This is a strategy that uses meaningful student questions as a basis to begin research on a certain topic. The chart can be used whole class, small-group, or individually. Step 1 is to select a topic familiar to students and solicit questions to explore using multiple texts. Then choose 3 or 4 of the most interesting questions to direct the inquiry. The questions are listed across the top of the chart, along with a section for Other Interesting Facts and New Questions. Down the side of the chart, there is space for What We Know, each of the sources used, and summaries. The next step is to brainstorm any prior knowledge on the subject and add it to the chart beside What We Know. Knowledge unrelated to the questions can be placed under Other Interesting Facts. The actual research takes place next. Provide access to a variety of materials, including newspaper and magazines for students to consult in cooperative groups. Each group consults a different source, writing down the information on sticky notes (one fact per sticky note). Color coded sticky notes make it easier to identify the source of information. The notes are added to the chart under the appropriate question and then the information for each question is synthesized into a summary for each question. After completing the chart, students can then write about their topic, discussing each question. They may possible use each column to comprise their paragraphs.
I chose this strategy because my school is completely inquiry based. Each grade, Junior Kindergarten-5, covers 6 large units of inquiry each school year. Each unit includes several lines of inquiry that tie back into the central idea. This would be the perfect strategy to use when introducing a new line of inquiry. I have kindergarteners, so I would tweak this to be developmentally appropriate. I would implement this whole group. Since they are emergent and beginning readers and writers I would vary my sources past reading. One station may be a read-aloud station, one may be a book or articles at the independent level of my strong readers, one may be a hands-on experiment/activity, and one may be a video on the computer. I would then group my strong readers and writers with students who possess only emergent literacy skills. Another solution would be to have parent volunteers or older students at each station to assist each group. Even if I am not able to make this work in kindergarten, I would like to share it with my coworkers who teach upper grades.
Buehl, D. (2001). Classroom strategies for interactive learning. Newark, DE: International Reading Association