Inquiry Unit - Panda Kindergarten

In kindergarten, we do a large inquiry unit each spring. This year, I was very intentional in my planning of this unit. I decided to focus on animal research because young children are so intrigued by animals. Using the mentor texts in this unit, students participated in analysis of nonfiction texts, learning about nonfiction text features, using background knowledge, asking questions to guide research, and the differences between narrative and informational text. The kids got so excited about the different animals we studied - pandas, meerkats, sea turtles, and jaguars. Furthermore, students participated in independent inquiry projects where they researched and created an "all about" book on an animal of choice. I love my inquiry unit because it is perfect for tying together language workshop, reading workshop, and writing workshop. In language workshop, I introduce, read, and discuss the mentor text with students. Students participate in large and small group discussions and respond through writing in their Thoughtful Logs. In reading workshop, I "label," "define," or extend the skill or strategy we investigated in language workshop. Finally, in writing workshop, we explore how we as writers can learn from the author's choices, craft, style, etc. Here's a little example of how I try my best to make all of my workshops align:

Language Workshop: I read the book Panda Kindergarten by Joanne Ryder. In this book, the author shares how the Wolong Nature Research in China protects and teaches endangered pandas how to survive. The young pandas attend a "school" to learn the skills they need to survive. During language workshop we discuss how Wolong is similar to school and we pick out words the author uses to compare Wolong to school as we read.

Reading Workshop: In reading workshop, I go a step further and define the term, "comparison." This is a quick "mini-lesson" in which I refer back to the text from language workshop. In this case, we had also read the book Pandas by National Geographic which also had some comparisons. We quickly went back to this text as well and identified the comparisons presented in that book.

Writing Workshop: Writing workshop can be tricky to align, since I don't really expect my kindergarten students to use comparisons in their writing at this point. Many students will use comparisons, but it's something I think is more appropriate to encourage during conferring with an individual child who is ready for such a challenge, or with a small group. The lesson I might teach during this writing workshop would be to how to write "like a teacher." I would share that the authors of Panda Kindergarten and Pandas used comparisons to help teach readers specific details about pandas. I'd emphasize that it's the job of the informational author to be the "teacher." How can you as an author be the best teacher? What would good "teacher" writing look like? I would ask students to help me model some writing. The kids would help be a "teacher" author by adding specific details about what I am teaching and making it easy for readers to understand. I often start by being really vague and nonspecific and encourage students to discuss if I'm being a good "teacher" author and helping them understand through my writing. They will likely say no. Together, we will create more specific, "teaching" writing. 

Here's the link to my planner for Panda Kindergarten. These are Language Workshop lessons. Next year, I'd love to work on creating plans for Reading Workshop and Writing Workshop that align.

Panda Kindergarten