Inquiry Claims

After organizing my data in order to systematically analyze it, I discovered a variety of interesting findings. Based on my findings, I was then able to make claims about my students and their learning. Three claims arose from this inquiry, and they strongly supported my wondering and research.

My first claim is: When fifth graders are able to choose a partner to read a text with, they discuss the text more with each other, which leads to increased comprehension. After choosing my wondering and how I was going to proceed with my inquiry, I chose to see how my students felt about cooperative learning when it involved randomized grouping. They were asked to read a text together and use their graphic organizer to help them through the reading. However, about ten minutes into the reading, multiple groups were arguing, working independently even after being asked to work together, or one member refused to complete any work because he/she did not like the group. This created a negative environment and collaborative learning was not taking place. After reviewing their graphic organizers, it was also clear that they did not comprehend the text well, either. The next day, we discussed the guidelines for working with a friend and they understood that groups would be rearranged with the teacher’s discretion if they were not focusing on the text. These new pairs read the same text and then answered higher order thinking comprehension questions collaboratively. The differences between the two days were very evident. When students were randomly assigned groups to work with, only 11 out of 18 students correctly answered the comprehension questions on their graphic organizer. On the next day when students were able to choose their partners or groups, 16 out of the 18 students correctly answered the comprehension questions. My anecdotal notes from both lessons also showed me that the discussions were more frequent and more complex on the second day within the chosen groups or pairs. These findings led to my claim that students discuss more when they are in groups or pairs that they choose rather than when assigned, which then leads to increased comprehension.

My second claim is: When fifth graders are given graphic organizers to complete collaboratively with a partner, they comprehend the text better. As discussed in the previous claim, a student working collaboratively with a partner of their choice improves their comprehension. However, when asked to read the text with the partner without a graphic organizer, students cannot remember or organize their thoughts from the reading. After reading a text collaboratively, I documented students’ responses during a class discussion. Without graphic organizers, students had trouble recalling information, and only 8 out of my 18 students answered questions correctly or with enough explanation. I then created graphic organizers of many types (sequencing charts, cause/effect, making inferences, and compare/contrast) and distributed them to my students for the next reading. After one reading with sequencing charts, 13 out of 18 answered comprehension questions correctly during a whole class discussion. After making inferences on a graphic organizer for a different reading, 15 out of 18 students answered comprehension questions correctly during turn and talks and whole-group discussions. After a different reading with cause/effect graphic organizers, all of my students answered the writing prompt with significant explanations and correct information. This showed me that the graphic organizers were great support tools for their learning and by filling them out with their partner, they were discussing the text and comprehending it better.

My third claim is: When fifth graders answer open-ended, comprehension-based questions after reading, they have to use higher order thinking, which leads to deeper understanding of the text. My fifth grade students were vey familiar with reading a text and answering the close-ended questions that were at the end of the text, such as, “What does the word mobile mean on page 41?” However, this did not truly show comprehension of the text as a whole. After implementing graphic organizers, I wanted to go one step further and give them more open-ended, comprehension-based questions that required critical thinking and discussions. After two different readings, I gave my students open-ended writing prompts. They first discussed the question with their partner and break it down, and then they planned how to address this question in a writing piece. Once they discussed their ideas, they each wrote an individual writing piece and then read it to their partner once they were both complete. Every student was uncomfortable at first answering these open-ended questions because as fifth graders, they always want to give us the “right” answer to everything. Once they realized there was not one right answer, their higher order thinking began. This data was collected by walking around and taking notes based on the discussions students were having with their partners. When they were only asked close-ended comprehension questions, students were silently writing their answers and it didn’t require any critical thinking on their part. The lack of discussions and higher order thinking led to lower comprehension when I asked open-ended questions at the end of their reading. However, the data I collected when they were asked to write a piece on an open-ended comprehension question, was filled with deep discussions, clear understanding of the text because students could tell me exact details to support their argument, and detailed written responses. This proved my claim that students benefit from open-ended comprehension questions that allow for critical thinking and discussions, which then improves their comprehension of the text.

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