Inquiry has been on my mind, ever since I started my journey as an educator. One way I try to integrate inquiry into writing workshop is having the students look at mentor texts in order to determine what good writers do.
During our personal narratives unit, in order to learn what a good writer does, we look closely at mentor texts. In the beginning of the unit, I provided students with a packet of mentor texts that my students examine closely. Our mentor texts were:
- “Last Kiss” by Ralph Fletcher
- “Eleven” by Sandra Cisneros
- “My Name in Gold” by Chicken Soup for the Soul
- Goosebumps from Lucy Calkin’s Raising Narrative Writing Units of Study for grade 5
- “Mr. Entwhistle” by Jean Little
When I taught students about how to write endings, I decided to use an inquiry approach. Usually, I would just tell students a few strategies on how to write an ending. Instead, I decided to have students read the different endings in the mentor texts and come up with what they noticed these writers did to make their ending strong. After spending time looking at the various endings of the different mentor texts, we shared what they noticed. This was what we came up with. As a teacher, beforehand I had a list of strategies that I wanted the students to learn about endings, and as students were sharing, if there were any that they missed, I made sure to include it. These were the strategies that my students came up with after reading the mentor texts:
Then, as students worked on writing or revising their endings, I encouraged them to try different types of endings, before choosing the best one. It was fun to see the students use the different strategies that they came up with. This was one easy way that teachers of writing can integrate an inquiry approach to teaching writing. The format of the lesson was a bit different than a normal workshop lesson.
What are some ways you integrate inquiry into reading and writing workshop?