Inquiring Minds Want to Know:
Using Inquiry to Build for the
ELA CCSS
COSA, Fall 2013
john.slagle@mheducation.com
Our Agenda,
CCSS Status Check
Inquiry
Think of Questions
Make a Conjecture
Look for Information
Check Your Conjecture
Share Ideas
Foundational Skills
Close Reading
Complex Texts & Tasks
Collaborative Conversations
Writing from Sources
K-2
CCSS Connections to Inquiry
inquiry in the ccss • reading/informational text
ANCHOR STANDARD ONE . . .
Read closely to determine what the text
says explicitly and to make logical
inferences from it; cite specific
textual evidence when writing or
speaking to support conclusions drawn
from the text.
inquiry in the ccss •
reading/informational text
KINDERGARTEN STANDARD ONE . . .
With prompting and support, ask and
answer questions about key details in a
text.
GRADE ONE STANDARD ONE . . .
Ask and answer questions about key details
in a text.
inquiry in the ccss •
reading/informational text
GRADE TWO STANDARD ONE . . .
Ask and answer such questions as who,
what, where, when, why, and how to
demonstrate understanding of key
details in a text.
inquiry in the ccss
writing • kindergarten
6. With guidance and support from
adults, explore a variety of digital
tools to produce and publish writing,
including in collaboration
with peers.
inquiry in the ccss
writing • kindergarten
7. Participate in shared research and writing
projects (e.g., explore a number of books by a
favorite author and express opinions about
them.)
8. With guidance and support from adults,
recall information from experiences or gather
information from provided sources to answer a
question.
inquiry in the ccss
speaking & listening • kindergarten
1. Participate in collaborative conversations
With diverse partners about kindergarten
topics and texts with peers and adults in small
and larger groups.
a. Follow agreed-upon rules for discussions
(e.g., listening to others and taking turns
speaking about the topics and texts under
discussion).
b. Continue a conversation through multiple
exchanges.
3-5
CCSS Connections to Inquiry
inquiry in the ccss •
reading/informational text
GRADE THREE STANDARD ONE . . .
Ask and answer questions to demonstrate
understanding of a text, referring explicitly to
the text as the basis for the answers.
inquiry in the ccss •
reading/informational text
GRADE FOUR STANDARD ONE . . .
Refer to details and examples in a text
when explaining what the text says
explicitly and when drawing inferences
from the text.
GRADE FIVE STANDARD ONE . . .
Quote accurately from a text when explaining
what the text says explicitly and when drawing
inferences from the text.
inquiry in the ccss
writing • grade five
6. With some guidance and support
from adults, use technology, including
the Internet, to produce and publish
writing as well as to interact and
collaborate with others . . .
inquiry in the ccss
writing • grade five
7. Conduct short research projects that
use several sources to build knowledge
through investigation of different
aspects of a topic.
8. Recall relevant information from
experiences or gather relevant
information from print and digital
sources; summarize or paraphrase
information in notes and finished work, and
provide a list of sources.
inquiry in the ccss
speaking & listening • grade five
1. Engage effectively in a range of collaborative
discussions (one on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and texts,
building on others’ ideas and expressing their own
clearly.
a. Come to discussions prepared, having read
or studied required material; explicitly draw
on that preparation and other information
known about the topic to explore ideas under
discussion.
b. Follow agreed-upon rules for discussions and
carry out assigned roles.
inquiry in the ccss
speaking & listening • grade five
Engage effectively in a range of collaborative
discussions (one on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and texts,
building on others’ ideas and expressing their own
clearly.
c. Pose and respond to specific questions by
making comments that contribute to the
discussion and elaborate on the remarks of
others.
d. Review the key ideas expressed and draw
conclusions in light of information and
knowledge gained from the discussions.
Strategies
Access, acceleration, and inquiry . . .
Strategy 1 ~
Exclusionary
Brainstorming
Allen
A Culture of Curiosity
Access, acceleration, and inquiry . . .
Enter through . . .
words
sketches
phrases
Strategy 2 ~
Gallery
Walks
telling
sentences
QUESTIONS
Slagle, adapted from GLAD TRAINING, 2009
Access, acceleration, and inquiry . . .
Strategy 3~
Observation Chart
A visual mounted on a chart where pairs of
students
share a marker to add related sketches, words,
phrases, or questions.
& Correa,
Project
GLAD 2008)
Slagle, (Bader
adapted
from GLAD
TRAINING,
2009
Access, acceleration, and inquiry . . .
A physical response matched
to a word or concept of
great importance.
sprout
Strategy 4 ~
Signal Word
Slagle, adapted from GLAD TRAINING, 2009
Access, acceleration, and inquiry . . .
A physical response matched
to a word or concept of
great importance.
compare
Strategy 5 ~
Signal Word
Slagle, adapted from GLAD TRAINING, 2009
Access, acceleration, and inquiry . . .
A physical response matched
to a word or concept of
great importance.
contrast
Strategy 5 ~
Signal Word
Slagle, adapted from GLAD TRAINING, 2009
Access, acceleration, and inquiry . . .
Strategy 6 ~
Question
Stem Generator
Slagle
What makes a
great question?
Isn’t that a great question?
A great question . . .
•Makes you think
•Can have more than one answer
•Makes you reread to make sure
•Can be asked in different ways
•Can’t be answered just in the book
•Makes you think about your life
•Makes you want to research more
•Makes you smarter
A great “inquiry” question . . .
•Is unique
•Answer has value
•Is not convenient
•Requires action
•Leads
•Inspires
“Genius”
Question
Frames
What if…?
I wonder why…?
If…?
What is it that…?
When is it…?
Who could…?
How is ____ like _____?
When is…?
What could happen if…?
If it were possible…?
Are there…?
Why is…?
How…?
Where did…?
Do you…?
Does it matter if…?
When is it …?
Is ______ the reason for…?
Can…?
Would you rather…?
What would it take to…?
Why is it that…?
Would ______ be possible if…?
Is it possible to…?
Could…?
How can…?
What is your opinion about…?
Is it right to…?
I wonder when…?
I’m wondering if…?
How could it…?
Why are…?
If I ______, could_____?
What can…?
Maiers
Access, acceleration, and inquiry . . .
Corners designated by topic~
Individuals
think & write.
1
Small groups
interact and
refine.
Corners share
out.
Strategy 7 ~
Corners
2
Classroom
3
4
Johnson & Johnson, Kagan, Slavin
Access, acceleration, and inquiry . . .
1
2
Think time . . .
3
4
1
2
Strategy 8 ~
Numbered
Heads
Talk time . . .
3
2’s
4
Share out . . .
Johnson & Johnson, Kagan, Slavin
Ford & Opitz, Model 1:
Grouping Without Tracking
Same text for all students.
Differentiating and targeting through
levels of support.
Strategy 9 ~
Ford & Opitz, Model 1:
Grouping Without Tracking
Frontloading
Students who need support
to read and respond.
Students who can read
and respond independently.
Follow up
Ford & Opitz, Model 2:
Jigsawing
Same text for all students. Different
parts and different levels of support
for different students.
Strategy 10~
Ford & Opitz, Model 2:
Jigsawing
Frontloading
Group 1:
Maximum
Direct
Support.
Appropriate
Part of
Text.
Group 2:
Minimal
Direct
Support.
Appropriate
Part of
Text.
Group 3:
Maximum
Indirect
Support.
Appropriate
Part of
Text.
Extending
Group 4:
Minimal
Indirect
Support.
Appropriate
Part of
Text.
Ford & Opitz, Model 3:
Connected Literature Circles
Different text sets and different levels
of support for different groups of
students.
Strategy 11~
Ford & Opitz, Model 3:
Connected Literature Circles
Frontloading
Group 1:
Maximum
Direct
Support.
Appropriate
Text # 1.
Group 2:
Minimal
Direct
Support.
Appropriate
Text # 2.
Group 3:
Maximum
Indirect
Support.
Appropriate
Text # 3.
Extending
Group 4:
Minimal
Indirect
Support.
Appropriate
Text # 4.
Ford & Opitz, Model 4:
Focused Readers’ Workshop
Different texts and different levels of
support for different students.
Strategy 12~
Ford & Opitz, Model 4:
Focused Readers’ Workshop
Frontloading
Assist individual student
in selecting appropriate
text related to focus of
workshop.
Indirect individual
support.
Direct individual
support.
Follow up
Inquiring Minds Want to Know:
Using Inquiry to Build for the
ELA CCSS
COSA, Fall 2013
john.slagle@mheducation.com