Inquiry Question and Rationale

Inquiry Question: What happens when I structure my read-aloud sessions to include interactive elements from “The Book with No Pictures” by B.J. Novak?

Rationale

This question is important because I have observed that many of my students struggle to stay engaged during traditional read-aloud sessions. They often lose focus, and this hampers their literacy progress. By incorporating quizzes and polls, the goal is to make the students feel more at home with the text and with each other. This question is also important to the children in my class because my goal is to make the learning environment more comfortable and fun, especially for learners who may not like reading.

Approach/Strategies

To explore this inquiry question, I will use the strategy of interactive participation, which involves prompts from “The Book with No Pictures” that require students to mimic funny sounds or actions. This approach encourages students to move around while reading or, in effect, read out loud, which makes the process much more fun and exciting. This strategy is of great importance since it enables students to be more involved in the process of telling the story, thereby improving their understanding.

New Approach/Strategy

This strategy differs from the ones previously used in the classroom, where read-aloud was more of a listening affair. Most often, the observed students quietly read and only occasionally asked questions or made comments at the end of the reading. Therefore, by adopting the use of interactive elements, I am changing the aspect of the entire presentation from being a one-way affair where students are mere recipients of information. This change not only enhances student participation but also makes them feel that they are responsible for what they learn.

Observations

In observing the classroom, I will focus on students’ verbal and non-verbal responses during the read-aloud. Specifically, I will look for signs of engagement, such as laughter, physical movement, and the types of questions they ask about the text. I will also ask questions like, “What do you remember about the book?” and “How does this action relate to the story?” to assess their comprehension of the material. With these observations, I will be able to establish whether the interactive facet improves students’ interpretation of the contents of the text as well as their literacy learning process.

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PROFFESSOR COMMENTS: SEE MY COMMENTS FOR REVISION IN POINTS 3 AND 5.  OTHERWISE, OKAY!

(1) Inquiry question:

(2) Rationale for inquiry question:

(3) Strategies that will be used to explore the inquiry question: You should use both strategies in each book.  You shouldn’t have a different strategy for each book.

(4) Explain how this would be a new approach:

(5) What you will be observing in the classroom to explore this question: Include some of the questions you would ask to determine their comprehension of the book. Examples: What do you remember about the book?  How does this hand gesture connect to the book?

Asynchronous Work C: Draft Of Inquiry Question

Interactive Books for 2nd Grade

“The Book with No Pictures” by B.J. Novak

This book is fun for children because the words are funny, and the author uses playful sounds to help children read aloud. Some are humorous or have surprise components, which makes young readers laugh and even engage in actions suggested by the author, which makes it suitable for young readers.

“Tap the Magic Tree” by Christie Matheson

This is an interactive book where a reader has to tap, shake, or turn the book to follow the seasons of a tree. This makes reading an interesting activity where students can see and participate in the reading process.

Draft Inquiry Question

What happens when I structure my read-aloud sessions to include interactive elements from “The Book with No Pictures” and “Tap the Magic Tree”?

Rationale

I am pursuing this question because I have realized that some students struggle to pay attention during the normal read-aloud sessions. This means I have to ensure that students are interested in and willing to engage in the learning process. With the addition of the interactive elements, I want to improve the students’ engagement and, thus, their literacy experience. Students must ensure they engage during the read-aloud to understand and try to remember the information, and I believe these strategies will help all students. This question is not only about improving my teaching practices; it is much about creating a happy place for learning shared by all children and making them believe they play a huge role in it.

Approach/Strategies

Interactive Participation

I will use some of the prompts from the book “The Book with No Pictures,” where students are required to mimic funny sounds or actions as they listen. This strategy is developed to ensure that reading becomes an enjoyable task in life.

Hands-On Engagement

To assist the students while reading “Tap the Magic Tree,” I will engage them by encouraging them to perform different movements mentioned in the book, such as taping, shaking, or even turning the book. This will make the reading experience more special and engaging as it will involve the use of touch, and also, haptic feedback will be sensible.

Inquiry Question and Rationale

Uniqueness of These Strategies

These strategies differ from the usual read-aloud activities in my classroom, where students act as mere receivers of the information. Before, my read-aloud was characterized by little or no student participation, only after completing the reading. This design ensures that the read-aloud activity is effective and promotes children’s participation in reading. It also enables students to use the text on their own, making them more responsible for their learning.

Observations

While performing the read-aloud sessions, I will observe the students’ mannerisms regarding the interactional aspects of my class. Consequently, I will focus on more interaction, fun, and participation. I will also assess the impact of these strategies on their comprehension of story content, their ability to retrieve such content knowledge, and their discourse participation. In this regard, the following aspects will be given priority in an endeavor to appreciate how the facilitation of interactive read-aloud can be employed to enhance literacy learning and the learning environment.