How+and+Why

Just thinking of why and how and then we can put this into full sentences - Inquiry skills  - Literacy skills  - So teachers have skills and resources to help them  I am struggling with what we are going to focus on, or what exactly we are needing to do. If someone has a vision for this please let me know. I think we need to talk about how Daily Five works and how to use it in a school? There are five groups with Daily Five: - read to self  -read to someone  -work on writing  - listen to reading  -word work  What do you think? July 17th 2012 How do these "Daily 5" activities relate to the models of inquiry that we have been studying? I think this is where I am having difficulty making the link....... can anyone who is more familiar with daily 5 clarify? Would the students be finding sources of inquiry through the daily 5?? Would we be using it as a basis for developing background knowledge with the students? - April April, Catherine, Susan  I was thinking about the 5 groups as well and I was also wondering how that links to what we have been learning on this class. What is somehow adapted the Daily 5 to make it more inquiry based, for example work on writing we could work inquiry into it and with reading we could also work inquiry into it. In the beginning there would not be a lot of inquiry because the students are gaining their background knowledge on authors, characters, etc. Once they have gained the knowledge and read a number of books then the students can start making connections. We could incorporate wonder books about their reading and a learning log?! Or we can go about it that the teachers are being the inquirers, or in language we teach more specific skills so they will be successful in inquiry units. Or maybe we can use the idea of literacy and implement an inquiry project around that. We could state that we have worked with the Daily 5 for literacy and now we are going to be implementing a unit on inquiry based on the skills and strategies that focused on during the daily 5, and the students have to put it to work. We could also incorporate the inquiry object based learning, students have to bring in an object that they do not know what it is and reading, searching the internet, interpretating the information decide what it is and what it was used for and then think of more inquiry from that object. Just some suggestions. You have listed lots of great ideas here, Mandy. Out of curiosity, I googled daily 5 and inquiry learning, and "incorporating daily literacy and inquiry learning" and a couple of similar searches and came up empty-handed...(but found some good resources for inquiry learning and for daily literacy...but not combined resources!). Could we include some resources of what is Daily Five and how to implement it into a classroom, but have the main focus of our project to happen in term 2 of a school year, after students have been using the daily literacy program...when students are working in groups or pairs on an inquiry learning project, they could be using skills such as reading to each other, the different methods of reading a book and writing about what they have learned each day. That way our audience (and of course, ourselves) will have a clear idea what the Daily Five is and what skills/activities it entails, so it is clear to everyone what we are talking about when we incorporate those skills in the inquiry learning. So to clarify, I am thinking that students would be applying the daily five skills and activities to daily work on their inquiry projects in the second or third term of a school year. Sue So, we will discuss what the Daily 5 is making sure to outline the 5 groups read to self, read to someone, listen to reading, word work, work on writing and give some resources for each group. We can discuss how the Daily 5 is structured within the classroom, very organized, structured, rules that must be implemented for it to work properly, and that the teacher works with small groups for guided reading. We are also teaching reading skills during the scheduled Daily 5 time during the day. Once the students have a strong sense of the Daily 5 and become more independent learners then we can implement an inquiry project or inquiry reading project. I think that we can suggest that inquiry takes time to set up and work through, students need a foundation and skills to start from first and then they can move slowly into inquiry. For the inquiry project, I like the idea of working through an inquiry object based learning. Let's get something agreed upon so we can get working. :) July 18, 2012  I agree so let us work on this (I have included some sentences you have already written - hope that is ok!):  Harvey and Daniels states in Comprehension and Collaboration that inquiry explains the "finding-out process" (Harvey & Daniels, 2009, p. 55). The finding-out process "includes research; we know that kids are conducting investigations; and certainly, students create and go public with various projects along the way". Our project includes resources explaining what Daily Five is and how to implement it into a classroom. Outlining the five, Daily 5 groups, read to self, read to someone, listen to reading, word work, work on writing with resources. Daily 5 is structured within a classroom; it is very organized with rules that must be implemented for it to work properly. This gives the teacher time to work with small groups for guided reading. The main focus of our project will happen later in the school year, after students have been using the daily literacy program. Once the students have a strong sense of the Daily 5 and become more independent learners then we can implement an inquiry project or inquiry reading project. Inquiry takes time to set up and work through, students need a foundation and skills to start from first and then they can move slowly into inquiry.

July 18, 2012 I agree so let us work on this (I have included some sentences you have already written - hope that is ok!): The goal of this Inquiry project is to introduce and support inquiry-based learning using a structure that is familiar to the staff at Holder Community School. It is our hope that the use of the familiar Daily 5 structure, teachers and students will be encouraged to take chances on inquiry-based learning and teaching. Harvey and Daniels (2009) state that inquiry explains the "finding-out process" (Harvey & Daniels, 2009, p. 55). The finding-out process "includes research; we know that kids are conducting investigations; and certainly, students create and go public with various projects along the way". Our project includes resources explaining what Daily Five is and how to implement it into a classroom. Outlining the five, Daily 5 groups, read to self, read to someone, listen to reading, word work, work on writing with resources. Daily 5 is structured within a classroom; it is very organized with rules that must be implemented for it to work properly. This gives the teacher time to work with small groups for guided reading. The main focus of our project will happen later in the school year, after students have been using the daily literacy program. Once the students have a strong sense of the Daily 5 and become more independent learners then we can implement an inquiry project. Inquiry takes time to set up and work through, students need a foundation and skills to start from first and then they can move slowly into inquiry.

Three teachers in our school have agreed to work collaboratively with the TL and one of the support teachers to move their Daily 5 routine to include a large inquiry component.
 * Who will be involved**


 * Steps we have to take **

The teachers that we are working with are already familiar with and have been using the Daily 5 for a couple years now. So here are the steps we will take.

Step 1: Meet as an instructional team to agree on a timeline and focus. Set up specific times where the TL and support teacher will be available to co-teach. Our goal is three 45 minute blocks a week initially to support this endeavour.

Step 2: TL to gather resources (both print and digital) for a variety of reading levels.

Step 3: TL, Support teacher, and Classroom teacher to introduce materials and objects to "hook" the students.

Inquiry model that we are using/phases or stages: Object-based inquiry

Clearly laid out, thanks. One of the articles I sent to your emails (and posted on the LiveBinder) describes how object-based inquiry can be used to combine science inquiry with literacy. I forget which one, though. If it hasn't already been done, I'll write summaries of the 3 articles I posted, as well as adding to the rationale for why we are combining science inquiry with literacy. Sue