Reading in Inquiry Stage One
In this stage, reading serves the purpose of sparking ideas and questions. Books inspire students to engage in the content area and pose interesting questions. Readings may raise ideas that conflict with prior experience or current conceptions, encouraging further explorations. In addition, books that feature scientists in action draw students into the “scientific community” as fellow investigators.
Resources for Reading in Inquiry Stage One
Science Workshop: Reading, Writing, and Thinking Like a Scientist
edited by Wendy Saul. Portsmouth NH: Hienemann, 2002.
This book is a collection of essays by different elementary teachers.
All of the chapters focus on the inquiry process, and the authors provide
numerous practical suggestions, strategies, and examples of children’s
work. The book attempts to integrate inquiry-based science with literacy
strategies at all levels. “Reading as Scientists,” contributed
by Donna Dieckman, is a guide to effectively using science trade books
in the classroom. Science trade books, which are written in a human voice
and based on the authors’ curiosity, often serve as an inviting
introduction into science content areas. Science Workshop’s authors’
examples and discussion prompts for read-aloud science books are particularly
helpful for teachers looking to promote reading in inquiry Stage One.
Nurturing
Inquiry: Real Science for the Elementary Classroom by
Charles R. Pearce. Portsmouth NH: Heinemann, 1999.
This book provides an inspiring look at how inquiry science is integrated
into the classroom. With sections on preparing for inquiry, sustaining
students’ interest, and assessing inquiry, the author shares his
experiences as an upper elementary school teacher. Chapter 2, “Getting
Started,” and Chapter 7, “The Language Connection,”
discuss the role of early reading in helping children gain the basic knowledge
that will help them plan their investigations. The reading of “top
shelf” science trade books, as the author calls them, is an important
part of reading in Inquiry Stage One.
Vital Connections:
Children, Science, and Books edited by Wendy Saul and
Sybille A. Jagusch. Portsmouth NH: Heinemann, 1991.
This book is an edited volume of 15 papers from a symposium sponsored
in 1986 by the Children’ s Literature Center. The articles are written
by writers of children’s science books: Seymour Simon, Vicki Cobb,
Jean Craighead George, and others. The book provides insight into the
process and purpose of writing science books for children. The chapter
“Choosing Books,” written by Kathleen S. Johnston, introduces
and describes the science trade book rating guide that is put out by the
American Association for the Advancement of Science. The author defines
how books are chosen and rated for science content accuracy as well as
literary quality. The chapter will help teachers looking for excellent
trade books to engage and motivate students reading in Inquiry Stage One.
