Webquests for Information &
Literature Circles
SuperConference 2008Cindy Matthews
Community Foundation: ‘Just Like Me’
I am new to using Literature Circles as an instructional strategy with my students.
I have used Lit. Circles with my students, but am looking to add depth to my repertoire.
I am new to using Information Circles as an instructional strategy with my students.
I have used Info. Circles with my students, but am looking to add depth to my repertoire.
I have used Webquests with my students.
Agenda
Literature Circles: What are they? > roles
Establishing common practice
Information Circles: What are they? > critical thinking
Establishing dialogue & roles
Reflections > School-wide plan Webquests: What are they? > resources & samples
Design: adaptation & creation
Further Reading & Questions
Literature Circles
small, temporary discussion groups of diverse students who have chosen to read the same story, poem, article or book
an organizational strategy that offers ‘voice and choice’ in a community of readers, as a forum for independent reading and cooperative learning
provide opportunities for shared talk.
Harvey Daniels’ model: while reading each group-determined portion of the text, each
member prepares to take specific responsibilities in the upcoming discussion, rotated for each regular meeting.
The goal is to guide students to deeper understanding of their reading, through discussion and extended written and artistic responses.
Literature Circles; Daniels, H.
Establishing Literature Circles
Modeled Dialogue: think-alouds & text connections Shared Circle Dialogue & roles: ‘Fat and Skinny’ ?s Guided Literature Circles: community building/responsibilities ‘Voice & Choice’: mixed group books & reading plans
Think AloudsMaking Connections
Remind
Text-to-Self
Text-to-World
Text-to-Text
• a strategy for a literary mini-lesson
Roles in Literature Circles
Discussion Director Summarizer Literary Luminator Wild and Crazy Word Detective Illustrator Choreographer
Role Cards
Text Title ______________________________________
Author ______________________________________Pages _____________SummarizerCreate a graphic organizer based on the day’s reading. Choose an
organizer that is suitable to the type of text read. E.g. Plot Graph, Story/Article Pyramid, Sequence Chart, Venn Diagram.
Using the ideas on your graphic organizer, write a 5-8 sentence summary of the text.
Consider the following when summarizing:What are the elements (setting, character, plot, conflict, climax) of
the story? What is the main idea?What are the key points?What are the main events?
• a training tool for a procedural mini-lesson
Community Building Tasks
‘Knee-to-Knee, Eye-to-Eye’ Paired Verbal Fluency ’30-60-90’ ‘Put Yourself on the Line’ / Four Corners Placemats Jigsaw Discussion Web / Appreciative Inquiry Triangle Debate
• strategies for procedural mini-lessons
Gradual Release of Responsibility:
Guided Inquiry
ReadAloud
ReadAloud
SharedReading
SharedReading
GuidedReading
GuidedReading
IndependentReading
IndependentReading
Information &
LiteratureCircles
Information &
LiteratureCircles
IndependentWriting
IndependentWriting
GuidedWriting
GuidedWriting
Shared /Interactive
Writing
Shared /Interactive
Writing
ModelledWriting
ModelledWriting
Oral Language
Oral Language
BalancedLiteracy
BalancedLiteracy
Media Literacy
ICT Skills
Information Circles
work on the same principle as literature circles, only in this case the students read non-fiction instead of fiction.
Short text learning tasks: shared reading of magazines, articles, posters and webpages are
purposeful for instruction about the features of different text forms students guided in identification of characteristics of non-fiction texts
and media (titles, diagrams, font variety, images)Group research projects: shared learning in the Inquiry and Research Process synthesis of the process leads group to produce and present an end
product of some sort Info Tasks; Koechlin, C. & S. Zwaan
Establishing Information Circles Modeled Critical Thinking: Q-Matrix > Inquiry & Research
Process Shared Text Deconstruction: Media Literacy/Graphic Organizers Guided Inquiry for Info. Circles:
on-line resources & software ‘Voice and Choice’:
role & presentation styles can align with Multiple Intelligences
Critical Thinking & Questioning: the Q-Matrix
• a tool for literary & research mini-lessons
Inquiry & Research Process /Media Literacy Triangle
• tools for literary & research mini-lessons
Skills for ‘Grand Conversations’
Questioning• Question webs • open-ended/how and why ?s• Inner voice, constructing meaning (post-its)• ‘wonder’ notebooks / mini-research projects
Making Inferences • Pictures/diagrams and text• Themes/big ideas• Teaching “how” to make inferences
• strategies for literary & research mini-lessons
Conversation Complements
Short stories, poems, articles, current or controversial, independent reading level
Double-entry Journals Anticipations Guide - stepping stone Post-it notes - questions/connections Passing notes/writing in role/round robin Drawing/visualizing On-line discussions, blogs Authentic/performance tasks, WebQuests
• tools for literary & research mini-lessons
Roles for Information CirclesResource Manager/ Presentation Planner Collect resources of different media for reading/viewing and for presentation ideas. Select a medium and draft a plan for the group presentation.
The Data Digger Find information to help your group find the answer to our class question. Track new and interesting words/ phrases that you discover.
The Questioner Create group questions. Vary your questions, using the question starters. Review the work of your group members to confirm that the questions are being answered.
The Connector Make personal connections to the information you are reading and viewing. Is this important? Why? Do you agree or disagree? Why? What are the issues? What is your opinion?
The I llustrator Record the key ideas you discovered in a visual format. You might try a chart, graph, sketch, web, cartoon, diagram or a combination of visual formats.
Summarizer Your task today is to summarize key information. What is the most interesting thing you have learned? What is the most important thing you have learned? Why?
Reflective Questions
>>As you think of your students’ needs in terms of reading comprehension, how might Literature Circles extend their learning?
>>Considering the text and media resources and research practices in your school library, where might you start with Information Circles?
Webquests
inquiry-oriented activity, most or all of the information used by learners drawn from the Web
teacher chosen websites serve as links within an organizational framework that requires reflective manipulation of information to complete learning tasks
designed to use learners' time well, to focus on using information rather than looking for it
allow for diverse entry points to the Inquiry and Research Process support learners' thinking at the levels of analysis, synthesis and evaluation students work independently and collaboratively with this inquiry-oriented
tool. model developed by Bernie Dodge & Tom March in 1995 at San Diego State
University, outlined in “Some Thoughts About Webquests” School Library Information Centre (SLIC) Handbook, 2003
CyberLiteracy: e-Project formats
Webquests Cyberguides, ~inquiries Wiki Environments Blogs On-line Projects Virtual Tours Scavenger Hunts Guided Tours Pathfinders
Developing WebquestsBuilding Blocks of a WebQuest short paragraph to hook and prepare the reader; should include
the essential question or purpose of the webquest
short paragraph to describe the end product or culminating performance
an outline of the steps, resources and tools for organizing information
an assessment rubric to describe the evaluation criteria needed to meet performance and content standards
a summary of the learning for reflection purposes; may include some extension questions
information to share with other educators re: target learners, curriculum expectations and integration
http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm
Multimedia Literacy
Where, as Loertscher, Koechlin & Zwaan argue, Webquests are limited by the use of only one information source – the Internet, connecting to literature, non-fiction texts, personal experience and collaborative discussion highlights the significance of ‘high quality information sources regardless of the medium’. Ban those Bird Units, 2005
On-line Resources
Annette Lamb’s Internet Expeditions: Exploring, Using, Adapting and Creating WebQuests
Greater Essex County Webquest Locator
Sample Webquests
Janet Medders’ Primary webquest
Deirdre Cronin’ssurvivor webquest
Becky Oakley &Cynthia Wilson’s Poe webquest
Sample Webquests
Joel Krentz’Nutrition Webquest
Toronto Public Library’s History Quest
Kristin Bombard’sNew 2 Canada Webquest
Purposeful Tasks: Primary
Retelling Tasks Compilation Tasks Developmental and grade-appropriate tasks need to be scaffolded
for students to gain a sense of independence with webquests. Primary students can approach the technical learning of webquests
more easily when the literacy tasks are familiar.
from Webquest Taxonomy
http://webquest.sdsu.edu/taskonomy.html
Purposeful Tasks: Junior
Journalistic Tasks Creative Product Tasks Grade-appropriate tasks need to be scaffolded and integrated with
other sources for students to be challenged by webquests. Junior students are more familiar with a variety of social and
technical skills and literacy foundations. Their learning lies in the integration of the skills to advance their thinking, with guidance.
Purposeful Tasks: Intermediate
Analysis Tasks Persuasion Tasks Content-rich tasks need to be advanced and integrated with other
sources for students to be challenged by webquests. Intermediate students respond well to problem-based research tasks
that require comprehensive integration of the social and technical skills along with literacy foundations, from fiction and non-fiction texts.
Creating Webquests Initially, templates created in a software document serve as ‘e-sheets’ or worksheets. Graphic design can be added with software such as Clicker 4, Smart Ideas, Adobe
Photoshop, Macromedia X, to raise the level of cognitive processing and creativity. More polished designs can be ‘borrowed’ from a variety of on-line sources, using an on-line ‘fill-in-the-blank’ creation guide, though jpg use may be limited.
Designing a WebQuest
Topic: ____________________________ Grade:___________
Curriculum Expectations
Introduction
Task
Process
Resources
Evaluation
Conclusion
© 2006 Toronto District School Board - -Imagine the Learning! @ Your Library:
Elementary Research Guide
Adapting & Creating Webquests
•Eliminate Linkrot•Mix and Match•Adjust Level or Purpose•Adapt for Region•Extend Scope
•Choose a Topic•Select a Design•Choose Development Tools•Create Assessments•Develop Process•Synthesize•Evaluate your Webquest
Resources for further readingBrownlie, F.,Grand Conversations, Thoughtful Responses: a unique
approach to Literature Circles
Cole, A.D., Knee to Knee, Eye to Eye: Circling in on Comprehension
Daniels, H., Literature Circles: Voice and Choice in Book Clubs and Reading Groups
Daniels & Steineke, Mini-Lessons for Literature Circles
Harvey & Goudvis, Strategies That Work
Harvey, S. Non-fiction Matters
Koechlin & Zwaan, Info Tasks for Successful Learning
Koechlin & Zwaan,Q Tasks
Kuhlthau, Maniotes & Caspari, Guided Inquiry: Learning in the 21st Century
Lipton & Wellman, Pathways to Understanding: Patterns and Practices in the Learning-Focused Classrom
Loerscher, Koechlin & Zwaan, Ban Those Bird Units
Ministry of Education, Ontario, Think Literacy : Cross-Curricular Approaches Grades 7-12
TDSB, Cross-Curricular Literacy: Key Strategies for Improving Middle Level Students’ Reading and Writing Skills, Grades 6-8
TDSB, Imagine the Learning@Your Library: Elementary Research Guide
Wilhelm, J., Improving Comprehension with Think Aloud Strategies
Wiggins & McTighe, Understanding by Design