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Inquiry Library Research-AASL Standards in Action in the Elementary Library

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What educators are saying

I used this resource to familiarize myself with the topic while doing some research for a class. It was super helpful!
This was a very systematic way of presenting inquiry research to students this year. I am looking forward to using this resource again next year and building on the learning that occurs. Thank you!

Products in this Bundle (3)

    Description

    Would you like to create a culture of inquiry in your School Library while meeting the new AASL standards? This Elementary Inquiry Library Research bundle is an easy No Prep printable resource to help you take a big leap into meeting the new AASL standards.

    Inquiry based research is an important part of a strong Future Ready Library program and in meeting the new AASL standards.

    This product will allow you to introduce the inquiry research process to your students beginning with the I Wonder process. Your students will learn how to use the I Wonder Grid to write great questions. To answer their questions, students will move into the I Can Investigate phase of inquiry by creating their own search strategies. Using library resources, your students will access and record information to use during the next step of inquiry, I Can Synthesize. During the synthesize phase, students will put the pieces of their information puzzle together to see how their thinking about their topic has changed.

    You will be amazed at how your students become empowered information seekers and retrievers throughout this inquiry research process.

    Included in this bundle:

    • Inquiry Anchor Chart
    • Definition of a Question
    • Two QR Codes for online question resources
    • "I Wonder" Cover Sheet (AASL Standards)
    • "I Wonder" Grid (2 Levels to allow for differentiation)
    • Guide for Implementation
    • Three "I Wonder Words" writing templates (3 Levels to allow for differentiation)
    • I Can statements
    • Inquiry Anchor Chart
    • What is synthesizing? Anchor Chart
    • Synthesizing Puzzle Piece Activity Graphic Organizer
    • Completed Synthesizing Puzzle Piece Activity Graphic Organizer Model
    • I Can Synthesize Student Checklist
    • New Vocabulary Graphic Organizer
    • Completed New Vocabulary Graphic Organizer Model
    • How did your thinking change? Graphic Organizer
    • Completed How did your thinking change? Graphic Organizer Model
    • Inquiry Conferencing Checklist
    • Completed Puzzle Demonstrating New Thinking
    • Completed Puzzle Demonstrating New Thinking Model
    • Questions I still have about my topic. Drawing sheet.
    • Questions I still have about my topic. Writing sheet
    • Guide for Implementation
    • I Can Investigate Cover Page
    • What is inquiry? Anchor Chart
    • I Can Investigate Checklist (Beginner)
    • I Can Investigate Checklist (More Detailed)
    • What is a source? Anchor Chart (Beginner)
    • What is a source? Anchor Chart (More Detailed)
    • Database Anchor Chart (Beginner)
    • Database Anchor Chart (More Detailed)
    • Website Anchor Chart
    • Student Search Strategy (Teacher Sample)
    • Student Search Strategy (Kindergarten)
    • Student Search Strategy (Teacher Sample)
    • Student Search Strategy - Books (More Detailed)
    • Student Search Strategy - Databases (More Detailed)
    • Mind Map Notesheet Graphic Organizer
    • Four Square Notesheet Graphic Organizer
    • T-Chart Notesheet Graphic Organizer
    • Guide for Implementation
    Total Pages
    Answer Key
    Included
    Teaching Duration
    45 minutes
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    Standards

    to see state-specific standards (only available in the US).
    Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
    Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
    Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
    With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
    Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).

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