Supporting Young Researchers as They Write to Learn

Models for Using Nonfiction in the Primary Grades

“…We recognize that much of what is in this article can be found across a broad base of literature, including project-based learning, inquiry learning, comprehension instruction, and writing instruction. In addition, our three models are implicit in several published articles and books (e.g., Barclay & Traser, 1999;Perry & Drummond, 2002). Our purpose is to connect what others have done and provide a simple framework and common vocabulary for educators as they use more nonfiction and communicate with one another about it.…”

“…These investigations are student generated and, although adults may assist, are not sent home to complete. Students select a topic of interest, ask probing questions, gather and synthesize information, and create a product (Barclay & Traser, 1999;Guthrie, 1996;Owens, Hester, & Teale, 2002;Perry & Drummond, 2002;Short, Harste, & Burke, 1996;. We have witnessed primary-grade teachers having great success with independent research projects.…”

“…They might create a brief report or visual for a short class presentation. These projects enable teachers to monitor students one more time before releasing responsibility to them for more in-depth investigations (Barclay & Traser, 1999).…”

“…They also use the information to produce a product (e.g., nonfiction book, diorama, poster, pop-up book, or flipbook). Other authors suggest additional ways to help young students become independent researchers and writers (Barclay & Traser, 1999;Perry & Drummond, 2002;Schmidt et al, 2002).…”

“…Students' names are placed on the chart, and, as they finish each step, the teacher lets them check it off. Other teachers put charts inside students' folders to check off during conferences, or they create contracts that accomplish the same management goals (e.g., Barclay & Traser, 1999). In short, teachers who are successful with Model 3 carefully and systematically monitor student progress.…”