questioning – part 2
Post on 15-Jan-2015
147 Views
Preview:
DESCRIPTION
TRANSCRIPT
Questioning – Part 2
Jennifer Evans
Assistant Director ELA
St. Clair County RESA
Evans.jennifer@sccresa.org
http://www.protopage.com/evans.jennifer#Untitled/Home
Agenda
Review Question Session 1: Daily 5 Questioning,
Blooms, Socratic Discussions
Danielson Framework Questioning
Close reading Strategies:
Post-It Notes , Guided
Highlighted Reading,
annotating
Implementing Close Reading
Strategies With Current
Materials
Using Bloom’s with Close Reading
Strategies
Danielson Domain #3 Using Questioning and Discussion
Techniques
CAFÉ
Comprehension Accuracy
Fluency Expand Vocabulary
Review Questioning Day 1
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, Open-ended- Socratic Circles http://www.youtube.com/watch?v=YDP75I1b5Do
The use of questioning routines, such as QAR, questioning the author, or Bloom’s, is effective for developing text-dependent
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)
1. Post-it Notes
2. Guided Highlighted
Reading
Learning How to Annotate
Close and Critical Reading Strategies for Questioning Day 2:
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.
“Post-it Notes”
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
Post-it Notes
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.
First Reading:
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.
To start, use this language frame: “I was amazed to
learn that _________!”
Write your amazing fact on a sticky note to be used in the discussion.
First Discussion
Take notes or record an anchor chart listing the
amazing facts the students share.
Record unfamiliar or unclear words or phrases and
how they attempted to
understand them.
Recorded responses will be used to determine
what will be modeled during the read-aloud.
Second Discussion
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
coat his markers.”
After finishing the shared reading,
transition students to a discussion using a
series of text-dependent questions.
Second Reading: Teacher-Led Shared Reading and Think-Aloud
Examples of possible think-alouds for this text can be found on pages 124-125.
Keep in mind that the purpose of text-dependent 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.
Third Discussion
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?
Third Discussion Questions:
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.
Journal/Essay Writing
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
Repeat Post-it Note Strategy
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
Post-it Notes Strategy used with Frog and Locust
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.
First Reading:
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.
To start, use this language frame: “I was amazed to
learn that _________!”
Write your amazing fact on a sticky note to be used in the discussion.
First Discussion
Take notes or record an anchor chart listing the
amazing facts the students share.
Record unfamiliar or unclear words or phrases and
how they attempted to
understand them.
Recorded responses will be used to determine
what will be modeled.
Second Discussion
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 text-dependent questions.
Second Reading: Teacher-Led Shared Reading and Think-Aloud
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?
Third Discussion Questions:
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.
Journal/Essay Writing
https://www.teachingchannel.org/videos/enhance-student-note-taking (5th grade Brewer)
https://www.teachingchannel.org/videos/student-annotated-reading-strategy (9th grade)
Post-its Video
Chips In Activity:◦How would you use this strategy in preparation for a constructed response or performance-task?
Connection
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
Guided Highlighted Reading:
1. Select Text2. 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
Guided Highlighted Reading
1. Read the Preamble of the United States Constitution
2. Highlight as directed (p 74)
3. Review other activities (p 75-81)
4. What discussion of this content
might take place? (turn and talk)
Example of Guided Highlighted Reading
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
Second Example of Guided Highlighted Reading
How would you use this strategy in preparation for a constructed response or performance-task?
(Turn and Talk)
Connection
https://www.youtube.com/watch?v=zy45es1HyO0 (3:54)
Learning How to Annotate
Other handouts
Grade Level Planning
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
Questions?
top related