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Adopting Questions-Answers Relationship Model

This project focuses on teaching elementary school students about simple machines and their impact on our lives. The lesson includes a anticipation guide activity, reading and comprehension tasks, and a quiz. The strategies and adaptations used aim to engage students and encourage critical thinking.

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Adopting Questions-Answers Relationship Model

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  1. Adopting Questions-Answers Relationship Model Yen Nguyen Funds for this project were provided by a grant from the federal Improving Teacher Quality State Grants (Title II, Part A) Professional Development Program administered by the State Council of Higher Education for Virginia.

  2. Teacher Information • Brighton Elementary School • 3rd Grade-Inclusion • Reading, Math, Science, and Social Studies • Pursuing a Math Specialist license

  3. SCHEV Project Participation • VSRA (Reading Conference) • SCHEV workshops held at NASA and at Norcom High School

  4. Specific Strategies and Class Needs • My class do not reread for answers. • My class do not go back into their reading in order to find proof of their answer choice. • My class had a difficult time learning how to skim. • The anticipation guide will encourage students to go back into their readings to find answers.

  5. How Machines Affect Our Lives A replacement from the actual activity done.

  6. How Machines Affect Our Lives • TSW identify and describe the six simple machines using their understanding of “Thinking Questions.” • Science SOL 3.2 TSW investigate and understand simple machines and their uses.

  7. General Overview of Lesson • TSW answer the anticipation guide before reading “How Machines Affect Our Lives.” • While reading, TSW investigate if their answers were correct. They will also write the paragraph that they found the answer in. • TSW rewrite any false statements to become true statements. • Using all the true statements, divide a sheet of paper into 6 sections. Each section should have a definition and an example (a picture).

  8. Lesson / Strategy Adaptations • Instead of having the students read in groups, we would read the story as a class. • We will discuss how we came across each answer by providing proof and the strategies the students used. • The anticipation guide is an excellent tool for students to get excited about the subject matter as well as giving them ownership of their own answers. • Once the students have a grasp of completing the anticipation guide, the students will be given an independent lesson. • To make the activity more challenging, I would use the next step of the Question-Answer Relationship Model, which is, Author and Me.

  9. Student Response / Learning Outcomes • The students responded to this strategy with enthusiasm. They felt proud that they were able to find the answers while reading as well as checking if their answers were correct. • 100% passed the quiz once we have completed the “Right There Questions” strategy and the anticipation guide. • No assessment data at this time.

  10. Reflections The lesson provided an opportunity for all students to be successful. It gave them a voice in creating their own definition and voicing their strategies in finding the answer. What I would change about this lesson is doing a jig-saw activity where students are grouped and present their findings. This lesson can be better by letting the students create their own questions related to the Questions-Answers Relationship.

  11. Overall Experience SCHEV has provided me with different strategies of incorporating cross curriculum materials in a manner where it is interesting and related to the SOL.

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