Presented by: Sheryl White
Grade 3
Santa Fe Public Schools
November 30, 2012


 Understand the importance of student generated questions
 Developing a classroom culture of questioning
 Understand techniques for asking and answering questions.
 Understand Text-Dependent Questions and the
CCSS
 Understanding the emphasis on using textual evidence.

rd

RL.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
RI.3.1
Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
SL.3.3
Ask and answer questions about information from a speaker, offering appropriate elaboration and detail.


Student Teacher
Generated Generated
Questions Questions


The Strategy That Propels Readers Forward
 “Questioning is the strategy that keeps readers engaged. When readers ask questions, they clarify understanding and forge ahead to make meaning.
Asking questions is at the heart of thoughtful reading.”
 Harvey and Goudvis

 improves students’ thinking about and understanding of the text.
 promotes active listening, reading and processing.
 helps students recall important ideas
 increases students monitor of their own comprehension
 motivates students to answer their own questions
 stimulates students’ curiosity
 helps students improve reading comprehension regardless of reading level


 ask questions before, during and after reading.
 determine if the answers to their questions can be found in the text or whether they will need to infer.
 understand that hearing others’ questions will activate new ones of their own.
 understand that asking questions is used beyond school and in their everyday lives.


Independent Application
Independent Practice
Guided Practice
Teacher Modeling
8


how
9


 “The think aloud gives students the opportunity to see our thinking when we read, the connections we make, the questions we ask, our inferences and predictions.”
 “It is through the read aloud that teachers show their students their thinking process when reading.”
 From “Strategies that Work”
10

 photos/illustrations
 picture books/informational text
 personal reading material
 classroom materials
 short text/lifted text
 poetry/musical lyrics
11
Hattie




 Use visuals as a means of guiding students.
 Auditory and visual cues support all learners.
 Two or three column charts
 KWL
 Anchor Charts
13


Types of Anchor Charts
 “I wonder…”
 Question types
 Question stems
 Question examples
 Reasons good readers ask questions
 Finding evidence from text


18


 Reasons to ask questions:


 Before, During, After
 Thick and Thin Questions
 QARs
 Text Dependent Questions
 Questioning Webs


 Tell students that good readers (and listeners) ask questions…




Great readers ask questions before reading! Readers set a purpose for reading.
They want to find answers to their questions.

Sometimes unexpected things happen in our stories or books! Readers should always be thinking of questions while reading.
Even after we are finished reading, we should think deeply about the text.
Sometimes, our thickest questions come at the end.

QUESTIONS
by Ann Whitford Paul

ANSWERS
Before
During
After

Say Something & Paired Questioning

1.
Decide how much text will be read before stopping to Say Something
2.
When you Say Something do one or more of the following:
• Make a prediction
• Ask a question
• Clarify something you don’t understand
• Make a comment or “I wonder..”
• Make a connection to the text
3.
If you can’t do one, then you need to reread

Thin
Thin Questions

THICK QUESTIONS
• Answers are
“right there” in the text.
(Literal)
• Answers are not in the text. You have to think about them.
(Inference)


 When the answers can be found in the text, they are usually literal. You might say that "you can find the answer on page ___". Literal questions show that you understand what the author wrote, but they do not show that you understand what the author meant.
 Who? What? Where? When? How?
 What happened when...?
 Who did what?
 Where did it happen?


 Thick Questions are also making inferences . When the text does not tell you, but instead shows you, you must figure it out. This is an inference.
 What caused this...?
 What personality traits does this character have?
Give examples.
 What is the mood of the story? How did the author create that mood?
 Why do you think that happened?


 When we make connections with the text, we are actively engaged with it. You can make Text to
Text connections , Text to Self connections and
Text to World connections . They all show that you are thinking and reflecting about what you are reading.
 I liked.... because...
 I wondered...
 This confused me...




 Thin questions deal with specific content or words.
 Answers to thin questions are short and close ended.
 Example: Where did the story
Goldilocks and the three Bears take place?


 A thick question is a question that requires more than a one or two word response. It deals with the big picture and large concepts
 Thick answers are involved, complex, and open ended.
 Example: Why do you think the three
Bears did not lock their door?

Thin

 What do you think the Bears did on their walk?
 Thick - INFERENCE
 Who where the main characters in the story?
 Thin - LITERAL
 How would you feel if someone broke into your house?
 Thick – INFERENCE*
 When did this story take place?
 Thin - LITERAL
 Why do you think Goldilocks ran from the house?
 Thick - INFERENCE

Thin Questions THICK Questions
Who…
What…
Where…
When…
Why..
How…
I wonder…
I’m curious…
(Makes me think a LITTLE!)
(Makes me think a LOT!)

Present
Past
EVENT
What is/are?
What did/do/ does?
REASON MEANS SITUATION CHOICE
Thin Questions
PERSON
Where/when is/are?
Where/when did/do/does?
Which is/are? Who is/are? Why is/are? How is/are?

Which did/do/does?
Who did/do/ does?
Why did/do/ does?
How did/do/ does?
Possibility
What can?
Where/when can?
Which can? Who can? Why can? How can?
THICK Questions
Probability
What would/could?
Where/when would/could?
Which would/could?
Who would/could?
Why would/could?
How would/could?
Prediction What will?
Where/when will?
Which will? Who will? Why will? How will?
Imagination What might?
Where/when might?
Which might? Who might? Why might? How might?


 The questions can be made into:
 Cards
 Cubes
 Single Questions
 Spinners
 Strips


 Have students keep a question log for texts they are reading.
OR
 Give students 10 cents for each thin question they generate.
 Keep a jar o r bank that collects the # of THICK questions students may ask.
 Give them 25 cents for the THICK questions they generate.
 Provide incentives for students.
41

Book:
Question:
THICK or
Thin
$ Answer Information from
Text Used to
Answer
42


And what’s the evidence???

A Key Focus of Common Core
Standards

Evidence:
 Students will be asked refer to the text and cite evidence from the text.
 Students ability to move from personal opinions and experiences to use of textual evidence will be a critical skill needed for future success.
 Eighty to 90 percent of the reading standards in each grade require text dependent analysis.

Q
A
R

 QAR is a four part strategy to help student identify where and how to find answers to the different types of questions they have generated or those questions posed by the teacher.
 QAR can and should be used with:
 Literature
 Informational Text
45

Q
A
R

46

Q
A
R

 Right There- answer is textually explicit, found right in the text, usually in one sentence.
 Think and Search- answer is usually in the text, the answer is often implicit and the student may have to look in multiple sections for answer the question.
Are these types of questions THICK or
Thin?
47

Q
A
R

 Author and You- the answer is not directly found in the text, the students combines their background knowledge with what the author has written.
 On Your Own- requires students to think about what is already known from their reading and experiences that is not part of what they read!!
48



Tom has lived in Marysville his entire life. However, tomorrow, Tom and his family would be moving 200 miles away to Grand Rapids. Tom hated the idea of having to move. He would be leaving behind his best friend,
Ron, the baseball team he had played on for the last two years, and the big swing in his backyard where he liked to sit and think. And to make matters worse, he was moving on his birthday! Tom would be thirteen tomorrow. He was going to be a teenager! He wanted to spend the day with his friends, not watching his house being packed up and put on a truck. He thought that moving was a horrible way to spend his birthday.
What about a party? What about spending the day with his friends? What about what he wanted?
That was just the problem. No one ever asked Tom what he wanted. http://www.vdoe.whro.org/elementary_reading/QAR1-25-20
10_F8_FastStart_512k.swf


1. How long has Tom lived in Marysville?
2. What is the name of the town where Tom and his family are moving?
3. What might Tom do to make moving to a new town easier for him?
4. Does Tom like playing on the baseball team he has played on for the last two years?
5. In what ways can moving to a new house and to a new city be exciting?
6. What is Tom’s best friend’s name?

Right There
Think and Search
Author and You ….

On Your Own-
• questions motivate students but are
NOT a focus on Common Core!!!!
• questions do not require students locate evidence from a text.


 Using the informational text you have been given, generate 4-6 questions.
 Record one question per post-it note.
 Label each question:
 t= thin question
 T= thick question
 Now , place each post-it under the category that will identify where the answer will come from.
53




What are they?
Why are they so important?
(Shoulder partner/Triad Discussion )



 Students will be asked to answer questions that are dependent on reading of text.
 Rather than the quicker connections between text and self , teachers must now train students to stay in the text, to infer and to respond to questions based on reading of the text .
 Student answers should be based on what has been read, not solely on opinions or experience.


 Questions that do not pull students away from the text
(e.g. Tell me about a time you went sight-seeing . . .
 Not text-dependent!)
 Questions that are specific to the information found in a particular text rather than general questions that could be asked of any text.
 Questions that require students to pull evidence from the text in order to answer them.
 Questions that are open-ended (e.g. not one clear answer) and require students to re-read the text closely in order to infer, interpret, and analyze ideas and language.

Not Text-Dependent

In “Casey at the Bat,” Casey

What makes Casey’s experiences at bat humorous? strikes out. Describe a time when you failed at something.

In “Letter from a Birmingham

What can you infer from King’s letter about the letter that he Jail,” Dr. King discusses nonviolent received? protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.

In “The Gettysburg Address”

“The Gettysburg Address”
Lincoln says the nation is dedicated mentions the year 1776. According to to the proposition that all men are
Lincoln’s speech, why is this year created equal. Why is equality an significant to the events described in the speech?

Students’ Command of Evidence with Complex Texts is at the Core
60
SO. . .
Two standards are always in play—whether they be reading or writing items, selected-response or constructed-response items on any one of the four components of PARCC. They are:
 Reading Standard One (Use of Evidence)
 Reading Standard Ten (Complex Texts)

PARCC Grade 3 Evidence-Based
Selected-Response Item #1
Part A
What is one main idea of “ How
Animals Live?
” a.
There are many types of animals on the planet. b.
Animals need water to live. c.
There are many ways to sort different animals.*
61 d.
Animals begin their life cycles in different forms.
Which sentence from the article best supports the answer to Part A? a.
“ Animals get oxygen from air or water.
” b.
"Animals can be grouped by their traits.
” * c.
"Worms are invertebrates.
” d.
"All animals grow and change over time.
” e.
"Almost all animals need water, food, oxygen, and shelter to live."
PARCC Prototypes

PARCC Grade 3 Technology-
Enhanced Constructed-Response

Drag the words from the word box into the correct locations on the graphic to show the life cycle of a butterfly as described in “ How Animals Live.
”
Words :
Pupa Adult
Egg Larva
62
PARCC Prototypes


 Read the excerpt from:
The Story of Ruby Bridges
(Found in Appendix B)
 As a group, cut the questions cards up and sort them between text-dependent and nontext-dependent questions.
 Reread each text-dependent question.
 Locate the part of text in which the answer is found


Teaching Students to Locate Evidence:
 What are all the types of evidence students can use?
 They must be taught how to do this!


 Bookmarking or Coding the Text
 Detecting the Answers
 Highlighting/Numbering
 Using the Text/
 Tabbing the Text

? I have a question
W This word is important
E This is evidence



Question

Answer Page #
Insist that students go beyond recording the page number.
Ask them to record key phrases, words, etc.


Using sticky notes, cut 5-6 strip up to the sticky part.
Have students use to place individual strips on place in text where they have located the evidence to a question.


Text Evidence
 Facts and details right from the book.
 Sentence starters: “The book says” or “In the text” or “For example”
Your
Interpretations
 Your own ideas, thoughts or response to the text evidence.
 Sentence starters: “This shows that” or “To me this means” or “This happened because” or
“I think”

Tools for referring to the text using verbal or written responses:

Tools for referring to the text using verbal or written responses:


Speaking and Listening Standards ask students to engage in discussion about a topics that they have read or listened to
 A series of sentences starters that guide students in providing text-based responses.
 Cut in strips, have students use as a starter when responding.


75


76


Let’s build a culture of generating questions and finding evidence!


 Refer to Text

are?
Which
What
How was? could? will?
Where
Why did? might?
Who were? is? do? am? may? would?


 K-W-L
 K—What we think we know
 W-What we want to know. Generate questions
 L- How did we find answers? What did the text
“tell” us?


Thin 1. What is the Moon made of? When was it made?
Thin 2. When did people start counting how many asteroids hit the Moon? Did they start with zero?
Thick 3. How did the Moon get in the sky?
Thick 4. How did people find the Moon?
Thick 5. Why is the Moon called the Moon?
Thick 6. Why does the Moon have no gravity?
Thin 7. Is the Moon close to a satellite?
Thin 8. Do scientists have another name for the Moon?
Thick9. Why do we sometimes see only a half moon, full moon and quarter moon?
Thin 10. How many moons are there?
Thick 11. Why does the moon revolve around the Earth?
Thin 12. Who was the first person on the Moon?
Thin 13. What’s inside the Moon?
Thick 14. Why is the Moon white?


 Right There
 Think and Search
 Author and Me
 On My Own



 After reading an assigned text about an event or an object, each student will create an illustration, with labels, to show understanding of the description.
 Teachers will evaluate the students’ ability to recreate the event or object with an emphasis on explicit references to the text.
 Teachers should also discuss student work with selected students.