Language Arts ERPD 12/5/12 Rewriting Questions to Improve Quality

Language Arts ERPD 12/5/12 Rewriting Questions to Improve Quality

Directions: In this three-part activity, you will explore how to word questions so that they are clearly focused, cognitively engaging, and understandable. In part I, you will listen as facilitators provide direct instruction. In part II,talk with a partner about how two revisions improved the quality of the question. Finally, in part III, you will participate in the Pairs Check protocol as you learn collaboratively with a partner and another pair.

PartI. Direct Instruction
Question / Quality Question (re-worded) / In what way(s) does the rewrite
improve the quality of the question?
Is telling what will happen next in a story predicting? / Why is predicting an important skill to develop when reading? / It requires deeper thinking. Answer will give teacher more insight into student understanding.
What was the major problem Roger faced that led to Mrs. Jones’ angry reaction, and how could circumstances be different if we could make better choices? / A number of factors contributed to Roger stealing and Mrs. Jones’ getting angry. Which do you believe had the greatest impact, and why?
AND/OR
Imagine that Roger had not attempted to steal the lady’s pocketbook. How might his social and cultural life be different? Justify your answer. / The wording and syntax (structure) are more precise and understandable. The original question is double-barreled (i.e., asks students to think about two different issues concurrently, whereas each of the reworded prompts focuses on one issue). The rewritten questions also take thinking to higher cognitive levels (i.e., from remember to understand to evaluate).
Is Thank You Ma’am a short story? What makes it a short story? / A short story is a short, fiction story usually dealing with a few characters, a short time period, one to two settings, and has a conflict that is resolved by the end of the story. With your partner, think together about whether or not Thank You Ma’am is a short story. Provide evidence from the book to support your answer. / The rewritten question requires analytical thinking, calling for textual evidence. The 2nd original question is so open-ended as to be vague, and could be answered in 1-2 words.
Part II. Guided Practice – Think-Pair-Share
Question / Quality Question (re-worded) / In what way(s) does the rewrite
improve the quality of the question?
What is the main problem that propelled the action in the story? / Imagine that you are at the mall with your hard-earned, summer mowing money in your back pocket. After finding the perfect pair of shoes, you reach for your money and realize that your wallet is gone. How would your reaction compare to Mrs. Jones’ reaction in the story? Explain how your story would end.
Identify and describe two aspects of a character from the story. / Individual: Imagine you are going on a vacation. Find at least two examples of dialogue from the story and share why you might choose to take a particular character with you on that vacation.
Group: Share responses and select two dialogue choices to explore further. Assign each group member responsibility for analyzing how these particular lines of dialogue or incidents from the story would make a vacation more memorable. Bring your findings back to the group. Decide, based on information, which dialogue analysis would lead to the most unforgettable vacation.
Part III. Collaborative Learning – Pairs Check
Question / Quality Question (re-worded) / In what way(s) does the rewrite
improve the quality of the question?
Do you think that Roger respected Mrs. Jones?
How would you go about constructing an argument to prove that most adults are not as open-minded as Mrs. Jones?