Writing Higher Order Questions
Lesson Objective: Write discussion questions about texts
All Grades / ELA / Analysis

Thought starters

  1. How does Ms. Francisco use Bloom's Taxonomy to help students write questions?
  2. What can you learn from Ms. Francisco about teaching multiple strategies?
  3. How does Ms. Francisco encourage students to use their personal reactions?
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I love the "Verb Starter" idea.
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Will the PDF be available soon? Thank you.
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Transcripts

  • ECET - Strategies Florida - Thristine Francisco - "Writing Higher Order Questions"
    Progam Transcript

    Thristine Francisco:
    Yesterday we read the chapters,

    ECET - Strategies Florida - Thristine Francisco - "Writing Higher Order Questions"
    Progam Transcript

    Thristine Francisco:
    Yesterday we read the chapters, few chapters in Iqbal, and we started to look at questions that we could ask to have a deeper understanding of the text.

    Francisco (Interview):
    There are several strategies that I use to help my students formulate higher order questions.

    Francisco:
    You had the opportunity to choose between the Frayer model, Costa's Levels of Questions, making observations based on the text, and verb starters.

    Francisco (Interview):
    Costa's Levels of Questions, that's the easiest thing to do, because you can pull those types of questions from the Costa's question starters in order to just connect those questions with that text.

    Francisco:
    What strategy did you use to write that question?

    Student:
    The verb starters.

    Francisco:
    Verb starters, okay.

    Francisco (Interview):
    I gave them envelopes with cards at different levels of Bloom's taxonomy questions, so we spent a lot of time using the verbs and whenever we had a text I would say, okay, if you need to use a resource of going and using the cards in order to know-- remember the verbs, I want you to go ahead and use that resource and I want you to write a question. In terms of the Frayer Model, they have a sheet of paper that's divided in four quadrants, and they're kind of examining the four quadrants to see what questions they may have they could learn from looking at that information. So I can kind of see it as a critical brainstorming tool.

    Francisco:
    What strategy did your partner use?

    Student:
    We used, um, notice.

    Francisco:
    Notice? Okay.

    Francisco (Interview):
    As they're reading, they make observations. They look for quotes, things that stand out, things that make them, um, go "ooh, ahh," things that make them feel as though-- that leads to a reaction inside. And they use that reaction that they have and they turn it into a question. I encourage them to see that reading the text, even though it's complex, even though it might seem difficult, that good readers have questions that they didn't know the answers to. Instead of having the teacher have all of the power, it gives the power to them, so really it's about empowering them.

School Details

Orange Grove Middle Magnet School
3415 North 16th Street
Tampa FL 33605
Population: 580

Data Provided By:

greatschools

Teachers

Thristine Edwards Francisco

Newest

Tutorial

All Grades / All Subjects / Tch Tools

Lesson Idea

Grades 9-12, All Subjects, Class Culture

Lesson Idea

Grades 9-12, ELA, Class Culture

Teaching Practice

All Grades / All Students / Class Culture