Strategies to be used:
(All strategies are from the Manitoba Grade 1 English Language Arts document)
Click on the strategy you wish to see
|Poetic and Narrative Texts||Read- Aloud||Content DRTA|
|Chart the Source||Interacting With Informational Books||Comparing Fiction and Non-Fiction Texts|
|Super Three or Plan, Do Review||Response Journals||Colour Coding Key Words|
|KWL||Question Sort||Reference Chart|
|Group Inquiry or Research Plan||Sharing Circle Variation||Interview|
|Research or Inquiry Review|
Poetic and Narrative
Texts (p. 172)
Explore poetic and narrative texts as sources of information for inquiry. There are many new poems containing important facts which could be used. Record the inquiry questions students ask on the chalkboard or chart paper. Students listen for answers as you read the text. Add answers to the chart for post-reading discussion.
Read aloud quality picture and concept books related to research
topics. Follow the DRTA or DLTA outlined in Strategies to guide
students to answer inquiry or research questions.
Content DRTA (p.
Record or represent students' prior knowledge about the inquiry or
research. Display the informational book that will be read. Read the
title and look at the illustration. Have students check items on the
list they think will be explained in the reading. Invite students to add
more ideas to the list. Read the text then circle items on the list that
are addressed tin the text. Lead a post-reading discussion, having
students focus on what they learned.
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|Source||Write key words to answer the question|
With Informational Books (p. 184)
Model how to use informational books to access information. Work with
small groups of students to guide them to make and check their
predictions. Consider the following questions:
· What type of book is this?Comparing Fiction and Non-Fiction Texts (p.184)
· What tells you this?
· What type of information do you guess you will find?
· What types of illustrations (pictures) will you find?
· What do titles tell you?
· What parts of the book help to find key information?
· How do you read the pictures, diagrams, maps?
· What do you use the table of contents for?
· Why are the pages numbered?
· What is an index for? When and how could you use it?
|Fiction book about
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Super Three: Beginning (Plan), Middle (Do), End(Review) (p. 156)
Students use sources to actively read, view, or
listen to information.
Before completing the assignment, students stop and
Is this done?
Am I satisfied with this?
Do I feel good about this?
Should I do something else before I turn it in?
· One thing I learned today was …
· The most interesting thing I learned was …
· I want you to know that …
Colour Coding Key
Grade 1 students require explicit teaching to find pertinent information
from printed text to answer their inquiry questions. Model, using the
overhead and several coloured markers, how to locate key words for
relevant facts. Different coloured highlighters may be used to highlight
various categories of information. Repeat this until students demonstrate a readiness to work more independently. In small groups students read text to locate and highlight the keywords that may answer their inquiry questions.
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KWL (p. 140)
Have students brainstorm what they know about a topic. Record this
information in the K column of the KWL Chart. Then students generate
what they want to know in the form of questions. Record these in the W
column of the KWL Chart. The L column is for what has been learned.
Question Sort (p.146)
With students, generate questions about a topic and record them on
cards. Read the questions together and sort them into categories. Post
these questions and review during group inquiry.
With students , create a list of sources where information can be found.
Post this list where group reference sources are kept. The following is
an example of a Reference Chart.
|How to Find Information|
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Group Inquiry or Research
Plan (p. 158)
Develop a Group Inquiry or Research Plan for your
class. Explain the plan and work through the steps with students.
The following is a possible plan which may be posted on chart paper.
Our question is_____________________________________________
|1. Things we already know:
|2. We want to know:
|3. Sources we will use to gather
|4. Information we found to answer
|5. New information we found:
|6. We still wonder:
Sharing Circle Variation
After recording information using the K and W of the KWL strategy, students form a Sharing Circle. Provide a collection of informational books on the topic under study to answer students' questions. Through discussions demonstrate which parts of the books can be used to locate information. Draw students' attention to the covers, titles, table of contents, photos, captions, diagrams, and index. Model how to locate information to answer one or two of the questions from the KWL chart.
Divide students into small groups and give each group one question and a book. Students work co-operatively to locate and read information, then share their findings with the class.
With students, create a manageable list of interview questions about a topic or theme. Have students interview resource people in person or via e-mail to answer the questions. Personal interviews could be recorded on tape. Students share findings with the class. Older students or research buddies could assist students in conducting interviews by taking turns asking questions and doing the actual recording of information.
Research or Inquiry
Model and provide guided practice to help students reflect on each phase of their research or inquiry work. Scribe where necessary for students to help them complete the following review.
Name ___________________ Date _____________________
|My question was:
|The best part was: (draw)
|Problems I had:|
|Solutions I tried:|
|Next time I will:|
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Page Unit Plan
Prepared by Irene Schlarb email@example.com
Pembina Trails School Division