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

Daily 5 Questioning

Danielson Framework Questioning

Close reading Strategies:

Post-It Notes and Guided Highlighted

Reading

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

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.

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

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.

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.

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.

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 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 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

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 performance-task?

(Turn and Talk)

Connection

Grade Level Planning

1. Look at your next story

2. Decide on a Close Reading Strategy to use (Post-It Notes or Guided Highlighted Reading)

3. Create at least 3 questions, at various levels, you would like the students to answer

4. Plan when to implement the lesson

Questions?