Create a multiple choice question about today’s content. Provide four possible answers to choose from, and make sure that one of the incorrect choices is a close distractor. Explain why the close distractor is a tempting choice, but not the correct answer.
The structure and format of Type Three writing can be adapted to many other types of classroom projects. Identify three “alternative” assignments from your class/subject area that can be adapted to a Type Three format. (Choose one alternative and propose 3 FCAs that assess its use/format, promote use of GAV, and promote higher order thinking.)
Here is an answer a student gave on a recent Type Two prompt. If this prompt appeared as a question on our end-of-unit test and was worth 10 points, how many points do you feel I would give this answer? Justify your score with n specifics you feel I would have liked or felt were wrong or missing.
Closely examine the image on the screen (attached). Create two math equations that the image makes you think about. Justify the solution to one of your equations using an open number line and explain how you discovered the equation.
Identify and explain two* specific ways this term/concept/strategy can be applied in real life.
If the ability to reason is what separates man from the beasts, who in this (chapter, story, book, period of history, news story) is the most human and who the most beastly? Give at least two pieces of evidence to support each of your choices.
Describe the topic being discussed if the terms “______” and “______” were used. Identify n ways in which they are similar and n ways they are different.
Based on the article, excerpt, selection, passage, speech, eulogy, explain n character traits of events, challenge, obstacles,etc. in the order they appeared in the text, order of importance, chronological order. Support your answer with specific and relevant details from the article, excerpt, etc. See attached template.
Cite three effective pieces of evidence the author uses to support his/her argument. Explain why the evidence is effective in supporting his/her position.
Look carefully at the sample shown on the board.
Identify 1 mistake/error the student made.
Offer 1 possible explanation of why he/she made that mistake (what misunderstanding does the error reveal?).
Clarify the student’s thinking with clear reasoning, specific examples, evidence, and/or suggestions. You may include a visual aid if necessary.
Identify and explain one tip that will help students to avoid a common mistake when applying this skill/solving this problem.
Identify the missing or omitted fact in this statement that makes it misleading or only partially true. Explain why the misleading information is essential for an accurate statement.
