Process Chart
The process chart outlines that teacher and students roles for each phase of the inquiry project. Click HERE to download.
Strategy Rationale
I See I Wonder I Know
This strategy I used to help students activate prior knowledge and develop a curiosity about the Native American Tribes by using the illustrations, headings, and recording questions prior to reading the text. After reading the text students will record what they have learned in the “I Know” section.
I will model using the “I Think I Wonder I Know” strategy using the text American Indian Tribes of the Plains from the Leveled Text: Early America Series © Shell Education. Students will then be working with a partner to evaluate sources from each region. In addition to filling out a chart students will each be given three Post-It notes to write one statement for each area of the chart. Using the Post-It Notes our class will create a large version of the I Think I Wonder I Know chart to have on display during research.
I choose this strategy because I feel that it will provide exposure to each region as well as pique students’ interest by focusing on the images and illustrations. Students will also be activating their prior knowledge of Native Americans and connecting this to new knowledge learned.
I-Chart
An I-Chart is an inquiry chart that can be used to support content-area inquiry and research. As student research using a variety of sources they will be able to contribute answers to the questions that have been posed both from the teacher and self created.
The purpose of this strategy is to help synthesize information from multiple sources. Across the top of the chart will be questions that will guide the inquiry and along the left side of the chart students will list the different sources that were used. Since this unit will fall towards the beginning of the school year the teacher will provide the majority of the guiding questions. Students will be asked to add one-two self created questions in addition to the teacher provided questions
I will model how to use this strategy by rereading the text American Indian Tribes of the Plains from the Leveled Text: Early America Series © Shell Education. I choose to reread the section so that I can discuss the importance of rereading text as well as to use a familiar text for ease of understanding. Since this will be a new strategy to students it will be very important that teacher feedback is provided to help scaffold students’ understanding. This will be done trough conferring with student during independent/group work time.
Differentiation and English Language Learners
Strategy Rationale
I See I Wonder I Know
This strategy I used to help students activate prior knowledge and develop a curiosity about the Native American Tribes by using the illustrations, headings, and recording questions prior to reading the text. After reading the text students will record what they have learned in the “I Know” section.
I will model using the “I Think I Wonder I Know” strategy using the text American Indian Tribes of the Plains from the Leveled Text: Early America Series © Shell Education. Students will then be working with a partner to evaluate sources from each region. In addition to filling out a chart students will each be given three Post-It notes to write one statement for each area of the chart. Using the Post-It Notes our class will create a large version of the I Think I Wonder I Know chart to have on display during research.
I choose this strategy because I feel that it will provide exposure to each region as well as pique students’ interest by focusing on the images and illustrations. Students will also be activating their prior knowledge of Native Americans and connecting this to new knowledge learned.
I-Chart
An I-Chart is an inquiry chart that can be used to support content-area inquiry and research. As student research using a variety of sources they will be able to contribute answers to the questions that have been posed both from the teacher and self created.
The purpose of this strategy is to help synthesize information from multiple sources. Across the top of the chart will be questions that will guide the inquiry and along the left side of the chart students will list the different sources that were used. Since this unit will fall towards the beginning of the school year the teacher will provide the majority of the guiding questions. Students will be asked to add one-two self created questions in addition to the teacher provided questions
I will model how to use this strategy by rereading the text American Indian Tribes of the Plains from the Leveled Text: Early America Series © Shell Education. I choose to reread the section so that I can discuss the importance of rereading text as well as to use a familiar text for ease of understanding. Since this will be a new strategy to students it will be very important that teacher feedback is provided to help scaffold students’ understanding. This will be done trough conferring with student during independent/group work time.
Differentiation and English Language Learners
- Group Work
- Strategy work will can be completed with a peers to allow additional oral discussion
- Research will be completed within a partnership. I will be pairing students of strong language/reading abilities and good partnership abilities to allow peer scaffolding
- An assortment of text and resources will be provided at a variety of reading levels for students, several sources will be image rich for additional support
- Choice
- Students will choose a region of interest to investigate further
- Modeling/Focused Small Group Instruction
- Additional modeling will be provided based on student and group notes and observations during conferring with students
- Focus will be strategy rich and allow for additional dialogue focusing more on understanding of content rather then written work