Document 7326269

Report
The Access Strategies and
Questioning
Principal’s Meeting
Wednesday, March 10, 2010
Objectives
To understand:
• Data for Local District 8 subgroups
• How Access Strategies provide universal
access
• How the art of questioning can improve
comprehension for all students
Examining the Data
English Learners and CELDT
English Learners and CST
Reclassification
Access Strategies
• Think Pair Share:
• What do you know about the Access
Strategies?
Access Strategies
• The Access Strategies were an outgrowth
of the A+ Summit in December ’07:
The Four Access Strategies:
• Cooperative and Communal Learning
Environments
• Instructional Conversations
• Academic Language Development
• Advanced Graphic Organizers
Consult your handout for more information
Access Observables
• Complete 2 examples of when you have
seen the use of an access strategy
• Be specific—what did it look like or sound
During 1 grade Language
like?
st
Arts, students worked together
in groups to compare and
contrast modes of
transportation using the
sentence: “___ has ___, but
___ has ___.”
• Tell your partner which strategy was used
• Place your examples under their
corresponding branch
Access Observables
Talk to your Table:
• What do you notice from the Tree Map?
• What Access strategies are the most and
least observed? Why?
Access Strategies
Coop
IC’s
ALD
GO’s
Table Talk:
• What are the implications of the Comprehension
and Fluency data?
Table Talk:
• What are the implications of the Comprehension
and Fluency data?
Questioning Improves
Comprehension
“Questioning has long been used by
teachers as a way to guide and monitor
student learning. ‘Research shows that
teacher questioning strongly supports and
advances students’ learning from reading’
(Armbruster, Lehr, and Osborn, 2001)
Questions
• Which question requires the student to
recall or reread for factual information?
• Which question asks the student to
interpret or infer an answer?
Questions
1. What does Mama mean when she says,
“Time to put the vegetables to bed, Amy?”
•
•
•
They had to cover the vegetables with leaves.
Leaves had fallen off the trees.
The vegetable garden was wet.
2. How many trips did Amy and Mama make
from the trees to the vegetable garden?
•
•
•
Seven
Five
Four
Challenging Questions
• Which question is more challenging for
students to answer correctly?
• Why is this so?
Bloom’s Taxonomy
Six levels
1. Knowledge
2. Comprehension
3. Application
4. Analysis
5. Synthesis
6. Evaluation
Consult your handout for more information
Bloom’s Taxonomy
Try It!
• Work with your table to identify and
discuss the levels of Bloom’s Taxonomy
for these questions taken from The Little
Red Hen.
– “I think ____ is at the ____ level because…”
Bloom’s Taxonomy
Try It!
• Identify and discuss the levels of Bloom’s
Taxonomy for these questions taken from
a variety of grade level reading selections.
• Highlight the question stems.
Questions on the CST
1. Read the brief passage and the
questions that follow on the next page.
2. Identify the level of each question
(Bloom’s Taxonomy).
3. Highlight words or phrases in the
questions that might be challenging for
your students.
Complex Questions
• With which questions will students have
the most trouble?
• At what grade level should the more
complex levels of questions be
introduced?
Using Academic Language
“Teach and consistently incorporate into
your questions words that have been
shown to trip up at-risk students on
standardized tests. Some of these words
include analyze, infer, trace, explain, and
contrast.”
L. Bell (2003)
Strategies that Close the Gap
Common Academic Language On
the CST
•
•
•
•
•
•
•
•
•
•
In the sentence above, the author uses the word___
What is ___ MOST likely to do?
Which sentence BEST tells…
How did ___ solve his problem?
This story is BEST described as a…(genre choices)
Which of these is a theme in this story?
Which words are ANTONYMS?
Which is NOT a complete sentence?
In the last paragraph, the author…
This passage teaches…
» Source: CA Dept. of Education 3rd Grade Test Release Questions
Lesson Scenario
• As you read, think about these questions:
– What level of thinking does making inferences
require
– Who does most of the “work” of making
inferences in this lesson?
– What questions does the teacher ask in order
to return students to the text to answer the
inference questions?
Scenario
The third grade reading lesson today is on making inferences. The students
are seated at their desks with their books open.
Teacher W asks if anyone know what it means to make an inference. Two
students (Maria and Ramon) raise their hands. The teacher calls on Maria
who says, “It’s like figuring out something.” The teacher acknowledges the
answer by telling Maria that she is right.
Next, the teacher reads the first paragraph of this week’s selection to the
class and asks if anyone can make an inference about what the main
character is like.
DeShun raises his hand and says, “Honest.” The teacher again confirms
this response by saying it is correct—the main character is honest.
The teacher asks the students to silently read the first paragraph on the next
page. Then the teacher asks if anyone can make an inference about what
they read.
No one raises their hand, so the teacher says, “ An inference I can make is
that this paragraph was difficult to comprehend!”
Classroom Visitations
• Please review your Access Strategies
Observation Matrix
• Consult your Access Strategies handout to
add key words
• As you visit classrooms, note strategies
you observe
• Also note any questions you have

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