Module 8 field test form r3 half asked questions


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This is a lesson I created that incorporate the strategy "Half Asked Questions." This lesson was completed by fourth grade students and was a success.

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Module 8 field test form r3 half asked questions

  1. 1. Field Test Form: Activity #2Background information about the instructor, lesson, and students provided in the sectionsbelow:Instructor’s name: Mindy Van GalderStrategy: Half Asked questionsDescription of Group of 4th grade students with learning disabilitiesstudents / learners: 2 boys and 3 girls (I got another fourth grade student last week)Content Area WritingApplication:Unit, lesson, or topic Interview of another student: The fourth grade regular educationtitle: students are required to develop a list of questions to use to interview another student. They will then use the questions to write a report about a classmate.Materials needed for Word document with half asked questionsthe lesson:Description / explanation of the instruction of the strategy including Before, During, and Aftercomponents of the lesson provided in the sections below:Before: To activate prior knowledge I said aloud; What color is the dog? WhereHow did you introduce are we? What time is lunch? When will I get to go home? Is it milkthe strategy, prepare the break yet? I then asked students what are all of these? They respondedstudents? questions. I had them each state a question. I explained that in the fourthHow did you activateprior knowledge and grade classroom they are going to have to interview another student tobuild background learn more about them.knowledge? We then discussed some questions you may want to ask someone to get to know them better. We developed a list on the board.During: I then told them that for the interview I had created Half Questions forWhat did you model for them. I had done half the work and now they had to do the other half. Iinstruction? then showed them the worksheet and explained that these were just partWhat were the students of the question. Rather, their job was going to be to finish writing thedoing?How did you support question.students during the We did the first question together.lesson? It stated: Have you ever…? We all shared our ideas some included: rode in a helicopter, shot a deer, gone to the ocean. Great ideas! They then had time to work on the ten questions. Some of the half questions included: When were you…? How old were you when…?
  2. 2. Have you lived…? Do you have any…? The students were excited to fill in the questions.After: We discussed that you can’t give yes or no answers you need to explainWhat when you respond to a question. I had one student as me a questions andprocessing/reflection did I gave an example response. Afterward each student asked anotheryou and your students student one question. They shared their answers with the group. Ido about the success ofthe lesson and value of explained that this is exactly what will happen after we come back fromthe strategy for aiding Thanksgiving Break they will have an opportunity to interview anotherlearning? student and create a report about them. They seemed excited about the activity. This had then completed the time we had together. Some questions they develop included: • Have you lived in your house your entire life? • Do you have any scars? • Do you have any pets? • Have you ever been to another state? • How old were you when you learned to ride your bike? • Do you like animals? All great questions for the activity. They will then use these questions to interview a student in their class when we come back from break.Reflection on the lesson, including student reaction and ideas for modifying or adapting forfuture use provided in the sections below:OBSERVABLESTUDENT The students were very cooperative in the lesson. They liked thinking ofREACTION: questions to ask another classmate. They were able to develop a varietyTwo details explaining of unique questions.the student reaction All students were able to develop questions even if they were belowincluding attitude of grade level. I had to re-read the questions to a few of them who are notstudents towards thestrategy, ability of able to read at level.students to use the The students enjoyed developing the questions.strategy, and/or successof the strategy forhelping studentsunderstand the contentthat is included.
  3. 3. REFLECTIONS The original 4th grade regular education lesson had the studentsABOUT developing their own questions to interview another student. This wouldMODIFICATIONS have been overwhelming for some of my students. Thus, the halfOR questions was the perfect modification for them. It allowed them toADAPTATIONS participate and complete the requirements. It also helped them developSTRATEGIES: unique questions, rather than the more common ones like how old are you? How many people are in your family?Detailed explanation of This was a great start for their interview you analyzed theeffectiveness of thestrategy and how toimprove the lesson. Forexample: changes forintroducing andmodeling the strategy,supporting students,materials used with thestrategy, and/or howstudents reflected onthe learning strategythrough discussion, arubric, or a checklist.
  4. 4. DIVERSITY: ELL Students: One of the students who participated in this activity wasExplanation of ways you an ELL student. She was able to participate and demonstrated a clearwould adapt and understanding of the task. I think the key to this was that I gave animplement instructional example and I re-read her the questions to make sure she had a fullapproaches, as well asmaterials, to meet the understanding.language proficiencyneeds of (a) students All four of the students who participated in this activity were strugglingwho struggle with readers and writers. Modeling the activity for the students and havinglearning to read and them work collectively on a few examples helped them understand thewrite, and (b) students tasks. They all did a terrific job.who are not fluent withthe English language. Forexample: changes forintroducing andmodeling the strategywith struggling learnersand ELL learners, (a)students who strugglewith learning to readand write, (b) studentswho are not fluent withthe English language,supporting students,materials used with thestrategy, and/orreflection or follow-up.PROFESSIONAL I discussed this modification to with the 4th grade teacher last Friday andLEARNING AND she thought it was a great idea. This morning I gave her a copy of theLEADERSHIP Half Questions I created over the weekend, and she used them to workDescription of how you with two other ELL students in her classroom. She said it went verywill share your learning well for the two students she worked with and she loves the strategy.with individual or groups We plan to incorporate this strategy in to future lessons.of teachers. Forexample: level onecoaching such as:providing instructionalmaterials to colleagues(handout of bestpractices, graphicorganizer, a list ofrecommended booksand web sites), adiscussion aboutproviding differentiatedinstruction and/oradaptations that willhelp ELL studentstransfer lessons toobtain full literacy andbe agents of their ownliteracy learning.
  5. 5. Providing differentiatedinstruction and/oradaptations that willhelp ELL studentstransfer lessons toobtain full literacy,demonstrating howstudents can be agentsof their own literacylearning.WrittenCommunicationOrganization andpresentation of ideas isexemplary with greatclarity, cohesiveness,and professionallanguage. Neatly typedpaper, double spaced,12-point font.Zero spelling, grammar,and or mechanicalerrors.