1. WISH YOUR STUDENTS HAD INQUIRING MINDS? TRY QUESTION QUADS! NCSS, New Orleans Saturday, November 14, 2015 2:40-3:30PM

2. WHO WE ARE

3. PRESENTER BIOGRAPHIES  Angela Orr, Nicolette Smith, and Stacy Drum: Work as teachers on special assignment with the Washoe County School District. Supporting teachers with social studies and literacy education. PRESENTER BIOGRAPHIES

4. WASHOE COUNTY SCHOOL DISTRICT SOCIAL STUDIES  Early implementer of CCSS  American Radio Works Documentary  Fordham Foundation Report  35 Core Advocates for Student Achievement Partners  Center for American Progress Report  20 close read lessons available on www.acheivethecore.orgwww.acheivethecore.org  Nevada Ready Campaign  Grassroots effort to begin with teachers and develop own resources (not a top- down approach)  Focus on close reading, argumentative writing, document based questions, research- based discussion methods WASHOE COUNTY SCHOOL DISTRICT SOCIAL STUDIES

5. QUESTION QUADS  Help students learn to ask better questions  Allow students to dig into text using questions they formulate  Encourage student discussion and probing  Encourage speaking clearly and listening intently  Provide a formative check as teacher monitors Why Question Quads?

6. TEXT DEPENDENT & SPECIFIC QUESTIONSEX Text Dependent Questions Require students to answer using evidence from the text; cannot be answered without reading the text Text Specific Questions Require students to delve into the particular complexities of the text at hand; are based solely on that text, not generalizable (e.g. not “What are the main idea and details of the text?”). Text Dependent and Text Specific Questions

7. FOCUS ON THE TEXT. Please read and annotate the document silently from lines 75- 124.

8.  Annotate lines 75-124  Looking for examples of: 1. Loaded language, hyperbole, or interesting verb choice 2. How does the author structure his argument? What techniques are used to persuade?  Make notes in the margin about why the authors might have used these words and phrases?

9. QUESTION QUAD PROTOCOL  Develop a set of question stems that students can use with the text at hand. Place them on notecards.  Choose a text that is complex but not overly complex. Students should be able to understand it well enough to ask questions about it.  Consider using this strategy with a set of small texts (like a DBQ).  Place students in groups of four readers (A, B, C, D) and provide them with the stem cards.  Ask each student to pick a stem card and write two questions about the text using the stem.  Readers write two different questions in case someone who asks a question before them has written something similar.  Explain and ensure everyone understands the question quad protocol. (See graphic below.)  Begin the protocol. There is no cross talk as Readers A-C go through the protocol. Repeat the protocol (clockwise) so that each reader gets to ask a question.  Note: During the probing question section (Reader D), everyone can speak. Crosstalk is allowed during this section. There is a 90 second limit to this part of the conversation.  Allow students to reflect their understanding of the reading and their speaking and listening participation through a self-assessment. Question Quad Protocol

10. During round two, Reader responsibilities shift clockwise.

11. QUESTION QUAD STEMS  What words and phrases help you to understand…  Why does the author organize/structure…  What examples does the author provide for the claim…  Why do you think the author…  What evidence is most (or least) credible for...? Why?  How does the author relate…  What structures does the author use to…  What words and phrases stick out to you in terms of…  What evidence from the text shows…  What is the most effective… Question Quad Stems Choose two different stems and write open-ended questions that will help your group analyze the text.

12. POSSIBLE QUESTION QUAD PROBES  It seems like many of us talked about _______, but we didn’t really look at ________. Why is that?  If the (choose one) context/time period/country/figure involved were different (provide example), how might our ideas shift?  How does this evidence seem to contradict __________?  What other information would you like to know to____________?  How did this evidence/quote/etc. that we discussed impact your personal ideas/beliefs?  If you could ask the author a question, what would it be? Why? Possible Question Quad Probes

13. REFLECTION – AN IMPORTANT PART OF THE PROCESS REFLECTION _______ AN IMPORTANT PART OF THE PROCESS

14. IN THE CLASSROOM…  How might you use this in your classroom?  What complex and rich texts could you use with Question Quads?  What classroom environment norms and scaffolds may be needed?

15. SCAFFOLDING IDEAS: MODELING WRITING GREAT QUESTIONS  1 st time: Have students write the questions on Day 1. Collect the questions and choose the best examples to give to groups to use the next day.  Choose a few questions as models for your class and explain what makes them powerful. Then, take a few anonymous examples that could use editing and have the class make them better. Scaffolding Ideas: Modeling Writing Great Questions

16. WWW.PROJECTTAHOE.ORG

18. THANK YOU!  You can follow us on Twitter, or email us!  Angela Orr: @AngelaOrrNV, aorr@washoeschools.net  Nicolette Smith: @SAhoneybadger, nsmith@washoeschools.net  Stacy Drum: @StacyDrum, sdrum@washoeschools.net