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and Discussion. bad. Using Questioning and Discussion Techniques. 3 ELEMENTS OF COMPETENCY Quality of questions/prompts Discussion techniques Student participation. Group & Partners. Clock Buddies Set this up at the beginning of the year and use it as often as you need .
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bad Using Questioning and Discussion Techniques
3 ELEMENTS OF COMPETENCY Quality of questions/prompts Discussion techniques Student participation
Group & Partners Clock Buddies Set this up at the beginning of the year and use it as often as you need. (go one hour at a time)
CCLS • SL K.1 • Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. • Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). • Continue a conversation through multiple exchanges. • Seek to understand and communicate with individuals from different cultural backgrounds.
CCLS • SL 1.1 • Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups. • Follow agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time about the topics and texts under discussion). • Build on others’ talk in conversations by responding to the comments of others through multiple exchanges. • Ask questions to clear up any confusion about the topics and texts under discussion. • Seek to understand and communicate with individuals from different cultural backgrounds.
CCLS • SL 2.1 • Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups. • Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). • Build on others’ talk in conversations by linking their comments to the remarks of others. • Ask for clarification and further explanation as needed about the topics and texts under discussion. • Seek to understand and communicate with individuals from different cultural backgrounds.
CCLS • SL 3.1 • Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly. • a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. • b. Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time about the topics and texts under discussion). • c. Ask questions to check understanding of information presented, stay on topic, and link their comments to the remarks of others. • d. Explain their own ideas and understanding in light of the discussion.
CCLS • SL 4.1 • Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’ ideas and expressing their own clearly. • a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. • b. Follow agreed-upon rules for discussions and carry out assigned roles. • c. Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. • d. Review the key ideas expressed and explain their own ideas and understanding in light of the discussion.
CCLS • SL 5.1 • Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’ ideas and expressing their own clearly. • a. Come to discussions prepared, having read or studied required material; explicitly draw on that preparation and other information known about the topic to explore ideas under discussion. • b. Follow agreed-upon rules for discussions and carry out assigned roles. • Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. • c. Review the key ideas expressed and draw conclusions in light of information and knowledge gained from the discussions. • d. Seek to understand and communicate with individuals from different perspectives and cultural backgrounds.
ANSWERING Answer Cards Card-O-Matic Response Boards Clarification Time
ANSWERING Answer Cards Card-O-Matic Response Boards Clarification Time
ANSWERING Answer Cards Card-O-Matic Response Boards Clarification Time
ANSWERING Answer Cards Card-O-Matic Response Boards Clarification Time
Wait Time How can you slow down your questioning? Be deliberate, be intentional, use your magic! Finger on the brain…
HOTS 6- CREATING 5- EVALUATING 4- ANALYZING 3- APPLYING 2- UNDERSTANDING 1- REMEMBERING What would happen if...?How many ways can you...? Find a better solution to...Judge the value of... BLOOM’S QUESTION ARROW Explain what must have happened when..? What are other possible outcomes? Group by characteristics such as...?What factors would you change if...? Write in your own words...?Write a brief outline...? What happened after...?How many...? LOTS
Stump the Star Using text in singles, pairs, or small groups…students try to Stump the Stars
CSI SLIDE CAREFULLY STUDY INFORMATION
CSI Questions Right There Look Deep I Wonder
CSI Questions • BEFORE YOU READ • Who wrote it? • What type of writing is it? • AFTER YOU READ • What did you learn? • Who should read it?
Reciprocal Questioning The teacher leads the whole class in silently reading a segment of text. Students then ask questions of the teacher about the content of the section of text they read. Next, students and teacher change roles. They all read the next section of the text silently. When they finish the second segment of text, the teacher questions the students. They take turns back and forth alternating between questioning and responding. As the process continues, students learn to imitate the teacher's questioning behavior.
ITPCGM Using Non-Text Structures- Getting Ready to Read Instructions Title Pictures Captions Graphs Maps
