K.+Lesson+Comparison

Levels of Inquiry Comparison
Kindergarten students participating in this unit are experiencing inquiry at the controlled level. The process for Kindergarten students is rather linear, they're involved in learning experiences at the same time, and the product is prescribed. However, there is some choice when each Kindergarten student is given the freedom to decide which aspects of Mo Willems's work they'll use in their writing. They're also free to make a book on any topic of their choice. Controlled inquiry makes sense with these youngest learners. In fact, Callison states that controlled or directed inquiry "meets basic standards and (is) manageable." He goes on to say it's "a good place to start" (99). The kindergarten student information scientist participates in all five elements of information inquiry. Participation and experience in Kindergarten is different because there is a great deal more scaffolding. Scaffolding includes increased teacher modeling, teacher think alouds, guided practice, collaborative practice, and breaking the lessons down into smaller, more manageable chunks. In her essay on scaffolds for inquiry skills, Barbara Stripling stresses that "If teachers and librarians have selected the source, then they should share their thinking process with students." In the lesson I provided, the teacher or media specialist shares his/her thinking with students, models the objective for students, guides students in practicing, and then supports students while they're trying it out. Additionally, the students are not independent in the Exploration stage. Instead, the teacher and students work together to create a class "noticings" chart.

The level of inquiry, Gradual Release of Responsibility, and role of the student information scientist all look different in 4th/ 5th grade. This is appropriate given the developmental maturation (and Gifted & Talented designation) of these students. With this unit, the level of inquiry with this group of students raises to the guided or modeled levels. 4th and 5th grade students have a choice in topic (author) and are expected to create some sort of written product as evidence of inquiry. The Gradual Release of Responsibility model is used differently and students are released to independent and collaborative practice more quickly. The media specialist, teacher, and instructional coach serve more as coaches or facilitators during this intermediate unit. In the lesson I provided, students are independent in the Exploration stage. However, the lesson does recognize that although these students may be developmentally more mature, they still need instruction and guidance with higher order thinking skills like analysis.

﻿Standards Comparison
The selected National Common Core Standards and Information Standards for both grade levels are similar in many ways and also differ. The National Common Core Standards were created in strands that increase in complexity across grade levels. Therefore, a standard in Kindergarten is also present in 5th grade, but with a greater degree of difficulty. The primary National Common Core Standard driving this unit for both Kindergarten and fifth grade is a writing research standard: W.K.7 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them). W.5.7 Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. Notice that research and writing in K is shared, and the fifth grade standard includes use of several sources and investigating multiple aspects of a topic. The National Common Core Standards were designed with the understanding and expectation that students evolve from novices to experts.

Selected Standards for the 21st-Century Learner recognize that there are common threads across the two units, like follow an inquiry-based process in seeking knowledge (1.1.1), but also recognize the difference in levels of learners. Some standards were selected only for the 4th/5th grade unit (examples): 1.2.2 Demonstrate confidence and self-direction by making independent choices in the selection of resources and information. 1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process. 4.1.2 Read widely and fluently to make connections with self, the world, and previous reading. These standards were selected solely for the intermediate unit and are evidence of the differences in maturation and depth from Kindergarten to fifth grade.