Questioning – part 2

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  • Focus on Writing StandardsGive them the Standards bookmarks for their grade level
  • Read think aloud portion on p 125
  • P 125
  • Read think aloud portion on p 125
  • Approximately 2 minutes each
  • Questioning – part 2

    1. 1. Jennifer Evans Assistant Director ELA St. Clair County RESA Evans.jennifer@sccresa.org http://www.protopage.com/evans.jennifer#Untitled/Home
    2. 2. Danielson Framework Questioning Review Question Session 1: Daily 5 Questioning, Blooms, Socratic Discussions Using Bloom’s with Close Reading Strategies Close reading Strategies: Post-It Notes , Guided Highlighted Reading, annotating Implementing Close Reading Strategies With Current Materials
    3. 3.  Using Questioning and Discussion Techniques
    4. 4. Comprehension Accuracy Fluency Expand Vocabulary
    5. 5.  Strategy: ◦ Ask Questions Throughout the Reading Process (Café) ◦ Think along questioning – example from story “Fire!” comprehension card 21 ◦ Question – Answer – Relationship (QAR) (STARS)  Three Types of Questions: Right There (The answer is in the text, easy to find.) Think and Search (The answer is in the story, but you need to put together different story parts to find it.) On My Own (The answer is not in the story. You use your own experience to answer the question.) - Request, Thick and Thin, Nonfiction, Openended - Socratic Circles http://www.youtube.com/watch?v=YDP75I1b5Do
    6. 6. The use of questioning routines, such as QAR, questioning the author, or Bloom’s, is effective for developing textdependent questions. Regardless of the system used, the questions should be developed in advance of the lesson to ensure that the discussion regularly guides students back to the text. ( p 119 Text Complexity by Douglas Fisher)
    7. 7. 1. Post-it Notes 2. Guided Highlighted Reading Learning How to Annotate
    8. 8. Independent reading of the text is supported through a series of instructional moves including: setting the purpose, teacher modeling, guided instruction, group work, and independent tasks.
    9. 9.  Set Purpose: To engage 4th grade students in a close reading of an excerpt from an informational book on the history of the development of “Post-it Notes.” ◦ Purpose is to discover how a familiar office product was initially thought to be a failure and to trace its development as a useful item.  Strategy Handout
    10. 10. Invite students to read it first to themselves Have them write on a sticky note any words or phrases they do not know. Also have students take notes on sticky notes listing major events. Give extra support to those students you know will need it during independent reading. This will need to be modeled the first time you do it.
    11. 11. After students have finished reading, have them turn and talk to their partner to describe one surprising fact that they learned about the invention of Post-it Notes. Write your amazing fact on a sticky note to be used in the discussion. To start, use this language frame: “I was amazed to learn that _________!”
    12. 12. Take notes or record an anchor chart listing the amazing facts the students share. Recorded responses will be used to determine what will be modeled during the read-aloud. Record unfamiliar or unclear words or phrases and how they attempted to understand them.
    13. 13. Explain to students that you will read parts of the text together, and from time to time, you will explain your thinking to them. Start by orienting the students to the correct part of the text you wish to address: For example, in Paragraphs 7 and 8: • “Fry used some to After finishing the shared reading, transition students to a discussion using a series of textdependent questions. coat his markers.” Examples of possible think-alouds for this text can be found on pages 124-125.
    14. 14. Keep in mind that the purpose of textdependent questions are to prompt rereading, encourage the use of textual evidence to support answers, and deepen comprehension. Initial questions should be designed to highlight the explicit meaning of the text. However, do not stop there, but progress toward more challenging questions using Blooms Flipbook.
    15. 15. 1. Post-it Notes began as an idea that didn’t work but then became a very useful product. Using evidence from the text, describe the sequence of events that led to this invention? 2. The author tells you twice when Spencer Silver first invented the adhesive that would be used in the Post-it Notes. The first time is in the fourth paragraph, when she tells us it was 1970. Then, she tells us the same information again later in a different way. How did you figure out the answer? 3. Do you believe the author has a positive or a negative view of Post-it Notes and its inventors? What words or phrases lead you to believe that? 4. What were some of the qualities of the inventors that you can infer from this text? What passages helped you draw these conclusions?
    16. 16.     Students gather their Post-it Notes to use for a journal or essay writing activity. Prompt: What does it take to be an inventor? Students will write a short summary of the invention of Post-it Notes. Students will identify at least two characteristics of inventors, using at least two quotations from the text.
    17. 17.         Frog and Locust Set Purpose First Reading First Discussion Second Discussion Second Reading – Teacher led read aloud and think aloud strategies Third Discussion Journal Writing
    18. 18.   Set Purpose: To engage 2nd grade students to understand what a folktale is and why people in the Southwest might have a folktale about rain. Strategy Handout
    19. 19. Invite students to read it first to themselves Have them write on a sticky note any words or phrases they do not know. Also have students take notes on sticky notes listing major events. Give extra support to those students you know will need it during independent reading. This will need to be modeled the first time you do it.
    20. 20. After students have finished reading, have them turn and talk to their partner to describe one surprising fact that they learned about the Pueblo folktale. Write your amazing fact on a sticky note to be used in the discussion. To start, use this language frame: “I was amazed to learn that _________!”
    21. 21. Take notes or record an anchor chart listing the amazing facts the students share. Recorded responses will be used to determine what will be modeled. Record unfamiliar or unclear words or phrases and how they attempted to understand them.
    22. 22. Explain to students that you will read parts of the text together, and from time to time, you will explain your thinking to them. Start by orienting the students to the correct part of the text you wish to address: For example, in Paragraph 3, “The frog croaked – “ Did the frog really die? After finishing the shared reading, transition students to a discussion using a series of textdependent questions.
    23. 23. 1. What happened after the frog sang by himself? 2. Describe the setting of the folktale. 3. Do you believe the author has a positive or a negative view about folktales? 4. What were some of the qualities of the folktales that you notice from this text?
    24. 24.     Students gather their Post-it Notes to use for a journal or essay writing activity. Prompt: Why would people in the Southwest have a folktale about rain? Students will write a short summary of Frog and Locust. Students will use at least two examples from the text providing evidence of what lack of rain will do.
    25. 25.   https://www.teachingchannel.org/videos/enh ance-student-note-taking (5th grade Brewer) https://www.teachingchannel.org/videos/stu dent-annotated-reading-strategy (9th grade)
    26. 26.  Chips In Activity: ◦ How would you use this strategy in preparation for a constructed response or performance-task?
    27. 27. Is text driven and meaning-based Focuses students on the context of text Guides students to read for one reading purpose at a time Invites and guides students to revisit the text more than once Guides students to return to the same text for multiple purposes Targets the acquisition of skills needed for close and critical reading Builds fluency and stamina in readers Uses multiple senses: visual, auditory, and kinesthetic
    28. 28. 1. Select Text 2. Identify vocabulary that needs to be taught in advance 3. Determine a context for the information that could frame it for the students’ prior knowledge 4. Consider what kind of discussion you want to come from the reading of the text 5. Select the appropriate information to be highlighted based on the goal for the discussion 6. Map out the text paragraph by paragraph with prompts to highlight the information 7. Students use a highlighter and follow directions to highlight the text requested by the prompt 8. Students compare their highlighted text with one another
    29. 29. 1. Read the Preamble of the United States Constitution 2. Highlight as directed (p 74) 3. Review other activities (p 7581) 4. What discussion of this content might take place? (turn and talk)
    30. 30. Frog and Locust In line #1, find and highlight the length of time without rain In line # 6, find and highlight what was left at the bottom of the canyon In line #7, find and highlight what happened to the puddles In line #13, find and highlight what would happened to the frog’s puddle and the frog if it didn’t rain soon In line #15, find and highlight what the frog did to bring rain In line #20, find and highlight what lived on the top of the mountain
    31. 31.  How would you use this strategy in preparation for a constructed response or performance-task? (Turn and Talk)
    32. 32.  https://www.youtube.com/watch?v=zy45es1 HyO0 (3:54) Other handouts
    33. 33. 1. Look at your next story 2. Decide on a Close Reading Strategy to use (Post-It Notes, Guided Highlighted Reading, Annotating) 3. Create at least 3 questions, at various levels, you would like the students to answer 4. Plan when to implement the lesson and plan a discussion based on responses Determine constructed response or performance task

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