Trippe. Blog Post 5. Dec.- Utilizing Inquiry-Based Literacy Standards

Trippe. Blog Post 5. Dec.- Utilizing Inquiry-Based Literacy Standards

During the rainforest unit planned for my kidwatching group, we will utilize the Inquiry-Based Literacy Standards for first grade. I think active learning is the most successful learning and incorporating higher learning thinking skills provided engagement for students and better learning outcomes. Beginning with K-W-L charts and discussions always helps the teacher know if the plans need to be adjusted in any way. If students need a stronger background before proceeding, the teacher can adjust the plans. Likewise if the teacher learns that the students already know most of what is planned, then adjustments can be made. In a whole class setting this is where differentiated instruction would apply- as plans should take in account the varying levels of knowledge and background of the class. Since my kidwatching group has six students and based on previous units, I do not anticipate a large discrepancy between students’ background knowledge but will monitor to make sure all students have adequate background knowledge for activities planned.

As we explore the texts in the Read Well storybooks, print materials, and PebbleGO, I will introduce vocabulary lists and definitions and have students give sentences using the words to further ensure understanding.  Students are also encouraged to make sentences with five or more words, and compound and complex sentences get extra kudos like “kiss your brain” for thinking so hard. As the students read and explore the various resources, they will be encouraged to ask questions and share experiences. Working with a small group, like this kidwatching group, allows a lot of sharing. If I was working with a whole class, I think small groups of students would be working together and sharing information. As I monitored the small groups, I’d encourage student sharing and then relay some of the shared ideas and questions with the whole class.

As students synthesize the information about the rainforest layers and the animals that live in each layer, they will determine where to place the animals in their drawings. As we continue learning about oral storytelling, folktales, and myths, students will be able to reflect on stories previously heard to make connections.

Acknowledging each learner’s individual learning style and expression encourages students to want to learn. Students will revisit their K-W-L charts frequently to see the progress of their learning and the process of gathering more information. Students will also be challenged to think of additional resources that could be used for the unit if time, money, and location was not a factor.

                This unit on the rainforest incorporates all Inquiry-Based Literacy Standards for first grade. I have shared this unit with the rest of the first grade teachers and hope that they will be able to incorporate some of the resources in their classrooms and with future Read Well groups.