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.

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

SCHEV Project Participation VSRA (Reading Conference) SCHEV workshops held at NASA and at

Norcom High School

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.

How Machines Affect Our Lives

A replacement from the actual activity done.

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.

General Overview of Lesson1. TSW answer the anticipation guide before reading “How

Machines Affect Our Lives.”

2. While reading, TSW investigate if their answers were correct. They will also write the paragraph that they found the answer in.

3. TSW rewrite any false statements to become true statements.

4. Using all the true statements, divide a sheet of paper into 6 sections. Each section should have a definition and an example (a picture).

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.

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.

ReflectionsThe 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.

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.