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The Shared Inquiry Process in a Nutshell

The Shared Inquiry Process in a Nutshell
The Shared Inquiry Process in a Nutshell
The Shared Inquiry Process in a Nutshell
The Shared Inquiry Process in a Nutshell
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The Shared Inquiry Process in a Nutshell
• First Reading-Teacher
• Annotating the Text-taking self-questioning notes
C=Text Connection
?-=When you have a question

Sharing Notes
Look over the story and find one place that you wrote a C for making a "text connection" and share with a partner.
Sharing Questions-Teacher Makes T-chart

Questions Answers


Reader's Journal-Students write a:

Keeper Question: A keeper question is one that you want to continue thinking about.

Connections Statement:
Find a place where you wrote a C.
Write it in your own words.






Second Reading with Directed Notes-Student

Mark places where . . . (teacher gives an item to focus on). Think about reasons for marking it.

Fluency: Reading With Expression
Teacher asks the student to find a line in the story to read with inflection.



Head in the Clouds: Students Make Mental Images








Vocabulary-
We are now going to look at the vocabulary word __________
(Ex: virtue- when you know and do the right thing).

Listen in this part of the story for the word ______(Teacher reads)
Can anyone put that in their own words?

Shared Inquiry: Discussion
Opening Question-...............? (Students write their answers).

Teacher asks someone to share their answer to the opening question.

Student response, question the response or redirect the response.

Look and cite something in reference to what another person was talking about?

After Discussion: Building Your Answer
You may now answer the question again based on the discussion.
You can change or add to your original answer.
Share answers agree with someone or disagree with someone.


Reader's Journal: Writing to Explain-the teacher makes a T-chart

Evidence Reason

•
• Our Collaboration: Reflecting on the Shared Inquiry Discussion
I want us to reflect on what went well?
What could we do better next time?
How can it help to listen to people who disagree with you?
To use shared inquiry in the most productive way you must:
- Be able to identify the kind of question your group is investigating.
Be able to propose more than one plausible answer to the question.
Give good reasons for each answer you consider.
Weigh the strengths of the competing answers by testing them against the information you bring to the discussion.
Consider the extent to which your answers reflect your prior knowledge and your belief system.
Shared Inquiry Questions
1. Factual questions-these have only one correct answer.
2. Interpretive questions-have more than one correct answer that cannot be supported with evidence from the text.
3. Evaluative questions-ask us to decide whether we agree with the author's point of view. The answer to an evaluative question depends on our knowledge, experience and values, as well as our own interpretation of the work.



The Sequence of Questions
Opening question (1 question)-this is a general question that directs students into the text for an answer. It introduces and explores ideas, themes, and topics.
Core questions (2-5 questions)-these are questions that are content specific, examine central points, interpret a passage or examine a quotation.
Closing question (1 question)-this question establishes relevance, connects with the real world and applies to self.

Rules for Inquiry discussions:
- Come prepared
Participate
Listen to each other's point of view
Yield to others (don't interrupt, let others have a turn to speak)
No put downs
Agree to disagree (respecting individuals and their ideas)
Remain focused on the question
- Think before you speak
Created for Teachers Pay Teachers by Mary E. Massey based on ideas and strategies from Junior Great Books, Shared Inquiry Training and personal teaching experience.
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