Critical Reading And Questioning Strategies Part I EDC448

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Critical Reading And Questioning StrategiesPart
IEDC448
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Vocabulary and Deep Conceptual
KnowledgePrevious Objectives

• To apply an instructional activity (Concept of
  Definition) to scaffold students to really know
  a word and how to define it in student-friendly
  terms within a certain context with details about
  its characteristics, examples, and non-examples.
• To apply an instructional activity (Vocab Videos)
  that deepens word knowledge of Tier 2 and Tier 3
  words and increases students engagement with
  that word in personal and meaningful ways

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Your Vocabulary Videos
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Critical Reading Questioning Strategies Part 1
Todays Objectives

• To apply an instructional method (QAR) for
  helping students to analyze, understand, and
  respond to content-area questions youll need
  your Vocabulary handouts with challenging texts
  
• To apply an instructional method (RAFT) that
  deepens comprehension and broadens learning by
  appreciating multiple frames of mind

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THINKING ABOUT THE REST OF THE SEMESTER
ROLE OF TECHNOLOGY April 10 12
April 3, then April 19 and 24
April 5
March 20 22
March 27 29
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Instructional Strategies to Foster Critical
Reading Questioning (Buehl)

• Reading and Thinking Critically Same/different?
• 133 Question-Answer Relationships (QAR)
• 137 Questioning the Author (QtA) What is the
  authors message Whose perspective does it
  represent and whose is missing? gt Extend to
  examine power relationships take action to work
  toward equity and social justice
• 157 Self-Questioning Taxonomy (Creating,
  evaluating, analyzing, applying, understanding,
  remembering)
• MULTIPLE PERSPECTIVES How foster engagement and
  deep learning?
• 73 Different Perspectives for Reading (take a
  role assume needs, concerns, read react to
  text, summarize with a position statement)
• 144 RAFT (Role/Audience/Format/Topic)

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Agree or Disagree

• Asking questions while reading distracts from
  comprehension of a text.

Writing does not help students understand math.
Creative writing is mostly for fun.
Younger students can't really understand multiple
perspectives.
It's unfair to ask students questions that they
can not find the answers to in the text.
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Critical Thinking and Critical Literacy

• Critical thinking is the ability to analyze and
  question from a variety of perspectives.
• Critical literacy is ability to read texts in an
  active, reflective manner in order to better
  understand power, inequality, and injustice in
  human relationships.

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Questioning

• Questioning has been used by teachers as a way to
  guide and monitor student learning
• Questioning is effective for improving
  comprehension because it
• gives the reader a purpose for reading
• requires the reader to focus their attention on
  what must be learned
• helps develop active thinking while reading
• helps monitor comprehension
• helps review content
• relates what is learned to what is already known

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Question-Answer Relationship (QAR)

• Taffy Rafael observed students and the strategies
  they use while they are answering questions and
  found that many students either relied only on
  their background knowledge or only on the text.
• Rafael developed the QAR (Question-Answer
  Relationship) to help students with the basic
  types of questions that can be taken away from a
  text, and where to find the answers to these
  questions. The questions fall into two
  categories in the text and in your head.

Raphael, T. "Question-answering Strategies for
Children." The Reading Teacher, 1982 36(2),
pp.186-191.
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Question-Answer Relationship(QAR)

• In the text
• 1. Right There
• 2. Think and Search
• In your head
• Author and You
• On My Own

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Question-Answer Relationships

• Albert was afraid that Susan would beat him in
  the tennis match. The night before the match,
  Albert broke both of Susans racquets.
• RIGHT THERE When did Albert break both of
  Susans racquets? In the text
• THINK SEARCH Why did Albert break both of
  Susans racquets? In your head
• AUTHOR AND YOU Why was Albert afraid that Susan
  would beat him? In your head
• ON YOUR OWN What feelings or actions may
  competition sometimes foster among high school
  students? Cite examples from your own experiences.

In The Text
In Your Head
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In the Text

• Right There Requires going back to the text to
  find the appropriate information to answer the
  question.
• Can also be called literal questions (since the
  answer can be found somewhere in the text)
• According to the passage?
• How many?
• Who/Where/What is?

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In the Text

• 2. Think and Search The answer is in the
  text, but requires the reader to search through
  multiple parts of the text to find the answer.
• Think about how the information from the text
  fits together
• What is the main idea of the passage?
• What caused?
• Compare/Contrast

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In Your Head

• 3. Author and You Requires using ideas and
  information that are not stated directly in the
  text.
• Need to think about what you have learned from
  the text and formulate your own ideas/opinions
• The author implies
• The speakers attitude
• Based on what the characters actions,
• what do you think?

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In Your Head

• 4. On My Own Can be answered using your
  background knowledge on a text
• You must rely solely on your own experiences and
  interpretations to answer the question
• Not found often on tests because they do not
  require referencing the passage
• In your opinion
• Based on your experience
• Think about someone/something you know

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Why is this valuable to teach our students?

• Students often assume that answers to questions
  from a text must be in the text, so they spend
  too much time looking through the text for the
  answers that are not right there.
• Initially, students see that both background
  knowledge and the text are useful in answering
  questions.
• Students develop a tool for understanding the
  different types of questions and how to approach
  the text or their head for an answer to these
  questions.
• It helps students search for key words and
  phrases to locate necessary information.
• Eventually, students learn how to generate their
  own high level (or low-level) questions to deepen
  their understanding or review new ideas

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How to Teach QAR

• Explain the Strategy
• Model the strategy (choose a text that will allow
  you to demonstrate very clearly)
• Guided practice applying the strategy
• Practice (independently/small groups)
• Reflect

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Example

• Jeff has lived in Martinsville his entire
  life. But tomorrow, Jeff and his family would be
  moving 200 miles away to Petersburg. Jeff hated
  the idea of having to move. He would be leaving
  behind his best friend, Rick, the baseball team
  he had played on for the last two years, and the
  big oak tree in his backyard, where he liked to
  sit and think. And to make matters worse, he was
  moving on his birthday! Jeff 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. Jeff 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? But that was just the
  problem. No one ever asked Jeff what he wanted.
   

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Now, your turn

• Please use your content area texts to come up
  with at least 1 example of each of the four types
  of questions to share )
• (Refer to the Vocabulary Handout with five
  challenging texts)

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(No Transcript)
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What is a R.A.F.T.?

• A RAFT is a nontraditional writing activity that
  uses reading,
• writing-to-learn, and creativity in a
  differentiated classroom.
• Basically,
• it allows students to analyze a concept or a text
  from multiple perspectives, and
• it is an interesting way to assess a students
  level of comprehension.

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How is a RAFT organized?

• Role role of the writer (Who is writing?)
• Audience the reader (Who will be reading?)
• Format (What is the best way to present this in
  writing?)
• Topic focus of writing (What topic is
  addressed?)

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What does a RAFT look like?
ROLE AUDIENCE FORMAT TOPIC
nomad oasis thank you letter value of water
kangaroo rat sun complaint sun out too long
lost student in the desert classmates travel guide survival tips
saguaro cactus animals advertisement rooms for rent
cook other cooks saguaro recipes jams, candy, etc.
mommy daddy bats baby bats instructions how to drink nectar from a saguaro cactus
Elementary RAFT exploring a unit on the
desert. http//www.somers.k12.ny.us/intranet/readi
ng/desertassign.html
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What does a RAFT look like?
ROLE AUDIENCE FORMAT TOPIC
Jonas Giver's Community Interview Seeing the world outside the community
Asher Jonas Short Story Jonas leaves the community
The Giver The Giver Article Jonas' training
Gabriel Real world teens 2 Journal Entries the community after Jonas leaves
A reporter Self Lyrics Jonas' selection
Real world teen Newspaper Advertisement everyday life in the community
Middle School RAFT exploring The Giver by Lois
Lowry. (Samples attached.)
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Real examples from The Giver by Lois Lowry

• Role reporter
• Audience real world teens
• Format article
• Topic everyday life in the community

Role Asher Audience self Format
journal Topic the world outside the community
On October 25, 2006, a student named Megan
Oster and her friends were coming home from an
all night Halloween party and going back to URI
campus. But Halloween got scarier than it was
supposed... While I was standing there, I
noticed it wasnt raining inside the gate like it
was outside it, says Megan. Then, suddenly the
gate opened. There was a little girl standing
there. She didnt have any emotion on her face
I was worried about my friend. We have been
friends since I can remember. His name is Jonas.
We were getting our job assignments and they
skipped over him Jonas and I made a promise we
would never leave each other (he) brought me
back to 2006 and for the first time I felt cold,
snow, and pain The best part of the day was when
Jonas new mother and father gave all of us a
hug and a kiss. This was the thing Jonas called
love that he was trying to explain to me
before. Now I know why Jonas and I will never
return to the community.
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RAFT rubric?
  4 3 2 1
Role __________ Insightful and creative application of an appropriate role with a clear perspective. Appropriate role with a clear perspective. The role is obvious in the product. Role is apparent, but more of the role's perspective, or point of view, would improve the product. Role is not apparent. Who are you?
Audience __________ Insightful and creative understanding of an appropriate audience. All possible audience questions are addressed. Appropriate audience is recognized thorughout the product. Most audience questions are answered. Audience is recognized at some point in the product, but many audience concerns are unnoticed. Audience is not recognized. Who are you writing to?
Format __________ Product creatively includes all necessary elements of the format. Product is professional quality. Product includes almost all elements of the format. It is nearly professional quality. Product includes many elements of the format, but an important element may be missing or it is too informal. Product is missing half the elements of the format and lacks professionalism.
Topic __________ Insightful understanding of the topic is expressed by in-depth examples and support. Clear and accurate understanding of the topic is expressed through various examples. Some examples of the topic are mentioned, but further consideration is needed or an inaccuracy exists. There doesn't seem to be a focused topic or the information is inaccurate.
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Why is this valuable to our students?

• Engaging students in writing can be a challenge
  in many classrooms. The RAFT provides an
  opportunity for students to take control of their
  writing and incorporate their creativity.
• Students gain multiple perspectives, not only
  from writing a RAFT, but also from sharing RAFTs
  with other students.

Why is this valuable to you?
Correcting is enjoyable! You rarely have to read
the same information twice. ?
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Now, you try

• Use your content area RAFT chart to choose your
  Role, Audience, Format, and Topic. Begin planning
  or writing your RAFT!
• OR think about your lesson plan text and generate
  a few ideas

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Agree or Disagree

• Asking questions while reading distracts from
  comprehension of a text.

Writing does not help students understand math.
Creative writing is mostly for fun.
Younger students can't really understand multiple
perspectives.
It's unfair to ask students questions that they
can not find in the text.
Activities like these benefit students critical
thinking skills.
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Helpful Websites

• Critical Thinking
• http//www.freeinquiry.com/critical-thinking.html
• http//www.readingonline.org/articles/cervetti/
  (Critical Reading v. Critical Literacy)
• QAR
• http//www.readwritethink.org/lessons/lesson_view.
  asp?id227 (QAR student posters, lesson ideas)
• http//www.readinglady.com/mosaic/tools/QARQuestio
  nAnswerRelationshipTeachingChildrenWheretoSeekAnsw
  erstoQuestions.pdf (Sample QAR activities)
• http//www.tantasqua.org/Superintendent/Profdevelo
  pment/etqar.html (QAR across the content areas)
• RAFT
• http//www.writingfix.com/WAC/RAFT.htm
• http//www.tantasqua.org/Superintendent/Profdevelo
  pment/etraft.html (RAFT across the content areas)
• http//daretodifferentiate.wikispaces.com/R.A.F.T.
  Assignments (Tons of RAFT assignments across
  content areas)

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Helpful Websites

• Math
• http//www.readwritethink.org/lessons/lesson_view.
  asp?id151 (Using QAR with charts and graphs)
• Mesmer, H., Hutchins, E. (Sep. 2002) Using QARs
  with Charts and Graphs. The Reading Teacher.
  56(1), 21-27.
• http//www.writingfix.com/WAC/Writing_Across_Curri
  culum_RAFTS_math.htm (RAFT prompts - math)
• Science
• http//academic.cengage.com/resource_uploads/downl
  oads/0534553389_46559.pdf (Sample 7th grade
  science lesson using QAR)
• http//www.writingfix.com/WAC/Writing_Across_Curri
  culum_RAFTS_Science.htm (RAFT prompts-science)

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Homework

• Ning Post 8 Reflection
• Kajder, Chapter 4 Information Navigation
  Critical Evaluation
• Coiro (2005). Making Sense of Online Text.
• Switch Abilock (2012) NOT Coiro Fogleman
• Work on Lesson Plan come prepared to our
  meeting with completed chart and specific
  questions check the time you signed up for if
  you are unsure

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Lesson Plan

• Context
• Objectives (align to standards/backwards design)
• Opening activate/asses prior knowledge
• Engagement Hook? Higher-level questions?
• TEACH Model with think-aloud about processes?
  Vocabulary? Other challenges?
• GUIDED PRACTICE Engaging Activity
• Graphic organizer to scaffold
• INDEPENDENT PRACTICE Apply/integrate
• Closure (explicit and directed by you)
• Assessment (monitor in class, how to set clear
  expectations measure quality with a rubric)