| Meet the Authors |
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viii | |
| Acknowledgments |
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ix | |
| Support Material |
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x | |
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SECTION ONE Key Background and Context |
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1 | (22) |
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Introduction: What Is Inquiry-Based Literature Instruction? |
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3 | (1) |
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Key Features of Inquiry-Based Literature Instruction |
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4 | (1) |
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Why We Decided to Write This Book |
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5 | (1) |
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What to Expect in This Book |
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6 | (4) |
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1 The Importance Of Inquiry |
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10 | (5) |
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Rethinking the Idea of "Unit" |
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10 | (2) |
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The Affordances of Inquiry-Focused Units |
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12 | (1) |
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Student Reactions to Inquiry |
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13 | (1) |
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Final Thoughts on the Power of Inquiry-Focused Units |
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14 | (1) |
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2 Inquiry And Essential Questions |
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15 | (8) |
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What Are Essential Questions? |
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15 | (2) |
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Why Are Essential Questions Important? |
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17 | (2) |
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Why Do Essential Questions Matter in Today's Classrooms? |
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19 | (4) |
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SECTION TWO What Can Inquiry-Based Literature Instruction Look Like? |
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23 | (100) |
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3 An Inquiry-Driven Unit On Social Action |
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25 | (29) |
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26 | (1) |
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27 | (3) |
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30 | (5) |
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35 | (2) |
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37 | (15) |
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52 | (2) |
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4 Student-Selected Text Sets In An Inquiry-Driven Unit |
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54 | (35) |
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56 | (1) |
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The Unit's Read-Aloud Text |
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57 | (2) |
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59 | (5) |
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64 | (2) |
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66 | (20) |
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86 | (3) |
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5 Connecting Genius Hour And Inquiry Through Student-Selected Inquiries |
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89 | (34) |
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91 | (1) |
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Helping Students Create Essential Questions |
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92 | (2) |
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Guiding Students Through Text-Set Selection |
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94 | (3) |
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97 | (5) |
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102 | (2) |
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104 | (16) |
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120 | (3) |
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SECTION THREE Putting It All Together |
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123 | (2) |
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125 | (9) |
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How Assessing Inquiry Aligns With Contemporary Views on Assessment |
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126 | (1) |
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Ideas to Consider When Assessing Inquiry |
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127 | (2) |
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Recommended Methods for Assessing Inquiry |
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129 | (3) |
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Final Thoughts on Assessment |
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132 | (2) |
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7 Supporting English Language Learners In Inquiry-Based Literature Instruction |
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134 | (9) |
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ELLs in the English Classroom |
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135 | (1) |
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Culturally Responsive Teaching |
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135 | (1) |
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Strategies to Help Support ELLs in an Inquiry Unit |
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136 | (5) |
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Recommended Professional Resources |
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141 | (2) |
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8 Key Recommendations To Keep In Mind When Conducting Inquiry-Driven Units |
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143 | (8) |
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Recommendation One: Center Students in Inquiry-Based Instruction by Incorporating Their Interests and Curiosities |
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144 | (1) |
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Recommendation Two: Reflect on the Components of High-Quality Essential Questions |
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145 | (1) |
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Recommendation Three: Construct Inquiry-Driven Units That Incorporate a Wide Range of Texts |
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146 | (1) |
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Recommendation Four: Gradually Release Additional Responsibility to Students Over Multiple Inquiry-Driven Units |
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147 | (1) |
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Recommendation Five: Create Opportunities for Students to Demonstrate the Results of Their Inquiries in Meaningful Ways |
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148 | (1) |
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148 | (3) |
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151 | (42) |
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Appendix A Guide for Book Studies |
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153 | (4) |
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Section One Key Background and Context |
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153 | (1) |
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Section Two What Can Inquiry-Based Literature Instruction Look Like? |
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154 | (2) |
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Section Three Putting It All Together |
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156 | (1) |
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Appendix B Unit Planning Templates and Guides |
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157 | (36) |
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Unit One Planning Resources |
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158 | (9) |
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Unit Two Planning Resources |
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167 | (9) |
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Unit Three Planning Resources |
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176 | (10) |
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Graphic Organizers Used in Student-Selected Inquiry Unit |
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186 | (7) |
| References |
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193 | |
