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Informational Text FQR Strategy. Michael Anderson & STAR May 2nd , 2013. School Goal.
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Informational Text FQR Strategy Michael Anderson & STAR May 2nd, 2013
School Goal • At the end of the 2012-2013 school year Michael Anderson, grade levels 3-8 will increase the percentage of students climbing into the Meets & Exceeds category by 10% as measured by the 2012-2013 AIMS data.
Cluster Cycle Goal At the end of Cluster Cycle 2, teachers will become familiar with the FQR strategy. You will be able to teach your students the skill of pulling important facts out of the text using the 5W’s and H. They will be able to ask different types of questions and respond to those questions.
Evaluate Looking at our student work, let’s categorize our data according to the characteristics chart. (Low, Medium, and High) As a group, lets collaborate the characteristic traits for inferences.
Evaluate My Work • Looking at my student work, identify the characteristics for each category. (From our Chart) • 8th grade – you will find a high response • 7th grade – you will find a low response • 6th grade – you will find a medium response • Be prepared to share the reason you chose that student.
Objectives: • Today, we will move into part 3 of the inference lessons and I will model the new learning of the inference quote sheet. You will plan your inference lesson and practice your think aloud model, to ensure the critical attributes are present in your meta-cognition.
Critical Attributes • You have to read the informational text with your students. • You have to take one step at a time when implementing the 5W’s and H. • The students must cite their evidence. • Model your expectations and your think aloud.
Beyond the Text Attributes of Level III Questions • 1.The reader must read the text to answer the question (text dependent) • 2.The reader must use inferential thinking in order to answer the question. • 3.Question stems often begin with: How can you conclude... ? How can you tell... ? What biases or beliefs are... ? How do you know... ? Who does remind you of... ? Note: The word you is often used in Level III questions. • 4.The reader relies on prior knowledge and experience. • 5.The reader must look for clues and evidence (prove the answer with details). • 6.The reader must read between the lines as the answer is not explicit in the text. .
Beyond the Text Attributes of Level IV Questions • 1.The reader may not need to read the text in order to answer the question. • 2.The reader must use inferential thinking. • 3.Question stems often begin with: Do you believe... ?How do you know... ? How would you... ? Have you ever... ? Note: The word you is often used in Level IV questions. • 4.The reader relies on prior knowledge and experiences. • 5.The reader must use his own ideas and opinions to answer the questions.
We Do • As a grade level, pick out a quote, add what you know, and generate your inference question. • Please write your inference question on the sentence strip.
FQR Next Steps: The next lesson will be an FQR lesson, using the whole strategy. Have the students use the inference quote sheet to help them generate the inference questions.
Development – Part 1 • Teachers will plan their inference lesson so we are scaffolding for our students the skills for inferring and generating those inference questions. I will give you 10 minutes to plan your inference lesson and prepare your model.
Development – Part 2 • You will work with a partner from a different grade level and practice your think aloud (meta-cognition). • As you are listening to your partner, look for the critical attributes in the think aloud. • Sandy andIwill be walking around listening to your think aloud, please ask for any assistance.
Apply Teachers will identify a time that they will be able to apply these inference lessons in their class.
Follow-Up Please schedule a time for us to come in and observe, co-teach, or model. For next cluster, please bring back student work from your inference lesson.
