The Missouri Reader Vol. 36, Issue 1 | Page 31

about how to tweak their initial questions, how
to change page setups, how to center text, how
to preview the pages before printing, and where
to find additional sources. Many found their
original questions were too broad and they were
unable to find the information they sought. We
discussed options regarding refining the questions
to make them more researchable. Most had little
experience in finding scholarly sources.

enhance learning in mathematics, social studies,
language arts, and other content areas.‖

Finding Scholarly Sources

I found the project presented ideal moments in
which to teach specific points of researching and
the process involved. Although I had a lesson
plan written out for the Inquiry Project, I found
flexibility was key to address the issues as they
presented themselves. I allowed time to lengthen
some lessons on certain aspects and discovered
we needed less time in other areas.

Another point we addressed was using multiple
resources and finding scholarly sources. My
students had grown far too accustomed to
searching for answers in very common sites on
the internet such as encyclopedia sources and
sites that searchers ask questions of internet
users. I started with a mini lesson on reliable
sources and then found there were ample
opportunities during the research process to
discuss a particular source and whether it
constituted a reliable or scholarly source through
close examination. This allowed me an
opportunity to work with students individually
and examine their process and assist them when
necessary.

Planning

Paraphrasing Research Findings

To teach the planning process, I had students
complete a T-chart with the topic at the top.
They listed what they liked about the subject and
what they knew already and on the other side of
the chart what they were curious about with
specific questions. This allowed them to see if
they had enough questions to warrant research.
For some, they discovered at this point they
merely liked a topic, but did not really have
enough questions to research. For others, they
began to examine their questions and decide how
to formulate one question that would constitute
overall research on the topic. Gonzalez (2005)
stresses ―by drawing on household knowled ge,
student experience is legitimated as valid, and
classroom practice can build on the familiar
knowledge bases that students can manipulate to

I found it necessary to incorporate a fairly
detailed exercise on paraphrasing at this point as
students demonstrated a need for assistance. The
majority of my struggling readers found this to be
the most challenging aspect of the Inquiry
Project. I discovered that students did not trust
their own words. When I had them discuss their
information or something they had read they
often could do so using their own language.
However, when I responded with, ―That was
perfect, write that‖ they would panic and request
I dictate word by word what they had said.
Luckily, because they were so engaged with the
project and their subject matters it provided the
perfect opportunity to teach a concept that could
otherwise seem boring and mundane. Because
they enjoyed reading the research they were

Teaching Points

©The Missouri Reader, 36 (1) p. 31