Penguins Everywhere!

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 (p. 170)
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. 182)
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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Chart the Source (p.176)
Model how to jot key word answers. Students learn to answer questions
using a variety of oral, visual and print resources, and to record their
source and the information they gathered.
Source Write key words to answer the question

Interacting 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?
· 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?
Comparing Fiction and Non-Fiction Texts (p.184)
Students in Grade 1 learn the differences between fiction and non-fiction. The tem non-fiction or informational text may be used. Read a fiction selection with an animal as the main character. Then read a non-fiction book about the same animal. Discuss and list the differences and similarities between the fiction and non-fiction texts. Use a chart such as the following to record observations as students discuss similarities and differences.
Comparing Information
Fiction book about _____________

Title ___________________________________

Non-fiction book about __________

Title _______________________

What is different?
What is the same?

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Super Three: Beginning (Plan), Middle (Do), End(Review) (p. 156)

What am I supposed to do?
What am I looking for?
What will it look like if I do a really good job?
What do I need to find out to do my job?

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?

Response Journals (p. 206)
Students summarize and represent interesting information they have heard, read, or viewed. Provide a variety of journal prompts to encourage students to reflect upon and share information.
Some journal prompts are:

· One thing I learned today was

· The most interesting thing I learned was

· I want you to know that

Colour Coding Key Words (p.178)
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.

Reference Chart (p. 170)
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 
  • Filmstrips
  • Videos
  • TV shows
  • Artifacts
  • Things around us
  • Pictures
  • CD-ROMs 
  • Tape recordings
  • Someone reading
  • Speakers
  • Sounds around us
  • Storytellers
  • CD-ROMs
  • radios 
  • books
  • magazines
  • newspapers
  • signs
  • posters
  • maps
  • charts, graphs
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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 Inquiry Plan

    Our question is_____________________________________________

    1. Things we already know:
    2. We want to know:
    3. Sources we will use to gather information:
    4. Information we found to answer our question:
    5. New information we found:
    6. We still wonder:

    Sharing Circle Variation (p.174)
    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.

    Interview (p.174)
    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.

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    Research or Inquiry Review (p.212)
    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.
    I review my Research

    Name ___________________ Date _____________________

    Topic ____________________________________________________

    My question was:


    I thought:
    The best part was: (draw)


    Problems I had:
    Solutions I tried:
    Next time I will:


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    Prepared by Irene Schlarb
    Pembina Trails School Division
    Winnipeg, Manitoba