3. Questioning – How to start * Give students models for questioning - question words - sentence starters * Practice with interesting artifacts or pictures - starting with a visual product is easier than an oral or written piece - if the artifact does something, even better! - write down every question that is offered * Find the rich questions. Weed out… - questions that can be easily answered ( ‘right there’) - questions that have a ‘yes’ or ‘no’ answer - questions that are unanswerable (sometimes these can be reworded) *The questions that remain may be good places to start inquiries

4. What do you observe in this picture? What details do you notice? What do see when observing it "closely"? What inferences can you make based on what you see in this picture? http://helloliteracy.blogspot.com

6. Morning Meeting Morning Meeting Messages Doing Math in Morning Meeting Doing Science in Morning Meeting

7. KWEL Chart http://www.nsta.org/publications/news/story.aspx?id=51519

8. Inquiry Chart (I-Chart)

9. Completed I-Chart Topic: FrogsWhat do tadpoles eat? What do frogs eat? Where can frogs live? What eats frogs Other interesting facts What we knowfish flies mosquitoes bees flies mosquitoes sea snails under the water in the pond in lakes on a lily pad under a lily pad spider crocodile shark fish eel Sometimes they dry out. The frog goes up to breathe. Text 1small water plants insectsin a fish pondbirds rats hedgehogs They go down in the mud when the cold comes. Frogs have long tongues. Text 2plantsinsects worms beetles snails on plants in the pond on grass no information available Some frogs are poisonous. Text 3 Summaryplants and insects insectsin damp placesbirds and small animals

10. Spelling Idea redo read relocate rename relief rebuild recopy record region reheat regrow rely How would you sort these words? fill jazz off pass buzz doll sniff hiss yell fizz chess Jeff What do you notice about these words?