What questions

would you have for

these real-world

scenarios?

Questioning

is a life skill. (So, why do teachers

provide “packets?”)

Evidence

Based

Claims

Essential

Questions

Inquiry

Questions

TDQ’s

Why is

questioning

important?

How can I

reach this

generation via

questioning?

Cover Uncover Discover

WE CAN AVOID:

3 DIMENSIONAL READING

CLOSE READING

R E A D I N G N E E D S A P U R P O S E

I F Y O U W A N T S T U D E N T S

E N G A G E D :

Read this as if:

you were a pirate.

you were the king.

Where do we see piracy today?

If you were living in the 1600’s, would you be a pirate?

BTW

…

NOT JUST TO READ…

Content Delivery and

Understanding

Digest & Discover

y

Debate or Discussio

n

Essential

Questions:

Drive discovery,

and

Deep Learning

Start with content:

What would you like you student to know or be able to do…at the end of the unit?

Wonder Investigate Synthesize Express

Allow your students to

craft their own

questions for discovery

INQUIRY – RESEARCH QUESTIONS:

CAVEATS

If you “cheat” the

front end of

Inquiry, then you

will not transfer

“ownership” of

the assignment to

the student.

When the student

defines the

investigation,

they own it.

If you define the

investigation, it

is your

assignment.

Is FREEDOM really FREE?

DID PLUTO DESERVE TO BE KICKED

OUT OF THE SOLAR SYSTEM?

How did (will) this book make you

smarter, richer, wiser, or more

successful in life?

What indelible footprints did this

person leave on the world?

How did this life change history?

Do you have

enough “evidence”

or “info” to support

your claim?

Have you

considered

other

viewpoints

?

Is your source

credible?

Do you detect a

bias?

What if I said…

Are there other

keywords which

may help you?

Answer a question with a question…

CAUSE

AND

EFFECT

GROUPINGS

MOST IMPORTANT LEASTRELATIONSHIPS

WHAT

IF…COULD IT

BE…

CONSIDER…(S

OCRATIC

GUIDE)

Synthesis!

Help SYNTHESIZE with

questions.

Do you see any…

What do these have…

PURPOSEFUL READING

S T A N D A R D SA P P E N D I X A

TDQ’s

Vs.

Inquiry Based

Investigations

Inside the text

Outside the text

A Few Basics:

Creative

Higher level thought

and more

“The Economic Bill of Rights”

Excerpt from President Roosevelt's January 11, 1944 message to the Congress of the United States on the State of the Union

It is our duty now to begin to lay the plans and determine the strategy for the winning of a lasting peace and the establishment of an American standard of living higher than ever before known. We cannot be content, no matter how high that general standard of living may be, if some fraction of our people—whether it be one-third or one-fifth or one-tenth—is ill-fed, ill-clothed, ill-housed, and insecure.

This Republic had its beginning, and grew to its present strength, under the protection of certain inalienable political rights—among them the right of free speech, free press, free worship, trial by jury, freedom from unreasonable searches and seizures. They were our rights to life and liberty.

As our nation has grown in size and stature, however—as our industrial economy expanded—these political rights proved inadequate to assure us equality in the pursuit of happiness.

We have come to a clear realization of the fact that true individual freedom cannot exist without economic security and independence. “Necessitous men are not free men.” People who are hungry and out of a job are the stuff of which dictatorships are made.

ARE YOU INSIDE THE TEXT OR OUTSIDE THE TEXT?

INSIDE & OUTSIDE THE TEXT

POACHING:

Brainstorm a TDQ

for:Text Dependent Questions

Panoramic Question

Concrete question -

basics

Myopic question

needing evidence

If this is about [subject], what is the message? What facts in this text

support that main idea?

Myopic examination

question

How is the word [xxxx] critical to this text’s meaning?

Summary question

for meaning ….

WHAT OTHER

QUESTIONS DO

YOU HAVE?

TEXT DEPENDENT QUESTIONS

INQUIRYWhat’s this about?

Where do they live?

What facts do you read?

How does the [octopus’] physiology help it to survivein it’s environment?

Choose to be an ocean animal: How is pollution impacting your environment? What laws would you like to see passed?

CONCRETE

QUESTIONS

Half-way up

Bloom’s:

This TDQ

calls for

textual

evidence

Inquiry

BUILDING THE ABILITY TO QUESTION:

Does Ulysses

Grant deserve to

be on the $50 bill?

LISTENING

STANDARDS

CLOSE READING

VOCABULARY

EVIDENCE-BASED

CLAIM

NONFICTION

RESEARCH & MORE! How did Jack

Prelutsky

demonstrate his

knowledge of

Ancient Egypt

through this

poem?

Stations: documents, photos,

and other “close reading”endeavors

“Where did the [dinosaurs]

go?

“If you wanted to be an

[astronaut] how could you

prepare?”

STATIONS IN THE LIBRARY

…CHOICE – CONNECTIONS, CURIOSITY

Bugs:

Friends? or

foe?

“VICTORIA

STRAIGHT 1848”

OR, WAS IT…?

Nonfiction is

the building

block of

everything…

Nonfiction is

the building

block of

fiction !

What do you

think?

APRIL 1848

VICTORIA STRAIGHT - THE ARCTIC OCEAN

The cry rattled through the ship like the howl of a

wounded jungle beast-- a mournful wail that sounded

like a plea for death. The moan incited a second voice,

and then a third, until a ghoulish chorus echoed

through the darkness.

When the morbid cries ran their course, a few

moments of uneasy silence prevailed until the tortured

soul initiated the sequence again. A few sequestered

crewmen, those, with their senses still intact, listened

to the sounds while praying that their own death would

arrive more easily.

LAURA B. D’ELIA

QUESTIONING

Essential Questions

Guiding Questions

• Is there another view?

• What do you notice about your data?

• Can you support your claim?

• Do you see a pattern?

• Do you see a cause an effect?

• How can you group your data?

Research questions

Close Reading...

digging deeper

Text-dependent questions

(during readalouds

)

• Carr, Nicholas G.. The shallows: what the Internet is doing to our brains. New York: W.W. Norton, 2010. Print.

• IBrain: surviving the technological alteration of the modern mind. New York: Collins Living, 2008. Print.

• Jaeger, Paige. Marketing Information Literacy. School Library Media Activities Monthly Vol. XXV, March 2009.

• Jaeger, Paige – original photos (otherwise noted URL’s)

• Library of Congress: loc.gov

• SAT (https://www.collegeboard.org/delivering-opportunity/sat/redesign).

• Sprenger, Marilee. Educational Leadership: Focus on the Digital Brain. September 2009.

• Twenge, Jean M.. Generation me: why today's young Americans are more confident, assertive, entitled--and more miserable than ever before. New York: Free Press, 2006. Print.Small, Gary W., and Gigi Vorgan

SOURCES AND RESOURCES:

SOURCES AND RESOURCES:

• http://usny.nysed.gov/rttt/docs/bringingthecommoncoretolife/fulltranscript.pdf

• http://thechoice.blogs.nytimes.com/2012/05/16/college-board-selects-backer-of-common-core-school-curriculum-as-new-president/

• http://www.corestandards.org/assets/Appendix_B.pdf

• http://www.corestandards.org/assets/Appendix_A.pdf

• http://engageny.org/

• Inquiry Resources: http://www.wswheboces.org/SSS.cfm?subpage=419

• NYC Resources for CC and Inquiry: http://schools.nyc.gov/Academics/LibraryServices/StandardsandCurriculum/default.htm

• SAT - https://www.collegeboard.org/delivering-opportunity/sat/redesign

• WISE – Inquiry Model: http://tinyurl.com/42dd2oj