3 Levels of Questions
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There are three levels of questions that can be asked about a text: 1) On-the-line questions that test literal comprehension and facts stated directly in the text. 2) Between-the-lines questions that require inferring answers by combining details from the text. 3) Beyond-the-lines questions that assess higher-order thinking by asking students to apply their prior knowledge to the text. Teachers should aim to encourage both between-and beyond-the-lines questions to promote deeper analysis than simple fact recall.
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Reading comprehension involves understanding what is read. One way to ensure comprehension is through retelling or summarizing, which extracts the main idea and supporting details. When retelling, it is important to consider the characters, setting, problem, attempts to resolve the problem, resolution, and outcome. Various tools like story maps and graphic organizers can help with retelling a story by organizing these key elements.
Reading comprehension strategies
The document discusses various reading comprehension strategies for successful readers, including using prior knowledge, asking questions, making inferences, monitoring understanding, and using "fix-up" strategies when meaning breaks down. It also discusses signals that comprehension may be breaking down and strategies to address confusion like making connections, visualizing, and adjusting reading speed. Specific comprehension techniques are outlined, such as using sticky notes, highlighters, thinking aloud, double-entry diaries, and combining multiple strategies.
Comprehension powerpoint
The document discusses seven cognitive strategies that proficient readers use to interact with and comprehend texts: questioning, think-alouds, using prior knowledge, inferencing, visualizing, determining importance, and synthesizing. It provides explanations and examples of classroom activities for explicitly teaching each strategy to students through modeling, guided practice, and independent application. The goal is to help students improve their reading comprehension by learning how to enact these cognitive processes automatically.
Costas level-of-question-and-thinking-1
Here are three questions at different levels for each topic:
Ecology
Level 1: Define ecology.
Level 2: Compare and contrast the carbon and nitrogen cycles.
Level 3: Predict how climate change could impact local ecosystems over the next 50 years.
Tissue
Level 1: Name the four main types of tissue found in the human body.
Level 2: Explain the role of connective tissue in the body.
Level 3: Imagine you could design an artificial tissue - how might it differ from natural tissue?
Agenda
Level 1: What are the key items typically included on a meeting agenda?
Level 2: Analyze why an agenda is an important tool for keeping a meeting
HOT- Levels of questions (1)
This document outlines three levels of questioning:
Level one questions have yes or no answers and require recalling facts directly from a text.
Level two questions require processing information by tasks like comparing, contrasting, or analyzing.
Level three questions require applying learning to new situations through evaluating, predicting, or justifying responses.
Key words are provided to identify each level, along with examples of questions. Strategies are then suggested for integrating higher-order thinking questions into lessons, stations, and problem-solving activities.
Higher order thinking questions
This document provides a summary of higher order thinking questions categorized into 6 levels from basic recall to evaluation. The levels progress from simple recall of facts to more complex analysis, synthesis and evaluation. Level 1 questions assess basic recall and comprehension, Level 2 focuses on understanding ideas and concepts, Level 3 involves applying knowledge to solve problems, Level 4 examines analyzing and breaking down information, Level 5 deals with synthesizing elements into new patterns, and Level 6 evaluates ideas and information using criteria. Keywords are also provided for each level to indicate the types of questions and thinking involved.
1. Deborah Boylen Professional Leadership Presentation HCC PD
This presentation discusses strategies for assisting students with reading comprehension difficulties such as dyslexia. It begins by defining learning difficulties and disabilities, and notes that approximately 3-5% of students have undiagnosed learning difficulties. Common reasons that children struggle to learn to read are then examined. The presentation explores methods for analyzing students' reading levels using tools like the Neale Analysis and Accelerated Reader. Teaching strategies are proposed, including using assistive technology, modifying assessments, and incorporating disciplinary literacy techniques into lessons. These involve close reading, discussion, writing with evidence from texts. The presentation concludes by emphasizing strategies that can improve outcomes for all students.
Critical reading for comprehension
The passage discusses critical reading strategies for comprehending texts, including questioning the author's purpose, comparing and contrasting information, and implications. It then applies these questions to analyze two sample texts. The first text discusses how the spread of Christianity and translation of scriptures promoted writing and how scholars started learning multiple languages. The second text describes a collection of Shakespeare criticism spanning centuries that charts the evolution of critical discussion on plays while emphasizing great critics from different literary eras.
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Comprehension Questions Tutorial (Literal, Inferential, Applied)
Comprehension Questions Tutorial (Literal, Inferential, Applied)
1. Deborah Boylen Professional Leadership Presentation HCC PD
1. Deborah Boylen Professional Leadership Presentation HCC PD
Similar to 3 Levels of Questions
Asking better questions
This document discusses effective questioning techniques for instructors. It presents a taxonomy that categorizes questions as either high or low order and convergent or divergent. High order and divergent questions generally require more critical thinking from students. The document also summarizes several studies that found teachers predominantly ask lower order convergent questions rather than higher order divergent questions. It provides examples of question types and discusses techniques instructors can use to ask more effective questions, such as pausing after asking questions to allow students time to think (known as "wait time"). When wait time is increased in classrooms, positive outcomes are observed for both students and teachers.
Asking better questions highlighted ch
This document discusses effective questioning techniques for instructors. It presents a taxonomy that categorizes questions as either high or low order and convergent or divergent. High order questions require deeper thinking while divergent questions have open-ended answers. Research shows that most teacher questions are low-level convergent, focusing on recall. The document outlines techniques for crafting higher-order, divergent questions like wait time and probing responses. When these techniques are used, students provide more thoughtful answers and teachers ask a greater variety of questions.
ASKING MORE EFFECIVE QUESTIONS
This document discusses effective questioning techniques for instructors. It presents a taxonomy that categorizes questions as either high or low order and convergent or divergent. High order questions require deeper thinking while divergent questions have open-ended answers. Research shows that most teacher questions are low-level convergent, focusing on recall. The document outlines techniques for crafting higher-order, divergent questions like wait time and probing responses. When these techniques are used, students provide more thoughtful answers and teachers ask a greater variety of questions.
Asking better questions
This document discusses effective questioning techniques for instructors. It presents a taxonomy that categorizes questions as either high or low order and convergent or divergent. High order questions require deeper thinking while divergent questions have open-ended answers. Research shows that most teacher questions are low-level convergent, focusing on recall. The document outlines techniques for crafting higher-order, divergent questions like wait time and probing responses. When these techniques are used, students provide more thoughtful answers and teachers ask a greater variety of questions.
Asking better questions
This document discusses effective questioning techniques for instructors. It presents a taxonomy for classifying questions into four types based on their cognitive complexity and structure: lower-level convergent, higher-level convergent, lower-level divergent, and higher-level divergent. Lower-level questions emphasize recall and memorization while higher-level questions require more reasoning, analysis, and creative thinking. Convergent questions have defined answers while divergent questions are more open-ended. The taxonomy is intended to help instructors recognize how to structure more complex, thought-provoking questions that enhance student learning beyond simple recall of facts.
The Art of Questioning
To those who would like to have a copy of this slide, just email me at martzmonette@yahoo.com and please tell me why would you want this presentation. Thank you very much and GOD BLESS YOU
The gifted brain
The document discusses theories of giftedness and how gifted brains learn differently. It covers topics like parts of the brain, memory, emotions, intelligence theories, nurturing gifted children, and challenging gifted learners through differentiation, creativity, Bloom's Taxonomy, problem-based learning and more. Key parts that make gifted brains unique include above average aptitude in specific areas, different reactions to being gifted, higher neural efficiency allowing complex problem solving, and learning through depth and complexity rather than repetition.
Effective questioning techniques
1. The document discusses Bloom's Taxonomy, which is a classification system that organizes questions into six levels of complexity from lowest to highest: knowledge, comprehension, application, analysis, synthesis, and evaluation.
2. Each level represents a different type or depth of understanding. Knowledge questions test basic recall, while comprehension questions involve explaining or summarizing. Higher levels like analysis, synthesis, and evaluation require breaking down information and creative or judgment-based thinking.
3. Using a variety of question types from all levels is important for helping students learn at different depths and avoid simply memorizing facts. Teachers should aim to incorporate higher-level questions alongside basic recall questions.
Technology powerpoint
Mrs. Jernigan applies various learning frameworks in her 1st grade classroom, including Bloom's Taxonomy, Marzano's Dimensions of Learning, and Costa and Kallick's 16 Habits of Mind. She uses Bloom's Taxonomy to raise the level of difficulty of questions over the year, from basic recall to more complex thinking. For Marzano's Dimensions, she focuses on building positive attitudes, integrating knowledge, extending learning, applying knowledge, and developing productive habits. Key Habits of Mind emphasized are persistence, listening, accuracy, and cooperative learning. The presentation concludes with an introduction to an online discussion platform called "TED Conversations."
Higher Level Questioning
Questioning is the most powerful tool in a teaching repertoire. Being able to ask higher-level questions is a good way to differentiate in your class and challenge students. Using Bloom’s teachers can ask or write higher-level questions that will open up all sorts of avenues for rich dialogue, deep responses, and challenge your gifted students. It is more than just asking the right questions. It is about setting the culture in your classroom.
Ask, Don't Tell Excerpt
This chapter discusses the power of questions to invite learning and foster human connection. It argues that asking questions comes naturally to humans and is how we learn from a young age through curiosity and engaging with others. The brain's natural tendency is bottom-up processing to find things of interest, which can then lead to top-down processing when we focus our attention. Questions remind us that learning is wired into our brains and tapping into curiosity invokes engagement. Questions also build relationships as they demand responses and connect people in conversations. Effective teachers use questions strategically to engage students and encourage dialogue rather than monologue. Questions are key to educational change by focusing thinking and driving critical conversations.
Instructional focus
The document provides an overview of strategies that will be focused on at Cedarbrook Middle School over the 2009-2010 academic year to improve student understanding and achievement. It discusses eight main strategies: setting the purpose for reading, test taking strategies, context clues, questioning strategies, determining essential vs. non-essential information, inferring and visualizing information, summary and synthesis, and problem solving strategies. For each strategy, it provides a brief explanation and examples of how it can be implemented and its importance for student comprehension. It also discusses how these strategies can be applied to different subject areas, especially reading and math.
Instructional focus
The document provides an overview of strategies that will be focused on at Cedarbrook Middle School over the 2009-2010 academic year to improve student understanding and achievement. It discusses eight main strategies: setting the purpose for reading, test taking strategies, context clues, questioning strategies, determining essential vs. non-essential information, inferring and visualizing information, summary and synthesis, and problem solving strategies. For each strategy, it provides a brief explanation and examples of how it can be implemented and its importance for student comprehension. It also discusses how these strategies can be applied to different subject areas, especially reading and math.
Med560final
This document provides 12 tips for bringing creativity and critical thinking into the classroom. It suggests starting with easier factual questions to build confidence, varying routines to avoid boredom, using technology to allow creative works, connecting content to students' interests, having students teach each other, and promoting collaboration. The overall aim is to engage students and get them to think more critically.
Presentation on questioning
Presentation on questioningJaved Iqbal Student of M.S (Teacher Education) at University of Tennessee USA
The document provides an outline for a presentation on questioning. It discusses defining questioning, types of questions including open, closed, specific, probing, hypothetical, and reflective questions. The importance of questioning in teaching and learning is explained as a way to encourage discussion, arouse interest, maintain learning, summarize major points, reinforce learning, stimulate students' questioning skills, review and re-teach, and assess teaching and learning. Effective questioning techniques include encouraging student questions, considering all questions, using "APPLE" which stands for Ask, Pause, Pounce, Listen, and Echo, and keeping questions clear, thought-provoking, and properly directed. The document also differentiates between good questions that are clearly stated using commonThe qar approach
The QAR (Question Answer Relationship) approach teaches students to identify where answers to questions about a text can be found. Younger students learn that answers are either "In My Head" or "In the Book", while older students learn the four question types: Right There, Think and Search, On My Own, and Author and Me. The approach involves asking questions before, during, and after reading to improve comprehension.
Confronting the comprehension conundrum for upload
This document provides strategies and tools to increase student engagement and comprehension. It discusses asking questions, connecting to content, tracking down key information, inferring, visualizing, and synthesizing. Graphic organizers and programs like Earobics Reach, Quick Reads, and Study Island are suggested for assessing comprehension gains. Sample lessons demonstrate strategies like making inferences with jokes or visualizing with comic summaries. The document emphasizes using an active approach to build foundations of comprehension.
Dialogic ReadingEmily Alers, Kaelin Berthold, Isabella Buscemi.docx
Dialogic Reading
Emily Alers, Kaelin Berthold, Isabella Buscemi, Kiara Fernandez, Alexandra Godinez, Kariln Ladson, and
Amani Mohamed
What is Dialogic Reading?
Dialogic Reading allows the student to tell the story from the pictures in a book. They make predictions from the pictures before reading or interacting with the text.
They’re encouraged to ask questions and have conversations about the book based on their predictions. This leads to expanding a students vocabulary, analyzing different parts of the text, and deepening their understanding of the text.
By: Kaelin Berthold
Benefits of Dialogic Reading
Why is Dialogic Reading useful?
Well, it is a valuable tool for developing literacy skills. It models how good readers think and teaches learners to become better readers. It improves skills such as print awareness, oral language, and comprehension. Since it has dialogue around the text they are reading it allows students to explore the reading on a deeper level. This helps with a tremendous amount of literacy skills. By: Emily Alers
Benefits of Dialogic Reading
Interactive
For students of all ages
For students of all levels
Effective with both fiction and non-fiction texts
Student centred
Develops comprehension and understanding of what is being read.
Allows for children to grasp print awareness.
By: Emily Alers
Benefits for Parents While doing Dialogic Reading With Children
Dialogic reading doesn’t only benefit children, but it also benefits the parents. This benefits parents too because it gives them the satisfaction of knowing that their child isn’t reading just to read, but is actually grasping an understanding of what they are reading. Reading comprehension is so important for children. As the get older they will begin to take test or even just general work where they read a passage and have to answer questions. If parents start dialogic reading at a young age, it will prepare them for the upcoming years of their life. Dialogic reading also allows for a healthy, positive parent child interaction. This will allow them to speak up and express how they feel and learn where they are academically rather than just relying on the teacher for everything. By: Emily Alers
More Helpful Benefits...
Have an interest in books and motivation to listen to stories
Learn about the rules of reading and writing-like how words (print) flow from top to bottom and left to right. This is called print awareness
Learn to narrate a story (describe what is seen on the page)
Increase vocabulary and recognition of words
Have additional positive parent or adult child interactions
By: Emily Alers
Levels of Dialogic Reading
The structure is a guide that enables teachers to build up children's vocabularies and oral language skills. In levels 1 and 2, teachers pose questions and repeat and extend children's responses. The teacher does repeat readings with levels 1 and 2, particularly for c.
Dialogic ReadingEmily Alers, Kaelin Berthold, Isabella Buscemi.docx
Dialogic Reading
Emily Alers, Kaelin Berthold, Isabella Buscemi, Kiara Fernandez, Alexandra Godinez, Kariln Ladson, and
Amani Mohamed
What is Dialogic Reading?
Dialogic Reading allows the student to tell the story from the pictures in a book. They make predictions from the pictures before reading or interacting with the text.
They’re encouraged to ask questions and have conversations about the book based on their predictions. This leads to expanding a students vocabulary, analyzing different parts of the text, and deepening their understanding of the text.
By: Kaelin Berthold
Benefits of Dialogic Reading
Why is Dialogic Reading useful?
Well, it is a valuable tool for developing literacy skills. It models how good readers think and teaches learners to become better readers. It improves skills such as print awareness, oral language, and comprehension. Since it has dialogue around the text they are reading it allows students to explore the reading on a deeper level. This helps with a tremendous amount of literacy skills. By: Emily Alers
Benefits of Dialogic Reading
Interactive
For students of all ages
For students of all levels
Effective with both fiction and non-fiction texts
Student centred
Develops comprehension and understanding of what is being read.
Allows for children to grasp print awareness.
By: Emily Alers
Benefits for Parents While doing Dialogic Reading With Children
Dialogic reading doesn’t only benefit children, but it also benefits the parents. This benefits parents too because it gives them the satisfaction of knowing that their child isn’t reading just to read, but is actually grasping an understanding of what they are reading. Reading comprehension is so important for children. As the get older they will begin to take test or even just general work where they read a passage and have to answer questions. If parents start dialogic reading at a young age, it will prepare them for the upcoming years of their life. Dialogic reading also allows for a healthy, positive parent child interaction. This will allow them to speak up and express how they feel and learn where they are academically rather than just relying on the teacher for everything. By: Emily Alers
More Helpful Benefits...
Have an interest in books and motivation to listen to stories
Learn about the rules of reading and writing-like how words (print) flow from top to bottom and left to right. This is called print awareness
Learn to narrate a story (describe what is seen on the page)
Increase vocabulary and recognition of words
Have additional positive parent or adult child interactions
By: Emily Alers
Levels of Dialogic Reading
The structure is a guide that enables teachers to build up children's vocabularies and oral language skills. In levels 1 and 2, teachers pose questions and repeat and extend children's responses. The teacher does repeat readings with levels 1 and 2, particularly for c ...
Essential questions
The documents discuss essential questions, which make students think more deeply about a topic rather than just looking up simple answers. Essential questions do not have yes or no answers and require research and thought to fully respond to. Developing essential questions engages students' curiosity and helps define what it means to be human. The documents recommend having students help generate essential questions for a topic as this makes them more invested in finding answers through additional research.
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3 Levels of Questions
- 1. 3 Levels of Questions Marg Murnane Hawkesdale P12 College May 2008
- 2. 3 levels of Questions Comprehension exists on 3 levels when discussing texts with students. Many comprehension questions only deal with the answers which are “on the line” and easily answered. They are generally questions which just regurgitate the given facts and which do not promote higher order thinking by the reader. Teachers must encourage students to answer questions which ask them to infer and to apply prior knowledge.
- 6. Small reading groups Small reading groups are the most effective way to monitor the levels children are operating on when they discuss texts, both fictional and non fictional. A Reciprocal reading group is an outstandingly easy and effective ways to both monitor and encourage students to think on these higher levels. You can refer to my “Reciprocal Reading” slideshare elsewhere on this blog.