Do Now Directions: Please label the following questions as Key Ideas and Details Question (Standards 1-3) Craft and Structure Question (Standards 4-6) Integration of Knowledge and Ideas Question (Standards 7-9) Defend your answer by explaining how you know. Grades K-2 1. Which of these words is a clue to what/how the character is thinking? 2. Looking at the picture, what do we learn about the setting of the story? 3. What if the events happened in a different order? 5 min Answers: 1. Craft & Structure 2. Integration of Knowledge and Ideas 3. Key Ideas & Details

Do Now Directions: Please label the following questions as Key Ideas and Details Question (Standards 1-3) Craft and Structure Question (Standards 4-6) Integration of Knowledge and Ideas Question (Standards 7-9) Defend your answer by explaining how you know. Grade 3-5 1. Compare the account these two people are giving. What are the differences in how they tell the events? 2. Identify two points the author is trying to make. 3. Which of these details does not support the main idea of this text? 5 min Answers: 1. Craft & Structure 2. Integration of Knowledge and Ideas 3. Key Ideas & Details

Do Now Directions: Please label the following questions as Key Ideas and Details Question (Standards 1-3) Craft and Structure Question (Standards 4-6) Integration of Knowledge and Ideas Question (Standards 7-9) Defend your answer by explaining how you know. Grade 6-8 1. Which of the following quotes best describe this character’s point of view? 2. Which of the following claims are used to support the main argument of this passage? 3. What are the pros and cons or inconsistencies of the theme of this text? 5 min Answers: 1. Craft & Structure 2. Integration of Knowledge and Ideas 3. Key Ideas & Details

Optimizing Student Learning Through Questioning – Part II Facilitator Portion (slides 4-10) – 15 min iZone 2016-2017 Collaborative II December 6, 2016

Agenda Session Overview Background Information Practice Planning Exit Ticket Survey

Working Agreements Listen with the intent to understand. Ask questions! Focus on how this applies to your daily work. Imagine the possibilities! Create a safe place to air confusion and raise questions. Share your ideas! Support ideas with evidence. Always.

Learning Goals Know…how to plan for questioning in instruction. Understand…how to plan text-dependent/text-specific questions that align to daily objectives and corresponding standard(s). Do…use a grade-level text to create multi-level questions that guide students to mastery of daily objective and corresponding standard(s).

Creating Coherent Sets of Text-Dependent Questions Students must return to the text to find evidence for their responses. These questions should not be solely based on recall. General Understanding and key detail questions occur more frequently than inferences and opinion type questions Question types should move from sentence level to whole text and across multiple texts. General Understanding: Student’s overall understanding of what they read . (Who is the main character in the story?) Key Details: Focus on key details of the story and asking students what they remember from what they read. (How long did it take the the egg to turn into a butterfly?) Vocabulary and text structure: focus on specific words or phrases the author uses as well as the structure of the text As you develop questions for vocabulary consider which words should be taught: 1) essential to text 2) likely to appear in future texts (How does the author help us understand what the word “adapt” means?) Author’s Purpose: Require students to understand why the author wrote the text and the purpose (What was the author’s purpose for writing this story and from who’s point of view is the story told?) Inferences: guessing or telling students to read between the line (The title of the story is Miles from Home. How do we know he is far away from home?) Opinions, arguments, intertextual connections: Generate discussion and personal connections and follow a discussion that has been built on all the other type of questions (How are these two stories similar? How are they different? Bottom – words and sentences Middle – paragraph structure Top – multiple texts

Phases of Questioning Level 1: What does the text say? (RL and RI Standards 1-3) Level 2: How does the text work? (RL and RI Standards 4-6) Level 3: What does the text mean? (RL and RI Standards 7-9) Level 4: What does the text inspire you to do? (RL and RI Standard 10) Phase/Level 1: General understanding questions cause students to attend to the major points in the text, such as the sequence of events, the story arc or important plot points, or the main claim and evidence. These are paired with key detail questions that drill down further. These are often phrased as who, what, when, where, why, how much, or how many kinds of questions. The purpose is not to quiz students on minutia, but to link the major idea of the piece to the details the author has provided that directly support it. Phase/Level 2: This category involves the mechanics of the text. Questions about vocabulary words and phrases are essential because they provide students the opportunity to resolve the unknown. They can also include questions about the connotations of words or phrases including mood, tone, and analogies. Text structure questions also ask students to locate the ways in which cause and effect, problem-solution, or extended description are used by the writer. Author’s craft questions cause students to notice the writer’s deliberate use of word choice, syntax, dialogue, and choice of genre to shape the message. Phase/Level 3: Author’s purpose questions probe the stated and hidden or subversive intentions of the author and the relationship the writer has to the topic. Phase/Level 4: These questions invite opinion with evidence or argument and result in some task. They invite students to take a critical stance by examining structures, alternate perspectives, and posing problem themselves. These questions lead to research or investigation, and are expressed through debate, presentation, or writing. Final Note: The progression of text-dependent questions allow teacher to check for understanding, make formative assessment decisions, and ensure students engage in critical thinking.

Exemplar Study Review the exemplar text and questions, tracking your noticings and wonderings 2. Be prepared to share your thoughts and observations Provide participants with exemplar 15 minutes read 5 minutes share

Practice Read the text and develop questions reflecting your assigned Level (1-4) of questioning *use the exemplar and question stems to guide your work Be prepared to share your questions and provide feedback Provide question stems/standard alignment (Frey & Fischer) 5 minutes 5 mniutes share

Practical Application Use your current lesson plans, text, and related standards to create questions reflecting Levels 1-4 for upcoming instruction Be prepared to share your questions and provide feedback 20 min planning 10 min share/feedback Consider having participants create only one question per level

Exit Ticket One thing I’m excited about after today’s session is… One thing I’ve learned that I’m going to put into practice is… One lingering question I have is… 5 minutes

Survey https://www.surveymonkey.com/r/KVM23Y9 5 minutes

Additional Tasks (individual/by grade band) Gather supplies for sessions (chart paper, post-its, markers, copies) Email flyer (COB 11/28 – today!) and reminder (COB 12/5) to teachers