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This resource explores how to engage students meaningfully with non-fiction texts using an inquiry approach. By beginning with students' questions, teaching becomes a process of exploration rather than mere knowledge transmission. The inquiry approach emphasizes depth over coverage, encouraging authentic learning. Strategies include activating background knowledge, researching through diverse sources, collaborating with peers, and reflecting on both the process and content. This framework empowers students to select topics and conduct in-depth studies, enhancing their understanding and skills in reading and writing non-fiction.
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Engaging Students Meaningfully with Non-Fiction Text Using an inquiry approach to teaching non-fiction reading and writing
The Inquiry Approach • Starts with student’s questions- Study leads to answers and more questions. • Content is the outcome of study not the starting point. • Depth not coverage (exceeding standards) • Grounded in authentic processes and products • Teacher’s role is to facilitate learning not to transmit knowledge Harvey and Daniels (2009)
Reading Strategies Taught • Activate background knowledge • Ask questions and wonder • Listen to your inner voice • Think and wonder about images • Read with a question in mind • Use text features to gain information • Annotate text • Stop, think and react Harvey and Goudvis(2007)
Research Strategies Taught • Choosing a researchable question(s) • Exploring and using multiple sources • Books • Magazines • Websites • Videos • Ask an expert • Observe • Letting go of misconceptions • Organizing findings Harvey and Daniels (2009)
Demonstration Lesson • Stop, Think & React • Modeled • Shared • Guided
Alligators: Shared Inquiry Project http://www.youtube.com/my_videos?o=U
Collaboration Strategies Taught • Turn and talk • Stop, discuss and record • Build on others ideas • Disagree agreeably
Open Inquiry: Individual In-depth Inquiry Project • Individual selection of inquiry topic/questions • close study of non-fiction texts • Selection of mentor texts • Teacher gathers resources • Research and write • Publish
Framework for Genre Study* • Gather texts: the teacher gathers high-quality examples of the kind of writing students will do. Students add to the “stack” as the study progresses. • Set the expectation: Students are told that they will be expected to finish a piece of writing that shows the influence of the study. • Immersion:students and teachers spend time reading and getting to know the texts they will study. • Close study: The class revisits the texts with an emphasis on writing process. “What did you notice about how these texts were written?” The teacher takes a strong lead and does a lot of modeling about how the new understandings will influence the writing. • Writing: students and teacher complete pieces of writing that show the influence of the study. Mini-lessons, individual conferences and group share continue to be opportunities to teach. • Publishing: students share their work in some way. • Reflecting on the process: students reflect on the process of writing their piece and what they have learned as a writer. *Adapted from Study Driven Katie Wood Ray pg. 19
References Harvey, Stephanie. Nonfiction Matters: Reading, Writing, and Research in Grades 3-8. York, Me.: Stenhouse Publishers, 1998. Harvey, Stephanie, Anne Goudvis, Strategies That Work Teaching Comprehension for Understanding and Engagement. Portland, Me.; Markham, Ont.: Stenhouse Publishers ; Pembroke Publishers, 2007. Harvey, Stephanie, Daniels, Harvey, Inquiry Circles in Action: Comprehension and Collaboration. Portsmouth, NH, 2009. Miller, Debbie. Reading With Meaning: Teaching Comprehension in the Primary Grades. Stenhouse Publishers, 2002. Ray, Katie Wood. About the Authors: Writing Workshop with Our Youngest Writers. Portsmouth, NH: Heinemann, 2004.
