Questioning 2013
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This document provides an agenda for a meeting about literacy instruction. It includes discussions of the Daily 5 framework, Danielson's Domain 3 on questioning techniques, Bloom's Taxonomy, and various comprehension strategies like Question Answer Relationship and Socratic circles. Sample questions are provided for the story "Fire!" along with links to videos about analyzing text and Socratic circles. The goal is to help teachers design high-quality literacy lessons using discussion-based approaches to improve student performance.
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Questioning 2013
This document provides an agenda for a staff meeting on literacy instruction. It includes the following topics:
1. Using the Daily 5 framework to structure literacy blocks, focusing on modeling the structure.
2. Applying Danielson's Domain 3 on questioning techniques. It notes that most classroom discussions are teacher-centered and aims to increase student-led discussions.
3. Various questioning strategies are discussed, including QAR, Socratic circles, and open-ended questions to improve reading comprehension and critical thinking. Sample questions are provided from stories.
4. Teachers will plan their next literacy lesson using a suggested questioning technique and create questions at various levels to discuss. Implementation and reflection will also be part of the planning
Questioning 2013
This document provides an agenda for a staff meeting that includes discussing several instructional frameworks and strategies:
1. Daily 5 and CAFE structures for literacy instruction with a focus on modeling these approaches.
2. Danielson Domain 3 on questioning techniques, highlighting the need for more student-centered discussions.
3. Bloom's Taxonomy and strategies for developing higher-order questioning like QAR, Socratic circles, and open-ended questions to improve reading comprehension.
4. The WriteWell program and how to integrate these questioning approaches into current literacy materials.
5. Guidance for teachers to plan lessons using discussed strategies around an upcoming text selection.
Rupert Middle-UDK & Backwards Design, Jan 2014
This document discusses strategies for supporting all learners through collaboration, literacy engagement, and questioning how current practices support student learning. It describes a workshop where teachers worked in groups to reflect on their classes' strengths and areas for growth, shared ideas, participated in a close reading activity about animal adaptations, and discussed using inquiry and universal design for learning. The document emphasizes building background knowledge, collaborative learning, and making personal connections to support deep thinking.
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Promoting bilangual learning through the household. Presenters: Denise Bettenhausen, Anne Marie Chobot, Nour Ibrahim, Kelly Mitchell and Pilar López
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This document outlines English Language Arts tasks and look-fors for teachers and students. It provides examples of what students should be doing during ELA tasks, such as analyzing themes, determining word meanings, and writing opinions with evidence. It also lists what teachers should be doing, such as establishing routines, modeling skills, providing feedback, and differentiating instruction. The overall document provides guidance on how to structure ELA lessons, what skills students should practice, and how teachers can support student learning.
Capac ela look fors
The document provides information for effective instructional leadership including look-fors when observing classrooms. It discusses using observations and walk-throughs to improve instructional quality and support school improvement. Specific areas of focus for observations are outlined, including common core standards, teaching strategies, student behavior and engagement. A weekly vocabulary lesson plan template is also provided.
Guided reading lesson grades k 1
The guided reading lesson outlines a daily routine for K-1 students that includes running records, word study, guided reading of new books with a focus on comprehension strategies, and independent work like reading familiar books, writing sentences, and discussing texts. Students will read new informational books daily, store recent books in their bags, and use decoding strategies during guided reading sessions on comprehension and phonics skills.
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Questioning 2013
This document provides an agenda for a staff meeting on literacy instruction. It includes the following topics:
1. Using the Daily 5 framework to structure literacy blocks, focusing on modeling the structure.
2. Applying Danielson's Domain 3 on questioning techniques. It notes that most classroom discussions are teacher-centered and aims to increase student-led discussions.
3. Various questioning strategies are discussed, including QAR, Socratic circles, and open-ended questions to improve reading comprehension and critical thinking. Sample questions are provided from stories.
4. Teachers will plan their next literacy lesson using a suggested questioning technique and create questions at various levels to discuss. Implementation and reflection will also be part of the planning
Questioning 2013
This document provides an agenda for a staff meeting that includes discussing several instructional frameworks and strategies:
1. Daily 5 and CAFE structures for literacy instruction with a focus on modeling these approaches.
2. Danielson Domain 3 on questioning techniques, highlighting the need for more student-centered discussions.
3. Bloom's Taxonomy and strategies for developing higher-order questioning like QAR, Socratic circles, and open-ended questions to improve reading comprehension.
4. The WriteWell program and how to integrate these questioning approaches into current literacy materials.
5. Guidance for teachers to plan lessons using discussed strategies around an upcoming text selection.
Rupert Middle-UDK & Backwards Design, Jan 2014
This document discusses strategies for supporting all learners through collaboration, literacy engagement, and questioning how current practices support student learning. It describes a workshop where teachers worked in groups to reflect on their classes' strengths and areas for growth, shared ideas, participated in a close reading activity about animal adaptations, and discussed using inquiry and universal design for learning. The document emphasizes building background knowledge, collaborative learning, and making personal connections to support deep thinking.
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This document outlines English Language Arts tasks and look-fors for teachers and students. It provides examples of what students should be doing during ELA tasks, such as analyzing themes, determining word meanings, and writing opinions with evidence. It also lists what teachers should be doing, such as establishing routines, modeling skills, providing feedback, and differentiating instruction. The overall document provides guidance on how to structure ELA lessons, what skills students should practice, and how teachers can support student learning.
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The document provides information for effective instructional leadership including look-fors when observing classrooms. It discusses using observations and walk-throughs to improve instructional quality and support school improvement. Specific areas of focus for observations are outlined, including common core standards, teaching strategies, student behavior and engagement. A weekly vocabulary lesson plan template is also provided.
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The guided reading lesson outlines a daily routine for K-1 students that includes running records, word study, guided reading of new books with a focus on comprehension strategies, and independent work like reading familiar books, writing sentences, and discussing texts. Students will read new informational books daily, store recent books in their bags, and use decoding strategies during guided reading sessions on comprehension and phonics skills.
Questioning 2013
This document provides an agenda for a staff meeting on literacy instruction. It includes the following topics:
- Using the Daily 5 framework to structure literacy blocks, focusing on modeling the structure.
- Applying Danielson's Domain 3 on questioning techniques, including using questioning throughout reading to develop comprehension. Strategies mentioned include Question-Answer Relationships and Socratic circles.
- Developing higher order questions using Bloom's Taxonomy, including open-ended questions. Examples of questions for the story "Fire!" are provided.
- An update on using the WriteWell program, including using Socratic questions.
- Guidance for teachers on developing lesson plans using selected questioning strategies, stories, and reflection.
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This document provides an overview of several reading comprehension strategies: Question-Answer Relationship (QAR), Guided Highlighted Reading, Reciprocal Teaching, Bloom's Taxonomy, Socratic Circles. It describes each strategy and includes examples, resources and discussion questions. The document also outlines a professional development plan focused on modeling the use of questioning strategies like QAR, Reciprocal Teaching and Socratic Circles in the classroom.
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This document provides an agenda and materials for a professional development session on increasing reading comprehension through questioning strategies and academic vocabulary instruction. The session objectives are to identify strategies to increase comprehension in line with Common Core standards. The agenda covers questioning strategies like Bloom's Taxonomy and QAR, discussions, and academic vocabulary lessons. Examples are provided for implementing questioning routines and constructing response questions. Research is presented on the benefits of discussion-based approaches. Strategies are modeled for teaching math and science vocabulary. The goals are to help teachers plan lessons incorporating questioning and explicit vocabulary instruction.
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This document provides tips and strategies for promoting engaged learning in the classroom. It discusses the importance of student motivation and active learning techniques. Challenges to student engagement are outlined, such as a lack of intrinsic motivation from grades alone. Effective strategies include role playing, debates, response systems, and authentic assessments. The document emphasizes creating a learning-centered environment where students take an active role in constructing knowledge.
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Questioning 2013
This document provides an agenda for a staff meeting on literacy instruction. It includes the following topics:
- Using the Daily 5 framework to structure literacy blocks, focusing on modeling the structure.
- Applying Danielson's Domain 3 on questioning techniques, including using questioning throughout reading to develop comprehension. Strategies mentioned include Question-Answer Relationships and Socratic circles.
- Developing higher order questions using Bloom's Taxonomy, including open-ended questions. Examples of questions for the story "Fire!" are provided.
- An update on using the WriteWell program, including using Socratic questions.
- Guidance for teachers on developing lesson plans using selected questioning strategies, stories, and reflection.
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This document provides an overview of several reading comprehension strategies: Question-Answer Relationship (QAR), Guided Highlighted Reading, Reciprocal Teaching, Bloom's Taxonomy, Socratic Circles. It describes each strategy and includes examples, resources and discussion questions. The document also outlines a professional development plan focused on modeling the use of questioning strategies like QAR, Reciprocal Teaching and Socratic Circles in the classroom.
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This document provides an agenda and notes from a professional development session on increasing student comprehension. The session covered questioning strategies like Bloom's taxonomy and QAR, the importance of classroom discussions, and constructing response questions. It also addressed using academic vocabulary and included templates for lesson planning around vocabulary and questioning. Participants were guided in applying the strategies to their own teaching by selecting passages and developing questions at various levels to use in future lessons.
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Transliterate discussions
Using wikis to support small group work within English studies. A wiki was used to support group work on a module where students analyzed texts. Students found benefits to using the wiki including increased involvement, reflection on ideas, application and consolidation of knowledge from being able to see others' work, and accessibility of the work. The most beneficial activities were found to be writing summaries and peer review. The wiki contributed to better sharing of ideas, understanding of topics, and sharing of workload between group members. Most students reported improved or more frequent use of resources provided due to links and references on the wiki.
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Questioning day 1
This document provides an agenda and information about instructional strategies for reading comprehension. It discusses Danielson Domain 3, the QAR strategy, WriteWell guided reading lessons, reciprocal teaching using the "Fab 4" strategies of questioning, clarifying, predicting and summarizing, Bloom's taxonomy, Socratic circles, and open-ended questioning. Examples and resources are provided for implementing these strategies. A 3-day professional development plan is outlined to introduce, model and observe the use of questioning strategies including QAR, reciprocal teaching and Socratic circles.
Transliterate Discussions
The document discusses using wikis to support small group work in English studies courses. It provides background on transliteracy as the ability to read, write and interact across different platforms and media. The case study describes a typical seminar structure and surveys staff and student perceptions of using small group work and wikis. Students reported that the wiki facilitated collaboration, knowledge consolidation, and improved their online skills and resource usage. The wiki captured discussions, supported blended learning approaches, and contributed to transliteracy skills.
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Differentiation
1. A visual product such as storyboards for an anti-smoking TV ad using minimal words.
2. A kinesthetic product such as a pantomime depicting the internal struggle of whether to smoke and making a decision with a rationale.
3. A written product such as a comic book parody using smoking superheroes/heroines to illustrate the risks of tobacco use. The options differentiate the assignment by having students demonstrate their learning through their preferred modality of visual, kinesthetic, or written expression.
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This document discusses modern teaching methodologies used in early childhood classrooms. It explores a variety of active learning techniques like discussions, group work, storytelling and role playing that encourage student participation and holistic development. Traditional lecturing is compared to these modern methods, which aim to make lessons more engaging and memorable by directly involving students in the learning process. The impact of these student-centered approaches on children's physical, social-emotional and cognitive growth is also addressed.
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1) The document provides notes from learning units 1 and 2 of an education course, highlighting essential practices for literacy instruction. These include giving students choice, providing sufficient time for literacy blocks, having a welcoming classroom environment, quality libraries, and student-centered learning.
2) It emphasizes the importance of modeling strategies through a gradual release model to prevent having to reteach concepts. Additional topics discussed include using anchor charts strategically, resources for implementing student-centered learning, and utilizing picture books in older grades.
3) Areas where participants desired more information, such as inferring instruction and conferring, are noted to be covered later in the course.
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2) Teachers are encouraged to model rich vocabulary use, provide word-learning strategies and activities like word sorts, and incorporate fun word play.
3) Literature circles are presented as a way to actively construct meaning from texts through student-led discussions. Scaffolding roles like discussion director and word wizard are suggested to support student talk.
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Learning unit #1 resources
This document summarizes key practices and resources for student-centered literacy instruction. It discusses:
1) Essential practices for student-centered classrooms like choice, teacher interaction, quality libraries, and showing students strategies instead of just telling them.
2) Respectful language practices and questioning techniques teachers can use to prompt thinking.
3) Resources on student-centered learning including books, articles, and a student engagement inventory.
4) The importance of gradual release and modeling strategies to prevent having to reteach later.
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This document provides an agenda and resources for a reading strategies workshop. The agenda outlines that the workshop will cover reading strategies and a reading strategies flipbook to support teachers' instructional decisions. It will involve practicing observing reading behaviors. Several handouts are then presented that further explain the content, including defining characteristics of different reading levels from emergent to advanced. Video examples are linked and prompts provided to have teachers analyze readers' stages of development, behaviors, and instructional next steps. The document aims to help teachers determine students' reading levels and needs through observation in order to make informed instructional decisions.
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This document contains a rubric for assessing students on the strategies of reciprocal teaching: predicting, questioning, clarifying, and summarizing. It provides descriptors for scores of 4, 3, 2, and 1 for each strategy. For a score of 4, the student consistently demonstrates strong use of the strategy, such as using evidence to adjust predictions. A score of 3 indicates the student sometimes demonstrates the strategy well. A score of 2 means the student rarely uses the strategy well. A score of 1 means the student does not use the strategy. The rubric is intended to guide student-teacher conferences on reciprocal teaching goals and performance.
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The document is a conferring log and rubric used by a teacher, J. Evans, at St. Clair County RESA. It contains sections to record the student's name, date, goal for the conference, scores on a 4-point scale for skills, notes and observations from the conference, and next steps discussed. The rubric lists skills that can be scored on whether they are demonstrated consistently, sometimes, rarely, or not at all during conferences.
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Questioning 2013
- 1. Jennifer Evans Assistant Director ELA St. Clair County RESA Evans.jennifer@sccresa.org http://www.protopage.com/evans.jennifer#Untitled/Home
- 2. Agenda Daily 5 / Café Danielson Framework Domain 3 Other Comprehension/Intervention Questioning strategies WriteWell© Bookmark Using Daily 5, Danielson, and Bloom’s, with Current Materials Bloom’s
- 4. Daily 5 / CAFE • Daily 5 Structure: Model, Model, Model Read to Self Spelling / Word Work Working on Writing Read to Someone Listen to Reading
- 8. Danielson Domain #3 • Using Questioning and Discussion Techniques
- 9. Too Much Teacher Talk? In one study of 1,151 classroom discussions occurring in over 200 classrooms: – 93.31% (1074 discussions) were completely monologic (teacher-centered) in nature – Of the 6.69% (77) that included “dialogic episodes” (moments when students directed the conversation), those episodes lasted for an average of 15 seconds (Nystrand et al., 2003)
- 10. Goal: Comprehension • 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: ight 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.) Project S.T.A.R.S. Strategies - Request, Thick and Thin, Nonfiction, Open-ended - Socratic Circles
- 11. Harcourt – Trophies Example • Read First paragraph of “Old Notch” – Ask: How long of a ride in the car would it be to go to the store? (one hour) – How do you know? (read it right there in the text) – Why do you think someone would want to live that far away from a store? – How do you know? (in my head) Two main places to find answers
- 12. Open Ended questions - Brainstorming • https://www.teachingchannel.org/videos/anal yzing-text-brainstorming
- 13. “Students in classrooms with high academic demands and more emphasis on discussion-based approaches show higher end-of-year literacy performance.” (Applebee et al., 2003, p. 717)
- 14. What is a Socratic Circle? A constructivist strategy in which participants engage in a conversation to collectively seek a deeper understanding of complex ideas.
- 15. WriteWell: Socratic Questions • ReadWell Unit of Study:
- 17. Socratic Questions for “Fire!” After reading “Fire!”, do you think you would like to be a firefighter? (p 515 Open-ended response) What is the difference between firefighters in big cities and firefighters in many small towns? (p 507 Summarize) Evaluate “Question of the Day” to use
- 18. Grade Level Planning 1. Look at your next story 2. Decide on a Questioning Strategy to use (QAR, Socratic, ReQuest, Thick and Thin, Nonfiction, Open-ended, etc.) 3. Create at least 3 questions, at various levels, you would like the students to discuss. 4. Plan when to implement the lesson 5. Reflection?
- 19. Questions?
Editor's Notes
- Focus on Writing StandardsGive them the Standards bookmarks for their grade level
- Brewer – 5th grade
- Adults – set up; see WriteWell for more examples