinion. 5. Try your personal best to stretch out words and write on topic about the map your class created. Add anything extra you thought was important.

Reading Strategies
Anticipation Guide
Rational: I chose this strategy because it could be used as a pre-assessment to gauge student knowledge as well as to increase student interest in our topic. Text Used: Initially this text was used while reading Pete the Cat: Rocking in My School Shoes by Eric Litwin but I continued its use throughout the entire research portion of the project. Students would gather information from all of our other resources before completing the reassessment portion of the anticipation guide. How it supports the text: This strategy supports these texts by giving students something to think about before beginning reading. Students would have a better idea of the information to look for in the texts they are given for research. By providing them with an anticipation guide I am able to better guide their knowledge acquisition when reading informational texts. Description of Use: I introduced this anticipation guide at the beginning of the inquiry project. It was initially used as a pre-assessment of students knowledge about maps. I would pass out individual worksheets to each students and read through the questions as a group while students marked their choice. After students answered each question I would go

back and have students give a visual thumbs up or thumbs down to each of the questions so that I could record this on a class sheet using the document cam to give students an idea of what the whole class was thinking. This way I had individual information for each student while also getting a temperature reading of the entire group. Next I would release students to do their research with these questions in mind. After completing the research portion of our inquiry project I would have students repeat the anticipation guide to see how their answers had changed. Benefits for Students: This is beneficial to students because they get an understanding of the information they are looking for before beginning research. At this age level that is very important so they do not feel overwhelmed when looking through information. Students also get to see at the end what their research taught them.

Guided Listening
Rational: I chose this strategy because I thought it would be a good way to bring our information together as a group and give students direction during their research. Text Used: I initially used this strategy for My Map Book by Sara Fanelli but continued adding to it through the students small group research with other texts. How it supports the text: This would work as a great support for this book because the text provides a lot of information about maps but it needs to be brought together in some way because it uses the information in several different contexts (such as mapping the authors dog). Description of Use: I would introduce this strategy on the second day of the inquiry project before beginning the research portion of the project. I would read the questions to students, What is on a map? & What are maps used for? Along with explaining there is a spot for any questions they think of about maps along the way. I then would read the text My Map Book by Sara Fanelli stopping after each page to ask students for input to our group guided listening sheet which I would add to on the doc camera. After finishing the book I would go over the information we were able to collect and point out the questions students came up with. I would emphasize that these are a good starting place for research. Next

I would send students to do their independent research with sticky notes so they could record any additional information they wished to add to our guided listening chart. After the students finished researching in small groups I would bring the large group back together to add their new information to the chart and see what questions we were able to answer. The following day I would use this as a starting place for what we know about maps. Benefits for Students: This strategy would benefit students by giving them an opportunity to create a collective knowledge base of information rather than just want is discovered individually or in their small groups. I would also give students a specific structure to use while looking through their research texts and videos.

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Differentiation for ELLs or Struggling Students

1. Reading the anticipation guide together, one question at a time and using a smily face or frown face to represent the students answers rather than requiring individuals to read the questions and write answers independently. 2. Allowing ELLs to draw pictures or dictate to a partner while writing notes on the sticky notes during research. 3. Partnering students with other students of similar reading level and assigning the struggling students or ELLs to tables where the reading material is easier or allowing them use of the ipads or computers which will read them material to them or show a video. 4. I will walk around during the research time and assist students who need help with decoding words or interpreting information. 5. The use of photos and the smart board will allow students who are struggling or ELLs to show their knowledge rather than having to write or describe it.