Inquiry+Cycle+2

Inquiry Question:
How can we use examples from mentor texts and student work to improve organization and word choice in non-fiction writing?

Theory of Action:
If teachers and students create criteria for good organization and word choice in non-fiction writing, based on exemplars, student writing will improve.


 * Implementation Plan:**

Write Action Plan Assign people to look for professional literature (WHO?)
 * Tues. Jan 11th**
 * Heidi has a good book on science notebooks to look through
 * Liz Hale stuff (Annie)
 * Writing Traits (Annie)
 * Katie Wood Ray (Annie)
 * Get third grade writing curriculum from Caroline and request a sample from the publisher (Denise)
 * there is a list of mentor texts for the 6 traits that Annie has -- Kate, can you check some of the nonfiction ones for organization and word choice out of the library so we can look at them? (Kate)

Bring non-fiction student work to look at from this year or prior years Begin to list criteria of strong organization Use the 6-traits rubric
 * Tues, Jan. 25th** (Click here for notes**)**

Continue to look at work and add to criteria -- what should end of second grade writing look like in terms of word choice? Assign reading for next week
 * Fri. Feb 4th**

//Each teacher chooses 1-2 students to follow.// //Take notes on conferences with them; copy their work as it evolves; note how their work changes or doesn't change as a result of conferences / criteria lists / looking at student work and referring back to the criteria. (EVERYONE)//

Discuss reading: how will we look at student work with students? How will we use mentor texts with students? Brainstorm ways of looking at work, listing criteria, and making sure students use the criteria when they are writing.
 * Fri, Feb. 11th**

//EVERYONE chooses a Try-It to do with students in the next week// Someone volunteers to share on Tuesday -- a student's work and how it has been changing

Someone comes with student work and notes on progress / conferences (WHO?) to share Share results of Tri-Its (if possible) EVERYONE chooses a Try-It to do with students in the next week
 * Tues. Feb. 15th**

By Friday the 18th, everyone should have done one activity with kids where they look at work, list criteria.


 * Fri. Feb. 18th -- Notes from WHOLE STAFF DAY**

Lesson plans for word choice
Inquiry plan, revised March 11th: [|inquiryplanning sheetmarch2011.doc]

Resources to investigate:
Lists of good non-fiction mentor texts for these 2 traits Science notebook book (Heidi) Find stuff on looking at student work with kids -- maybe video from Steven?

**Data we will gather:**

 * Each teacher will follow a student, take notes on conferences, copy their work every few days to see how it changes in response to conferences / mini-lessons / use of rubrics or criteria lists (EVERYONE) -- for time frame, see above


 * Sharing our learning:**

How/when will individual team members report back to the group about their instructional strategies and results? ·

How/when will the team prepare for sharing the preliminary data to the whole K-2 Team? (Note: The team is expected to document their actions with a description of instructional strategies used, provide samples of student work or other assessments and provide a written reflection on the inquiry work/learning.)

Inquiry Cycle 2 Results http://yasecondgrade.wikispaces.com/Word+Choice