Some notes about our Wonderopolis year

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Three weeks from now I will be back in school, and today would be Wonder Wednesday.  My classroom will be abuzz with sixth graders sharing their Wonders with their table groups, asking questions, and marveling at new facts and ideas they have discovered.  All thanks to the incredible website Wonderopolis.

As Donalyn Miller so succinctly put it, when kids think about reading non-fiction, they think about dead Presidents and whales – dry and boring stuff they have to read in order to write dry and boring reports.  My sixth graders’ eyes generally glaze over when I mention non-fiction, and yet this kind of reading is critical to their lives, inside and outside the classroom, for years to come.   Introducing non fiction via Wonderopolis is such an engaging way to begin our year long work with this genre, one in which they learn digital literacy (navigating their way through the site and searching for further information through links provided) and well as features on non fiction which we will explore in greater detail through out the year (domain specific vocabulary, formulating questions, etc.).

In our classroom, we begin with a whole class investigation of how the site works.  I use the overhead projector to navigate the site, exploring the features as well as answering questions.  We learn how to “read” the site, explore “fun” options, and search for topics of interest.  By the time this session ends, my kids are excited and ready to begin exploring the site themselves.

For the first quarter or so of the year, my kids choose a Wonder based on their own curiosity about a topic, and come to their language arts class ready for Wonder Wednesdays, where we share with our table groups, and then have a quick round of “woah!” where students share what they found most interesting or surprising and why:

https://docs.google.com/document/d/1fA03mk2hjSmZ_bhuLIzMv8rRGKyUhwVUMAyEAirA3mY/edit?usp=sharing

Then we move on to a different type of approach, where my students read two different Wonders on the same topic and compose Venn diagrams to show what they’ve learned and conclusions they have reached.  What core information needed to be presented for a reader to understand the larger topic?  What was more specific information and vocabulary for each topic?  What were some burning questions that you were left with or new ideas you have now learned?  Are their new Wonder topics you would like to research?

Finally, we end with Wonder Circles, where groups create new Wonders based on research both from the Wonderopolis site as well as other sources.  By this time, we have focused on non fiction as a genre and have experienced  two book group cycles focused on non fiction, and we’ve become very familiar with the site itself.  So, we’ve laid the groundwork for a tricky collaborative venture like this, where the focus is navigating through digital sites, gathering and then synthesizing information, and finally creating something new.  In the final stretch of the school year, my kids are usually ready for an adventure like this, where the goal is not perfection but collaboration and challenging themselves.

I am so looking forward to another Wonderopolis year!http://wonderopolis.org/

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13 thoughts on “Some notes about our Wonderopolis year

  1. Tara –
    As always, when I get a message in my email about another blog post from you, I rush to open it! Although I don’t comment on all of them, I have learned so much from you and you continue to challenge my thinking in many ways. I LOVE talking to my students about “wondering” but did not know about this site! So I was SO excited to read about it and am going to take the time to explore the site for a while (even though I’m supposed to be working on editing my book!) So again, THANK YOU for this great information and I was “wondering” if you would mind that I share this post on my FB page? I know MANY teachers who will be very interested in this site!

      • Thank you! Yes, I agree! I write books for the sole purpose of sharing but thought I’d check just to be sure! By the way, one of your spring posts lead me to Grant Wiggins. I think I have read every one of his posts at least twice. Was very very sorry to hear of his sudden passing but his words live on.

  2. Thanks for sharing your thoughts and what you have tried in your classroom with Wonderopolis, Tara! I added your thoughts to our #cyberPD Pinterest board.

    Michelle

  3. I love Wonderopolis. We did wonders each week last year. I like the addition of the synthesis to a new wonder. I’m wondering 🙂 how I can make this work in my own classroom.

  4. Do you know any teachers who use this in gr. 3? I know about the site but I have not used it and want to share about it with my colleagues. Thanks so much, Tara! (And friends!)

  5. Wow, Tara. A glance at Wonderopolis and I realized it’s a great place to send kids for poetry prompts. “Why do rabbits have such big teeth?” “What is air made of?” “Can anything live forever?” I’m feeling inspired already.

    P.S. For fun NF — I have a recommendation. My friend Erin Hagar has a new book out about the inventors of Lego. “Awesome Minds: The Inventors of Lego Toys.”

  6. Pingback: Digital Resources | Stop & Jot

  7. Pingback: Links I Loved Last Week: A Round-Up of Online Reading 8/9/15 | the dirigible plum

  8. Pingback: DigiLit Sunday: Wonderopolis | Reflections on the Teche

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