Primary Collaborative Inquiry

Friday December 11, 2015 Highbush Public School

School If . . . Then Statements

FDK: IF we provide students with a variety of prompts (visual, audio, tactile, etc.) THEN we will
see an increase student interest in writing.
PRIMARY: IF teachers give opportunities for accountable talk, THEN students will be able to
better organize their ideas in writing.
GRADE 3s: IF teachers structure guided groups to address common vocabulary and sentence
structure needs THEN students will write using enhanced vocabulary and varied sentences.

The Plan
1. Show video: Change the World (values.com)
2. Small group (moderated by the teacher - let students know prior to discussion there will be a self/
teacher evaluation of their participation of accountable talk)
Ask: What is the message in this video. Each group to discuss video (consider use of talking stick)
Possible teacher prompts to encourage further discussion:
Say more about what you mean.
Why do you think that?
Can anyone add to do that?
To encourage accountable talk further amongst students, teacher
could encourage students to use accountable talk to further the
discussion.
I agree . . .
I disagree . . .

To Do:
-Book supply teacher for January
8th in the morning.
-supply code 6743
-let Karen know if you end up
missing a prep

3.After discussion, students post wonderings on sticky notes and add

to chart paper
I am wondering . . .
4. Facilitator to look for and group any common wonderings
5. One spokesperson from each group to share the main wondering from their small group with the
whole group

INQUIRY LESSON

Assessment - Oral Language

Teachers can use the checklist below to quickly record the quality/level of students ideas during the
small group discussion.

Level 1

Level 2

Level 3

Level 4

Kindergarten
1.5 use language in various contexts to connect new experiences with what they already know (e.g., contribute
ideas orally during shared or interactive writing; contribute
Grade 1
Oral Language: Making Inferences / Interpreting Texts
1.5 use stated and implied information and ideas in oral texts, initially with support and direction, to make simple
inferences and reasonable predictions (e.g., attend to the words being spoken and also use personal
experience and the speakers intonation and facial expression to under- stand what is being said)
Grade 2
Making Inferences/Interpreting Texts
1.5 use stated and implied information and ideas in oral texts to make simple inferences and reasonable
predictions, and support the inferences with evidence from the text
Teacher prompt: You predicted _______. What clues from the oral text did you use to figure that out?
Grade 3
Extending Understanding
1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge and experience;
to other familiar texts, including print and visual texts; and to the world around them (e.g., brainstorm to connect
a topic to their background knowledge of the topic; compare oral texts with similar

INQUIRY LESSON

Name ________________________

Self Evaluation
Today we worked in groups discussing the big idea of a video clip. We
talked about the authors message and our wonderings.
Circle how well you participated today?

What I think

INQUIRY LESSON

What my teacher thinks

INQUIRY LESSON