Literature for Inquiry
Literature as a source of information, ideas, and perspectives can help students foster critical thinking skills and learn new ways to see the world. An inquiry classroom gives students opportunities to use literature to formulate questions and nurture collaboration and active learning. Inferential questions encourage students to "move beyond literal talk to foster deep discussions." (Kelly & Moses, 2018) Teacher support and guidance is key when providing students with the cognitively challenging task of analysis and insightful thinking.
In the Reading in the Content Areas course, we discussed various strategies to encourage metacognitive behavior, especially with disciplinary literature. One strategy that piqued my interest is the use of QAR (Question Answer Relationships) with younger grade students. Students are actively involved in the reading process when they use QAR, which supports higher order thinking and builds the students' abilities to think critically and be reflective readers. I used this strategy in my SRE (Scaffolded Reading Experience) lesson with my Kindergarteners. We explored the topic of the sun by learning how to ask questions that can be answered explicitly from the text (In the Book) or using the information we have learned from the text (In my Head).
Using nonfiction literature that highlights inquiry displays the nature of problem-solving in discipline subjects. Literature for inquiry shows real people pondering real problems using math, science and social studies. It is important that our students are using text that develops disciplinary literacy by displaying people engaged in investigations and problem-solving activities to construct content and procedural knowledge. Zarnowski & Turkel (2011) state, "We believe that the distinction between books that simply give information and books that show how information is discovered and used to solve real-life problems is a fundamental one."
This article explores the profound discussions young children have when provided high-quality literature that calls for deep thinking.
Standards Addressed
Science:
K.E.1.2 Summarize daily weather conditions noting changes that occur from day to day and throughout the year
ELA:
RI.K.1 With guidance and support, identify a detail in a familiar text.
RI.K.10 Actively engage in group reading of informational text.
Speaking and Listening:
SL.K.1 Participate in communication with others.
Kelly, L. B., & Moses, L. (2018). Childrens Literature That Sparks Inferential
Discussions. The Reading Teacher,72(1), 21-29.
Vacca, J. A., Vaca, R. T., & Mraz, M. (2017). Content Area Reading- Literacy and Learning Across the Curriculum (12th ed.). New York: Pearson Education.
Zarnowski, M., & Turkel, S. (2011). Nonfiction Literature that Highlights Inquiry: How Real
People Solve Real Problems. The Journal of Children's Literature,37(1), 30-37.