Using the RAN Strategy for Inquiry-Based Learning

There are many definitions out there for Inquiry-Based Learning, and I think with true student inquiry students decide what topic they wish to learn about.  In my class, I try to cluster the curriculum expectations into a Big Idea and then I like to create an Inquiry question that we will explore - so students aren't truly selecting their own topic.

For our Social Studies unit on First Nations, we asked, "How did the environment impact the way Aboriginal people lived their lives prior to contact with the Europeans?"

I use the Literacy Block - which I consider a "workshop" - for students to conduct their inquiries.  This way, I am killing many birds with one stone; my students are learning their Social Studies content while developing their  Reading, Writing, and Media Literacy skills.

I always use Tony Stead's Reading Analysis Chart for reading non-fiction texts and I always start by modeling how to do it.  So I created a RAN chart to use on the SMART board.  I started by choosing a First Nations tribe that we had a lot of background knowledge about - the Wendat.  Together, we brainstormed what we thought we knew about the Wendat.  Beginning with what we think we know sets a purpose for reading.  We are reading to confirm our thinking.   ( C- refers to confirmed facts, M - refers to misconceptions).  I have used this strategy with First Graders to Sixth Graders - it works!

Over the next couple of days, we continued to share-read information on the Wendat, and I modeled for my students how to take jot notes.  What we were doing was becoming experts on the Wendat.  We didn't write in full sentences, so as to avoid the temptation to plagiarize later on when it came time to share our learning.

When the chart was complete and we felt we knew enough about the Wendat to be able to answer our guiding question, I gave the students RAN charts of their own and they repeated the process with their tribe of choice. (Click on the link for RAN chart to edit for your students).

Students worked in collaborative groups of two or three for two weeks to complete their RAN charts.  When they had finished, I modeled how to take this information and turn it into text.  We had several mini-lessons on report writing. We focused on paragraph writing and using the elements of style even for reports.  We talked about the difference between opinion and facts and discussed how and when to include our own opinions and voice in report writing.  I wrote a report on the Wendat with my students so they would know how to do it.

My students spent the next week writing their reports.  We then had a series of mini-lessons on revising and editing.  We talked about the importance of word choice and sentence fluency. We also had several lessons on convention use and using the electronic tools available to us to help us edit our work.

Lastly, we discussed publishing. I introduced my students to several media formats such as Power point, Key Note, Explain Everything, Prezi and Microsoft Publisher.  My students decided how they would like to present/share their information.  I modeled how to create a brochure on the Wendat using Microsoft Publisher.  I suggested they use Youtube to learn how to use different publishing tools. (We can't always be the expert in the room!)

They spent a week creating their published reports, and then it took a week to present them.  During our presentations, I decided to focus on both presentation skills as well as listening skills.   I explained that they had to be attentive listeners and ask questions.  They did such an excellent job! Click HERE to see an example.

This entire process took about five weeks, which seems like forever for a project on First Nations.  But I was able to teach so many Language expectations through this process, so it was time well-spent.

My students really enjoyed the whole process.  They were excited to work on these projects.  They were teaching me!  They presented their information in a wide variety of formats, and I think that is very valuable way to differentiate.  They even gave each other feedback on how they could do "even better" next time!

The Language Block

One of the most common questions I get asked by other teachers is "What does your Language block look like?"

I have a really difficult time answering this question; it is something that would really take days to describe.

I think the problem lies in the fact that we are so used to thinking in terms of our "timetable".  By definition, in our timetable we show each subject and strand as a discrete entity.  But that is not the reality at all, at least not in my class.  

For example, last week we were watching videos about the new pope, Pope Francis.  We watched and discussed a video on YouTube about how to become a pope, we watched a CNN video about Pope Francis' first public appearance, and we read a couple of related passages from the Bible together, John 1:41-42 and 21:15-17.  At the end of the period, one of my students said, "Was that Religion or Language?"  I answered, "Yes."

Admittedly, I have "Language" penciled into my timetable, along with "Social Studies" and "Science".  I have the Language block further delineated into "Reading", "Writing", and “Word Study".  But in reality, any mixture of those items is happening simultaneously. I have tried to create a timetable that accurately reflects what happens on a day to day basis in the classroom, but it isn't a true picture of what goes on during the day. 

For me, what is truly important is ensuring that I have a comprehensive Literacy program, and by "comprehensive" I mean all-inclusive. I make sure that my students are reading and writing something every day.  I also want to make sure that there is a balance of Modeled, Shared, and Guided Instruction along with oodles of time for Independent practice.  

How do I build it all in?

Well, I spend a great deal of time during the beginning of the school year teaching my students to be independent, self-directed learners.  I do a lot of explicit instruction on how to become exactly that, and then I help them to build their stamina gradually.  So my Language block looks vastly different in the fall than it does in the spring.  In the fall, I start with a modeled or shared reading lesson, then they read for about 10 - 15 minutes independently while I take students for guided small group instruction.  I provide some direct instruction on Writing, then they work on a writing piece for 15- 20 minutes independently; I intersperse direct instruction in Reading, Writing and Word Study daily with independent practice. I decide when it is time to switch activities.  

But that is not what my Language block looks like at all at this time of the year.

I'm at that happy place right now where my students can work for 60 minutes independently (and by "independently" they may be working by themselves or collaboratively with a partner), without being off-task or disruptive (with the exception of one or two students who need occasional reminders and re-direction). 

In order for this to be possible, the students have to have highly engaging tasks that they are motivated to do, and that serve authentic purposes.  My Language block truly becomes a Language Workshop.  I list all of the items I would like students to accomplish by the end of the week, much like a menu. Students then select from the menu what they would like to work on.  Sometimes they choose based on what they enjoy doing the most, other times they choose based on what is a priority, or what they are struggling with and need to spend more time on.  I prefer to start with a mini-lesson on Reading, Writing or Word Study, but lately, I have an EA at the beginning of my Language block, so I take advantage of the extra adult in the room, and we begin our Workshop right away.  That way, she can be that support person in the room for students while I take groups to the horseshoe table for small group instruction.  I save the last 15-20 minutes of the Language block for some direct whole-class instruction

Here are a list of activities my students currently have to work on:

• Become familiar with word patterns in Word Wall Words by writing sentences and paragraphs using those words
• Post to their blogs
• Create or add to a Discussion Thread about the novel I am currently reading aloud to them
• Revise their recounts
• Swap their recount with another person in the classroom, and using Co-created Success Criteria, provide one another with descriptive feedback
• revise their recount based on descriptive feedback given by a peer
• Independent reading - focus on being metacognitive while reading

On Friday, I asked my students if they enjoyed working this way.  They gave me a resounding 'yes'.  When I asked why, they said:

·         Because except for the Word Study work, everything we have to do has a purpose
·         Nobody is fooling around and everyone knows what they have to do
·         The work is not too hard

·         The work is fun, especially when we get to use electronic devices

·         Nobody bugs anybody else when we work like this

Is my Language block ALWAYS like that?  No.  It depends on what we are working on.  When we are learning a new writing form, for example, I have students  in collaborative groups working with writing exemplars so that we can co-create success criteria for that writing form.  I find that whole process takes up 80 minutes. Next week, I'll explain what my Language block looks like when we are working on an Inquiry project, because that looks different again!  Stay tuned...