Stations to Support Research | Reading Recovery

Introduction to Inquiry	Kindergarten Animal Unit	Grade 1 Water Pollution Unit	Grade 2 Weather Unit

“Stations to Support Research”

Animal Inquiry Unit- Kindergarten Sample Lesson #3
Phase of the Unit: Investigate

Stations to Support Research

PURPOSES OF THE LESSON:

To engage students in reading, viewing, writing, drawing, speaking, and listening to research their own animals;
Through the use of stations, to provide a variety of modalities for research and recording of new learning, questions, and inferences.

Lesson Segment (Video Clip)	Segment Focus	Questions to Consider While Viewing (Links to Facilitator Notes for PLC)	Teacher Commentary (Video Clip)	Supporting Documents
Prior to the Lesson	Initiating of the Investigation phase – choosing animals to study and making RAN charts about them	View the Individual Animal RAN Charts . What do you think about the children’s beginning knowledge and wonderings and how they frame the study?	Prior to the Lesson (1:55)	Facilitator Notes Correlation to State Standards Suggested Readings Unit Plan Lesson Plan Lesson Transcript Teacher Commentary Transcript Student Work Samples Individual Animal RAN Charts Coalesce and Go Public: Writing Workshop Mini-Lessons and Rubric Final Animal Books
Connect/Engage (2:11)	Teacher organizes students to go to their various stations	How do you think the Immersion lessons with penguins will support the children in researching different animals?	Connect/Engage (2:20)
Small Group Lesson (2:50)	Teacher meets with the group that needs to create its RAN chart while the other students begin independent practice at stations	How does the teacher conduct this small group lesson to help the children begin their research?
Independent Practice 1 (4:24)	Teacher confers at the Sketch to Stretch stations (chickens and horses)	What are your thoughts about conferring about misconceptions?	Independent Practice 1 (2:01)
Independent Practice 2 (5:09)	We observe the students at the spiders Graffiti Board station while they work on their own and when the teacher confers with them	What do you notice about the children while they are working independently at their station? How does the teacher extend students’ learning when she confers?	Independent Practice 2 (3:51)
Independent Practice 3 (3:42)	Teacher confers at the Fact Tree and I-PAD stations	How does the children’s knowledge develop over the course of the research session? (See Individual Animal RAN Charts and Student Work Samples )
Share (6:02)	Children from each animal group share their new learning with the class	How does the teacher handle sharing with a variety of different animals being researched? What other insights do you gain about inquiry from the children’s final comments?
Assessment	Suggestions for collecting and organizing notes and artifacts of student work	How might you organize your notes and artifacts in an inquiry unit?	Assessment (3:37)
Lesson Reflection and Next Steps (Including Coalesce and Go Public phases of the inquiry)	Teacher/colleague discussion about the lesson and remainder of the unit; Examination of final phases of the unit and student culminating projects.	What are your overall thoughts or questions about the lesson? What insights did this lesson provide into the process of an inquiry unit and how inquiry helps develop both literacy and content knowledge? View Coalesce and Go Public and examine the Final Animal Books , also found in Supporting Documents. What do you think the children gained from this unit?	Lesson Reflection (2:33)