This school year I asked my principal if I could start a research club after school. I invited her to my room to see my Leveled Research Library. She agreed to this project and after exploring various names for my club, it will be known as "The Research Monsters" club. It's funny how the perfect name is right under your nose and you don't even know it. The name seemed very fitting. The invitations went out a week ago and I currently have about 20 students signed up. The schedule is very flexible for students and their parents. Parents are able to sign their child up for either Monday, Thursday, or both days.
My objective for the year for The Research Monsters is for students to become independent and authentic researchers. My goal is to get as many students as possible planning, implementing, and writing their own research projects independently by the end of the school year. The yearly schedule is already planned and has been sent home with the students.
Week 1
The Lesson Plan:
I knew I wanted to start every student on the yellow level. No matter what upper elementary grade they are in, I have found that the yellow level is a good level to start with to assess the reading and writing skills of students. I don't know the academic skills or behaviors of most of these students, but the yellow level is a good level to get to know them.
I knew I wanted to start every student on the yellow level. No matter what upper elementary grade they are in, I have found that the yellow level is a good level to start with to assess the reading and writing skills of students. I don't know the academic skills or behaviors of most of these students, but the yellow level is a good level to get to know them.
What Really Happened:
For Monday, students researched on the yellow level and completed at least one report and several students began a second research topic. At the end of our first meeting, I asked the students what topics they wanted to research and took notes on their ideas.
For Monday, students researched on the yellow level and completed at least one report and several students began a second research topic. At the end of our first meeting, I asked the students what topics they wanted to research and took notes on their ideas.
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On Thursday, I decided to read a nonfiction book to them about Pluto as I would any other read aloud. I explained that the book was a blue level, but it could be read in just one sitting and it was fairly typical of a blue level book. I reviewed the parts of the nonfiction book and when students would use each part.
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The book was actually a very fascinating read. I am a believer that Pluto is still a planet, but after I read this book to the students, I now feel that Pluto is a dwarf planet. We learned there are also two more dwarf planets in our solar system!
Next, students were introduced to the Leveled Research Library. They each began by researching a book of their choice on the yellow level. Some of my students were also signed up for Mondays, so they continued researching a topic they had already started. At the end of our first meeting, I asked the students what topics they wanted to research and took notes on their ideas.
Week 2
The Lesson Plan:
A read aloud, a mini writing lesson, and continue researching using the Leveled Research Library
A read aloud, a mini writing lesson, and continue researching using the Leveled Research Library
What happened:
For Monday, all my researchers returned plus some new students that signed up. I read aloud to them a book about Australia from the blue level.
For Monday, all my researchers returned plus some new students that signed up. I read aloud to them a book about Australia from the blue level.
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They were really fascinated to know that Australia has winter in June and summer in December. I even had a question about the hemispheres of the Earth. The book I read was an older version, but it was a free discard from my school library.
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Then, students researched from their current research levels from The Leveled Research Library for the next hour and a half.
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On Thursday, I began the meeting with a read aloud about the dinosaur Pteranodon (I learned the P is silent). The book is a on the green level and I obtained it as a discard from my school library.
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Kids love reading about dinosaurs! When students research dinosaurs it is still teaching them reading and writing together as well as so many other skills. It also gives students an opportunity to write in the past and practice past tense verbs.
Next, they continued researching on their current level. I had some new students join us and they needed to be introduced to The Leveled Research Library. Today, I started writing some goals at the top of their question templates to remind students to practice certain skills. Some of the goals I wrote were pronouns, use commas, remember capital letters, etc. I was looking for several students to start writing with pronouns so they could move onto the next level. Since these students are in Fourth Grade, I want them to feel challenged, but I don't want them to quit researching. I also want them to use proper grammar, but they can still learn about various writing and grammar skills writing at the green level as well. They always like moving up through the levels and I am sure they will be researching on the blue level in no time.
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