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Non-Fiction Reading Comprehension and Inquiry Circles

Non-Fiction Reading Comprehension and Inquiry Circles

Margaret Iwanicki

on 30 November 2012

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Transcript of Non-Fiction Reading Comprehension and Inquiry Circles

Teaching Non-Fiction Reading Comprehension
Using Inquiry Circles Good Readers:

Monitor Comprehension
Connect New Information to
Background Knowledge
Ask Questions
Infer and Visualize Meaning
Determine Importance
Synthesize and Summarize Prepared by Margaret Iwanicki
& Richard Izzo What are inquiry circles? Strategies of inquiry circles Comprehension Collaboration Ask Questions 4 Mini-inquiries short-term, small-group research
emerge from spontaneous questions asked by students or teachers
End product is simply an answer to the question and an opportunity to teach others Curricular Inquiries Infer and Visualize Meaning based on the curriculum
topics generally compiled by teachers, selected by students
topics are richer and more complex
multiple outcomes, understandings, and solutions Literature Circle Inquiries most commonly-practiced inquiry circle
small, peer-led reading discussion groups
originally revolved around whole books, now utilized with poems, plays, and short chunks of text
sometimes in the form of book clubs Open Inquiry students identify and choose their own topics
teachers offer support, facilitate, and backmap the process to the official curriculum 4 Stages of Inquiry . Wonder about:
content, concepts, outcomes and genre
the text to understand big ideas
the author's intent
ideas and information
Read with a question in mind Use context clues
Draw conclusions
Use visuals and well as text
Predict outcomes
Understand themes
Create mental images Sift important information
Construct main ideas
Choose what to remember Determine Importance Reflect on meaning
Paraphrase information
Move from facts to ideas
Put the parts together to get the whole - read for the gist
merge old and new information to form new ideas, perspectives or insights Synthesize and Summarize Activities √ for something known
L for new learning
? or Q for a question
?? for confusion
* for important information
! for exciting information
R for a connection (Reminds me...) Text Codes In Inquiry Circles, finding the answer to the group question is the overarching goal.
Skills instruction supports that goal. Monitor Comprehension Become aware of thinking as they read
Ask questions
Respond to reading orally and in writing
Jot thoughts while reading -leave "tracks"
Use fix-up strategies Good Readers: Connect New Information to Background Knowledge Refer to prior experience
Make connections between text and media
Activate prior knowledge of content, style, structure, features and genre.
Merge new and old to create new knowledge Reading is Thinking Understanding emerges from thinking

Learning is promoted through active thinking and discussion about the text The End Goal - applying knowledge every day

Taking action - going public "the prime determinant of understanding is prior knowledge. Period, point blank, case closed." (Harvey & Daniels, 2009, p.22) A Key Point About Reading Problems If readers don't have the scaffolding of prior knowledge, they don't have anything to which to connect the information they are reading Small Groups:
are lifelike
generate the energy for challenging work
make us smarter
make diversity an asset
allow engaged interactive learning
allow us to differentiate instruction
develop skills that look good to employers
enhance student achievement How Does Collaboration Help Comprehension? Immerse - Invite curiosity, build background, find topics, and wonder Investigate - Develop questions, search for information, and discover answers. Coalesce - Intensify research, synthesize information, and build knowledge. Go public - share learning, demonstrate understanding, take action.
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