Graphic+Organizer

What do you ladies think about this so far:

Students will be able to conduct inquiry-based learning through their Daily Five skills. The daily five skills are: -read to self -read to someone -work on writing -listen to reading -word work Once students have a concept of these daily five skills students are able to do independent work. Through guiding reading, books students read on their own, or inquiry questions which have come up in other subjects students will research their answers. Here is a graphic organizer to show how students are able to carry out their inquiry:


 * ** Read to self ** || ** Read to someone ** || ** Work on writing ** || ** Listen to reading ** || ** Word work ** ||
 * Quiet || Pick a good spot || Get started right away || Listen to the whole story || Work the whole time ||
 * Stay in 1 spot || Use a soft voice || __Underline__ words we’re not sure how to spell and move on || May listen to another story if time || One material at a time ||
 * Read the whole time || Read the whole time || Choice of what to write || Read words || Stay in one spot ||
 * Eyes on book || Stay in one spot || Write the whole time || Stay in one spot || Quiet ||
 * Hands to self || Get started right away || Work quietly || Listen quietly || Get started quickly ||
 * Pick a spot you won’t talk || Sit EEKK || Stay in one spot || Get started quickly || Try your best ||
 * Read to find answers to your wonder question || Share your questions with a partner. See if you can come up with more questions for each object.  || Writing to share your answer to your wonder question. || This would be a good stage to introduce background knowledge and get students excited about the inquiry topic~ I don't think that students would be ready to research a topic that they have just been introduced to- use this station for book talks, videos, audiobooks, websites. || Find Definition of words which will help with answering your wonder question ||



Ok - what do you ladies think? I cannot seem to copy the graphic organizer found in the document into a wiki. July 19th, 9:27 am It's a good start. Although I do not see where students are coming up with their inquiry questions, that is a big piece that the organizer does address. Someone had mentioned using merging object-based inquiry with the daily 5 structure. Let's try to add that it to give it a more "inquiry" feel. We will definitely need to address how we plan to build their background knowledge, gather & collect differentiated resources for the students to help their research. Also there seems to be no collaboration with the "wonder" stage. I added a few suggestions to the graphic organizer above to support more of the inquiry part of this.- April

I like the graphic organizer, what if we implemented a column that is for the teacher's mini-lessons. The teacher is going to be modeling her wonder questions while she reads and how she does comes up with her wonder questions, good questions bad questions, things that we probably can find the answers to and things that we really might not be able to find the answers to. The students read for at least a week to write down questions that they have when they are reading. The teacher could model different types of wonder questions if she was reading non-fiction or fiction or we could just have the students be reading non-fiction to make things easier.

I like it! In the column "Listen to reading," students could be listening to their group members read aloud what they have written. For example, students could be reading aloud information about what they have found about their wonderings and how they have rephrased it, partners reading aloud how they constructed their definitions based on several other found definitions, etc. I think this is important to include that the listening does not have to be previously published material. Reading aloud what they have written is a powerful writing strategy for editing and to make sure it makes sense, that they chosen the right words (most concise, did it say what they meant, show not tell descriptions, etc).