This is Part 3 of a 5 Part series.
You can read other parts by clicking the links below:
SS Lapbooks - Part 1 - The Basics
SS Lapbooks - Part 2 - Alternate Uses
SS Lapbooks - Part 4 - Vocabulary Development
SS Lapbooks - Part 5 - Time Management
Inquiry design is unique. It offers students an opportunity to ask questions, engage with one another, and consider opposing views. I love the way the small pieces throughout the inquiry lead to students constructing a response for the bigger question at the end of the inquiry.
The three supporting questions posed during the inquiry are the pathway to formulating the summative response. As students build their evidence base with the three 2-point supporting questions, they are simultaneously building a draft for the summative 4-point response. When writing for their summative question, I expect students to use the evidence they have accumulated throughout the inquiry from their three supporting questions.
Before students are expected to navigate RADD writing on an independent level, I model the structure and the expectations for them during the first inquiry. I plan 2-3 lessons to break down RADD writing. I demonstrate how to restate the question, formulate an opinion, and cite the evidence that will support the answer. It can be a slow and torturous task, but it is worth slowing down and setting the expectations in the first part of the year. Eventually, students will be able to read, draft, and write a RADD response within one lesson block.
R.A.D.D. Writing: 2-point Responses
I have been using a writing process called "RADD" for quite a few years. The acronym stands for:
Restate the Question
Answer the Question
Detail
Detail
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| Bulletin Board Display From My Coworker's Classroom |
This simple acronym helps remind students of the steps needed to write a 2-point response. If they construct their writing around this acronym, they will easily earn full credit. Some students get into the habit of writing the acronym on the top of their paper and will check off each letter as they complete the steps.
Within my inquiry resources, students have each of the supporting questions prepared for them and the RADD method is built into the planning section of the page.
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| 3rd Grade Migration Inquiry (mapping, graphics, and text for question 1) |
Building a RADD
Restate the Question
This is basically the topic sentence. What is the question asking? What are we talking about? I encourage students to use the words already written within the question. Most of the time, students can change a couple of words and change the punctuation from a question mark to a period and have an excellent topic sentence crafted.
Answer the Question
This is the section where students state their opinion on the topic. Inquiry design often has more than one "correct" response. So, this step is critical for students to understand and master. It is their response to this section which will determine what evidence they need to find and cite to support their response. The answers in inquiry are oftentimes opinions. Two students can have diametrically opposing views with evidence to support their ideas and both students can earn full credit. Students choosing a position is one part of the process. They must then be able to find and cite the evidence which supports their opinion.
Detail, Detail
They say "the devil is in the details". For inquiry process, this is true. Students can answer the question in more than one way- so it is vital they choose one pathway. They will need to form an opinion and provide evidence (details) to support that opinion. Some students will struggle with the concept of there being more than one correct answer; or that the answer earns points because of the details provided.
Some students may be uncomfortable choosing a position and will try to address the question by covering all options. I do give credit for those answers (if they provide evidence), but not full credit. It is the student's opinion on the topic that will determine the details they will need.
Some students will need guidance on which details/evidence apply to a particular answer. While we move through the texts I will oftentimes have students notate on the text. Over the years I have tried different methods: highlighters, underlining, circling. They all work.
One way I have used that works exceptionally well is color-coding. This is especially helpful when students will be marking up text for details that will support opposing views. I will select one color for one opinion and a different color for the other. Using color-coding helps the students find the correct evidence to support a particular opinion.
4-point Response versus 2-point Response
Once students have had an opportunity to explore and discuss the 3 supporting questions, they are ready to write a 4-point extended response. The 4-point response is the culminating writing activity for the inquiry.
Inquiry units are designed to make students think, consider opposing views, defend a position. For some, they will struggle with discussing their opinions because inquiries move beyond what students have encountered thus far in their educational career. Asking if people should live in ethnic enclaves is a much more complex subject than asking a student their favorite character in a book.
4-point responses are longer than a 2-point response. They encourage students to use evidence from the previous 2-point responses as well as any other evidence found within the inquiry. A 2-point response can be answered using 4-6 sentences whereas as a 4-point response may require 4-6 paragraphs.
Students who have thought through the 2-point questions can use them as a framework going into their 4-point response. I have the students use their 2-point responses to help them draft their 4-point question. If a students viewpoint has changed during the inquiry, or their 2-point response doesn't support their 4-point response, I guide them back to the text, graphics, and notes taken throughout the inquiry. Students are encouraged to use any evidence from the inquiry that will support their 4-point response.
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| 5th Grade Segregation Inquiry (notes and graphics for question 3) |
Rubrics
All inquiry resources include rubrics for the written responses. There are 2 different rubrics, one for the 2-point response and one for the 4-point response. The rubrics were constructed a few years back using a combination of the New York State rubrics and the input of my students.
The rubrics are written using student-friendly language. I use the same rubric with the students that i use to grade heir work. It is common practice to hand out copies of the rubrics and ask the students to grade their responses on the rubric. I then will collect their rubrics and attach a copy of my rubric with the grade.
Rubrics aren't just used for grading. I use the rubrics to conference with students about their writing. They are also used when students meet in pairs or small groups to discuss their writing as well.
Another rubric that I started using last school year is a single point rubric. I am enjoying this new format of rubrics. It helps keep the students focused on the minimal parts needed to earn maximum points. I also like the way a single point rubric can demonstrate to the students and their families the work required to exceed expectations (and earn 4 points).
You can read an in-depth blog about single-point rubrics here:
Single Point Rubrics For Writing
Anchor Papers and Exemplars
I oftentimes get requests for anchor papers or exemplars. I hear you. I understand the need. I totally get it. Nonetheless, my answer is no. But before you grab your pitchforks and tiki torches, please let me explain.
In theory, I could provide exemplars. However, there are endless ways a student could answer any of the questions asked in an inquiry and receive full credit. By submitting one example for a teacher, I worry that it becomes THE example.
I highly recommend walking your students through a couple questions in a slow and deliberate fashion. The model writing you create during that time will become the anchor papers for your classroom. Keep them, use them throughout the year (or even subsequent years), and refer back to them often.
Teachers, you are the professionals. Use your craft and judgement. Trust your training and instincts to guide your students through these writing pieces. You can do it!
You can see a range of grades and topics for social studies in my Teachers Pay Teachers store by clicking the links below:
IOWA SOCIAL STUDIES INQUIRIES
NEW YORK STATE SOCIAL STUDIES INQUIRIES
SOCIAL STUDIES RESOURCES: K-2
SOCIAL STUDIES RESOURCES: 3-6