Idea Notebooks + Inquiry + Investigations=

Reevaluating Research Options & Outcomes

Marissa MossJoEllen McCarthy

Erica PecoraleDave Schultz

“Sacred Texts” @Professornana

Timothy Young- I Hate Picture Books

“Unless we reach into our students’ hearts, we have no entry into their minds.”-Regie Routman

“With a room full of authors to help us teach,

teaching writing doesn’t have to be so lonely .”

---Katie Wood Ray

“There can be no reVISION without VISION.”

Students can be more critical readers when they think about the decision making of the people behind the texts.

Finding patterns:

Show Me, Help Me, Let Me

“We must be specific and purposeful in our instruction.”

-@iChrisLehman

• Thinking Notebooks- Idea Notebooks

• inquiry stance to teaching & learning

• noticing & questioning

• Student engagement determines the texts we study

• idea building in the wnb:

An invitation to notice

Observations

Reading & Writing Connections

SOUP time…

In Response to Executive Order 9066 by Dwight Okita

Reading & Thinking Across Texts

Text Sets & Reading Ladders

Investigating with Digital Tools

Word Study

Investigations driven by passion

www.wonderopolis.org

Inquiry teaches students to

read and think like writers

Messy Work

Revision & “Note making”

Evidence of Thought

Writing Across Texts

Opinion Informative/Explanatory Narratives+ Writing as tool for thinking

• Opinion -• Ideas

Opinion

• To Explain• Inform• Content

Connections

Info• Real or

Imagined• Sequence

of Events

Narrative

“We get to rigor through deeper meaning & engagement.

Rigor resides in the energy & attention given to the text, not in

the text itself.”Kylene Beers

Vigor vs. Rigor

Layered effects:

• Observations lead to content specific understanding

• “Develop curriculum structured from surprise.”- Graves 2001

“Kids are our curriculum.”

Explore the Possibilities

Further Investigations

“When it comes to the common core, there are two things we must all do: be a learner and collaborate.”

– Rebecca Alber

Maggie Gee

A Process for InquiryI= individuals, identity, interests,

investigation, independence

Inspected famous notebooks, field notes and journals

Investigated authors notebooks to discover process

Analyzed mentor texts set up as notebooks

Studied authors process- mapping out their pages

Examined author’s writing style and structures

Developed our own research process

Repeat process to write in other units of study, genres and formats

Inspected famous notebooks:

Researchers know there are many people in the world who use a notebook to think about the world

Researchers can study notebooks from scientists, explorers, writers to get a sense of how to organize their own notebooks

Researchers can analyze how two or more people have used field note books to record their observations about the world

Leonardo da VinciApril 15, 1452 – May 2, 1519

Jane GoodallApril 1934

Investigated famous author’s notebooks

Researchers analyze the process authors use to study their topics.

Researchers notice how point of view can affect entries that authors make

Researchers see how authors can integrate and evaluate the content in their entries

Researchers can put multimedia into their notebook entries

Mentor TextsMarissa Moss

Marissa’s writing process

Skyping with Marissa

Steve Jenkins

http://www.teachingbooks.net/slideshows/jenkins/jenkins_process.html

Exploring Possibilities

Analyzed Mentor Texts Set up as Notebooks, Journals and Field

Notes

Neo Leo by Gene Barretta

Me…Jane By Patrick McDonnell

Studied Author’s Process

Using Artifacts to Inspire a Historical Narrative Unit

Getting Ideas From Artifacts

Inspiring Reluctant Writers

Children Who Think in Pictures

Children who think in pictures

Examined Author’s Writing Styles and Structures

Mini-lessons:

Researchers can analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole

Researchers can name what an author is doing in their craft lesson and practice it on their own

Researchers can analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

What’s your favorite food? It’s probably not worms, blood, or elephant droppings, but there are animals that thrive on these foods.

And it’s not just what animals eat that can be unusual. Many animals have surprising ways of collecting, storing, and consuming their food. They may wrap it in silk, roll it in a ball, or glue it to their skin. There are animals that eat the same food at every meal, others that gulp down just about anything, and a few that take a little tastes first just to make sure they like what is for dinner.

Author begins by asking a question

Author makes it interesting through a comparison

Author lists examples of ways they will write about this topic

Another list of examples

Author gives a comparisons to highlight differences

Never Pet a PlatypusThis peculiar looking animal appears harmless, even comical, as it waddles about. The platypus however, is the only poisonous mammal. It has venomous spurs on its hind legs, and it can give you a very painful jab.

Saturday’s and Teacakes by Lester Laminack

The Sunsets of Miss Olivia Wiggins

by Lester Laminack

Do/Don’tPro/Cons

Authors notes: A way to keep the history - a place to collect information that is interesting and important but may get in the way when trying to write the story

Developed our own research process

through reflection

Repeat process to write in other units of study, genres and formats