Questioningasapractice
GiselleO.Martin‐Kniep,Ph.D.
Learner‐CenteredInitiatives,Ltd.
990StewartAvenue,Suite450
GardenCity,NY11530
516‐502‐4231
www.lciltd.org
[email protected]
© Learner‐Centered Initiatives, Ltd. (2014) Page 1
Facilitator
GiselleO.Martin‐KniepisthePresidentofLearner‐CenteredInitiativesandthe
FounderofCommunitiesforLearning,twodifferentorganizationsthatpromote
sustainedschoolimprovement.
Gisellehasastrongbackgroundinorganizationalchangeandseveralgraduate
degreesfromStanfordUniversity.Shehasworkedwithschoolsnationallyand
internationallyintheareasofcurriculumandassessment,adultlearning,school
improvement,andactionresearch.HerbooksincludeWhyamIdoingthis?;
BecomingaBetterTeacher;CapturingtheWisdomofPractice;DevelopingLearning
CommunitiesThroughTeacherExpertise;CommunitiesthatLearn,LeadandLast;and
ChangingtheWayYouTeach,ImprovingtheWayStudentsLearn.
ProgramOverview
Thereisnodoubtthatthequestionsweaskdefinethethinkingweelicit.Questionsplaya
significantroleinpromotinghigherorderthinkingbuttheyplayanequallyimportantrolein
scaffoldingstudents’abilitytounderstandincreasinglycomplextexts,inbroadeningwhatstudents
attendto,indemocratizingthediscourseinaclass,andinuncoveringhowstudentsaremaking
senseofnewmaterial.AccordingtoHattie,effectivequestioninghasaneffectsizeof.46,ranking53
outof150factorsthathaveapositiveinfluenceonstudentachievement.
Refiningourabilitytoaskdifferentkindsofquestionsandhelpingstudentsbecomebetter
questionersthemselves,cangreatlyassistteachersinaddressingtheCommonCoreStandardsand
manyotherlearningoutcomes.
Thisworkshopwillprovideparticipantswithavarietyofhandsonexperiencesandconcrete
strategiesforbroadeningtheirquestioningrepertoire.Resultingfromthisprogram,participants
willdeepentheirunderstandinganduseofeffectivequestioningby:
 Exploringtherolesandconnectionsamongessential,guiding,text‐basedandreflective
questionsastheyrelatetoCommonCoreStandards
 Identifyingandusingscaffoldingtechniquesandquestionstosupportstudents’engagement
withdifferentkindsoftextsandmedia
 Designingquestionsthatattendtodifferentlevelsofthinkinganddepthofknowledge
 Exploringstrategiesforteachingstudentstodevelopandrespondtotheirownquestions
Learningactivitieswillincludeinputsessions,analysisofvideosegments,reviewoflessons,and
workwithavarietyofquestioningtoolsandprotocols.
© Learner‐Centered Initiatives, Ltd. (2014) Page 2
Agenda
8:30 Introduction,ContextSettingandIceBreaker
8:50 Inputsession:
Whyweaskquestions
Researchonquestioninganditsuse
Beginningexplorationontypesofquestions
Processingactivity
9:20 Activity1:RelationshipamongDifferentTypesofQuestions
Debriefingandfurtherbackgroundondifferenttypesofquestions
9:50 Activity2:Diversifyingthedepthofknowledgeofthequestionsweask
10:15 Break
10:30 VideoSegment1:ScaffoldingStudents’AbilitytoGeneratetheirOwnQuestions
10:50 Activity3.Exploringhowquestionsimpactstudentthinkingandtherolestudents
canplayinaskingquestions
11:20 VideoSegment2:HelpingStudentsAskBetterQuestions
VideoSegment3:Scaffoldingunderstanding
Inputonquestiongrammars
12:00 Lunch
1:00 Activity4:Generatingquestionsforaddressingthestandardsusingcriticalthinking
terms
1:45 Activity5:Generatingtext‐basedquestionstosupportstudents’learning
2:30 Activity6:Designandrespondtoyourownendofdayreflection
3:00 Adjourn
© Learner‐Centered Initiatives, Ltd. (2014) Page 3
Icebreaker
1. Atyourtables,matchthedifferentquestionswiththestandard(allstandardsor
outcomeshaveanameornumber).Ifyoudisagreeaboutamatch,besuretoshare
andcompareyourreasonsforproposingamatch.
2. Ifyoucomeacrossastandardthathasnoquestion,generateaquestionthatwould
enablestudentstodemonstratetheirgrowthorattainmentofthatstandard.
© Learner‐Centered Initiatives, Ltd. (2014) Page 4
Whatisthisproblemasking
youtodo?
Whenisfreedomnotworth
fightingfor?
HowdoXandYseethe
problemofthemissing
purse?Whatarethereasons
forthedifferentversionof
whathappened?
R.L7.6Analyzehowan
authordevelopsand
contraststhepointsofview
ofdifferentcharactersor
narratorsinatext
SL6.4Presentsclaimsand
findings,sequencingideas
logicallyandusingpertinent
descriptions,factsand
detailstoaccentuatemain
ideasorthemes…
© Learner‐Centered Initiatives, Ltd. (2014) W.7.8Assessthecredibility
andaccuracyofeachsource
Page 5
Howfarisfar?
Canyoudescribethis
materialusingthe
propertiesofcolor,
hardness,reflectivity,
electricalconductivity,
thermalconductivity,
responsetomagneticforces,
andsolubility?
Whatshouldtheschool
policybearoundtheuseof
TwitterandFacebook?
RST11‐12.8Evaluatethe
hypothesis,data,analysis
andconclusionsinascience
ortechnicaltext,verifying
thedatawhenpossibleand
corroboratingorchallenging
conclusionswithother
sourcesofinformation
21stcenturyoutcome:
Reconciledifferent
perspectivearoundissuesor
problems
M.O1Makesenseof
problemsandperseverein
solvingthem.
© Learner‐Centered Initiatives, Ltd. (2014) Page 6
Compareusing,or=.
Placeyouranswerinsidethe
circle.
234thousands+7ten‐
thousands241,000
Howaretheconclusionsin
thisstudyaboutthemerits
ofusingxsupplementsfor
peopleof65supportedby
thedataincludedinthe
study?
NGSS5‐PS1‐3.Make
observationsand
measurementstoidentify
materialsbasedontheir
properties.
© Learner‐Centered Initiatives, Ltd. (2014) SL.2.2.Recountordescribe
keyideasordetailsfroma
textread
Page 7
Activity1:RelationshipamongDifferentTypesofQuestions


Whatdothefollowingquestionshaveincommon?
Howdotheyaffectlearners?
Arewereallyfree?
Can/shouldchangebestopped?
Whatdoesdemocracyreallymean?
Areleadersmade?
Howshouldwedefinepoverty?
Whatisthemeaningoflife?
Whatisprogress?
Isprogressnecessary?
Doeshistoryreallyrepeatitself?
Aresomestereotypestrue?
Whodecideswhathistoryis?
Wheredoesperceptionendandreality
begin?
Howfarisfar?
Istheresuchathingasaselflessact?
Istimeanabsolutething?
Whatmakeswritingworthreading?
Isitbettertolivewiththequestionorthe
wronganswer?
Howdoweexplaintheunexplainable?
Whatisessential?
Dowehavecontroloverourdestiny?
Shouldallcitizensbetreatedequally?
What’sthepointofapoint‐of‐view?
Isthereanythingoriginal?
Ifwearesoalike,howdoweexplainour
differences?
WhoisanAmerican?
Cantherebegoodwithoutevil?
Iswarinevitable?
Whatiswarfor?
Canachildbeascientist?
Arehumansinhumane?
Whenistheprice/costofdiscoverytoo
high?
Isterrorismeverjustifiable?
Canamoralpersonbeimmoral?
Whatofmathematicsisessential?
Arenumbersreal?
Whenisfreedomnotworthfightingfor?
Areallculturesequallyvaluable?
Whatissatisfaction?
Whatishappiness?
Whatisthemostimportantdiscoveryof
the20thcentury?
Shouldallcitizensbetreatedequally?
Isloveatfirstsightlove?
Canavirtuebeavice?
Whatmakesartgreat?
Whatisgoodpoetry?
Whoshoulddefinewhatartis?
Doesartchangesociety?
Whendoesloyaltybecomecowardice?
Canyouwinandloseatthesametime?
Arethereanyabsolutes?
Areallteacherslearners?
Whatisworthteaching?
Whatisworthlearning?
Whatpartofwhatmakesagood
employeeisteachable?
Whatisgoodparenting?
Whenischeatingnotbad?
Iseducationessentialforlife’ssuccess?
DoestheU.S.havethebestgovernment?
Whatisjustice?
IstheConstitutionstillaviableguideline
forlaw?
Iscommunismwrongorevil?
Dopeoplereallyrule?
Shouldthegovernmentlegislate
morality?
Isreligionanecessarycomponentof
society?
Isthereaplanetaryculture?
Whatmakeslanguage“beautiful”?
Whenisthewholegreaterthanthesum
oftheparts?
© Learner‐Centered Initiatives, Ltd. (2014) Page 8
Whatistheroleofthequestionslistedunderthefollowingessentialquestion?Whatis
moreconstantthanchange?






Howdidthecharactersgrowanddevelopthroughoutthestory?
Howdidthesettingofthestoryimpactthechangesthattookplaceinthe
characters?
Howdidthechangesthattookplaceaffecttherelationshipbetweenthecharacters?
Whatfactorswillaffectthechoiceofmaterials(i.e.,gravel,stones)forthegarden?
Whatpropertiesaredesirableinthematerials?
Howwilltheenvironmentaffectthechosenmaterials?
Selectoneofthefollowingtables(Example1or2)
Howarethequestionsontheleftdifferentfromthequestionsontheright?
Example1
 Whatisthecentralideaofthe
 Whatisthepurposeofthe
text?
newspaperarticleonthe
ScottsboroTrial?
 Howdidthecentralideadevelop
overthecourseofthetext?
 Howdoesthenewspaperarticle
conveytheeventsofthefirst
 Howwasthecentralidearefined
ScottsboroTrial?
bydetailsinthetext?
 Howcanyouprovideanobjective  Whatspecificdetailsdoesthe
authorincludetoensurethatthe
summarythatincludesthe
readerunderstandsthecomplexity
centralideaandspecificdetails?
ofthetrial?
Example2



Usetherecipeshowninthetable.
HowcanIuseratiostoconvert
 Howmanycupsofsugarare
measurements?
neededforeachegg?Howdoyou
HowdoImultiplyanddivide
know?
quantities?
HowcanIuseratiostosolvereal‐  Yoursisternoticesthatsheneeds
threetimesasmuchbakingpowder
lifeproblems?
assaltinthisrecipe.
 Whatistheratioofbaking
powdertosalt?Explainyour
reasoninginwords.
© Learner‐Centered Initiatives, Ltd. (2014) Page 9
Howarethesethreesetsofquestionsdifferentfromeachother?Howwouldyoulabeleach
set?








A
Whatwerethedifferentbelief
systemsoftheclassical
civilizationsandhowdidthese
beliefsystemsimpactlifein
theclassicalcivilizations?
Whatgeographicfactors
influencethedevelopment,life
andeventualdeclineofeachof
theclassicalcivilizations?
Howhasgeographyimpacted
thesocial,cultural,and
economiccharacteristicsof
civilizations?
Howdidtheclassical
civilizationsexpandtheir
territories?
Whattechnicaladvancements
weremadeintheclassical
civilization?
Whatwerethecontributions
oftheclassicalcivilizations?
Whatpolitical,economic
and/ormilitaryconflictsledto
thedeclineoftheclassical
civilizations?
Howareeventsinhistory
relatedtoeachotheracross
timeandplace?
B
C






Howcanyoucitetextto
supporttheanalysisof
primaryandsecondary
sources?
Whatisthecentralideaof
thetextandhowwasit
developedoverthecourseof
thetext?
Howdoprimaryand
secondarysourcestreatthe
sametopic?
Howdoyouwriteaquality
informativetext?
Howdoyouconduct
research,synthesizing
informationfrommultiple
sources?
Howdoyoudraw
conclusionsbasedon
evidencefromawiderange
ofsources?
 Howdidyou
organize
informationabout
theclassical
civilizationssothat
youcouldcompare
theirsimilarities
anddifferences?
 Whatwerethe
strengthsand
weaknessesofyour
strategy?
 Whatwouldyoudo
differentlythenext
timeyouconduct
research?
© Learner‐Centered Initiatives, Ltd. (2014) Page 10
Activity2:Diversifyingthedepthofknowledgeofthequestions
weask
1. Selectoneofthesestandards.
2. IdentifytheDOKlevelnexttoeachofthequestions(seepage13).
3. GenerateatleastonequestionforeachDOKlevelnotrepresentedbythequestion
setsothatyouhavequestionsorpromptsthatattendtoallDOKlevels.
SL6Adaptspeechtoavarietyofcontextsandtasks,demonstratingcommandofformal
Englishwhenindicatedorappropriate.
•
•
•
•
•
•
Whoisyouraudience?
Whatadaptationswillyoumakesinceyouarepresentingto_________________?
Areyoursentencesvaried?
Howwouldyouvarythelengthsofyoursentencestovarypaceandtempo?
Ifyourpresentationhadtobesuitablefor2ndgradersinsteadofmiddleschool
students,whatwouldyouchange?
W1Writeargumentstosupportclaimsinananalysisofsubstantivetopicsortexts,using
validreasoningandrelevantandsufficientevidence






Whatreasons/evidencebestsupportsyourclaim?
Istheevidencerelevant?
Whatconsiderationsshouldbeaddressedregardingtheaudience'sknowledge
/concernsofthetopicortext?
Whatcounterclaimscanbemade?Haveyouaddressedthemfairly?
Doesyourconcludingstatementsupportyourargument?
© Learner‐Centered Initiatives, Ltd. (2014) Page 11
NGSS2‐PS1‐3Makeobservationstoconstructanevidence‐basedaccountofhowanobject
madeofasmallsetofpiecescanbedisassembledandmadeintoanewobject.





HowwouldyoudescribeX?
WhatdoyounoticeaboutX?
Constructamodeltoshowhowyoucanchangetheshapeofthisbyre‐arrangingthe
parts.
Inhowmanydifferentwayscanyoure‐shapethisobject?
Howwillinvertingtheobjectsaffecttheshape?
M.SP6.1Understandthatasetofdatacollectedtoanswerastatisticalquestionhasa
distributionwhichcanbedescribedbyitscenter,spread,andoverallshape?





Howwouldyoucharacterizethedistributionofthisdata?
Whatisthemeanofthisdata?
Howarethemodeandthemeandifferentfromeachother?
Howdoyoucalculatethemedian?
Whenyoucomparethedatainthesetwographs,whichgraphhasagreaterspread?

Debriefing:
1. HowusefulwastheDOKtaxonomyintermsofhelpingyougeneratequestions?
2. Howmightyouhelpyourstudentsusethetaxonomytoaskquestionsofeachother
oroftheclass?
© Learner‐Centered Initiatives, Ltd. (2014) Page 12
DepthofKnowledgeLevelsandQuestionStems1
DOK1;Recall/Reproduction–Recallafact,
information,orprocedure;process
informationonalowlevel
Can you recall
?
When did happen?
Who was
?
How canyou recognize__?
?
What is
How canyou find the meaningof_?
Can you select
?
How wouldyou write ?
What mightyou includeon a list
about_?
Who discovered
?
What isthe formulafor__?
Can you identify
?
How wouldyou describe ?
DOK3:StrategicThinking–Requires
DOK2:Skill/Concept–Useinformationor
conceptualknowledge,twoormoresteps
Can you explainhow _affected __?
How wouldyou applywhatyou learnedto
develop
?
How wouldyou compare__?Contrast_?
How wouldyou classify___?
How are alike? Different?
How wouldyou classifythe typeof?
What canyou sayabout
?
How wouldyou summarize
?
What stepsare neededto edit ?
When wouldyou usean outlineto___ ?
How wouldyou estimate
?
How couldyou organize ?
What wouldyou useto classify____?
What do you noticeabout
?
DOK4:ExtendedThinking–Requires
reasoning,developingaplanorasequenceof connectionsandextensions,highcognitive
steps,morethanonereasonableapproach
demandsandcomplexreasoning
relatedto
?
How is
What conclusionscanyou drawabout___?
How wouldyou adaptto createa
different__?
How wouldyou test_
?
Can you predictthe outcomeif?
What isthe bestanswer?Why?
What conclusioncanbe drawnfrom
thesethree texts?
What isyour interpretationof thistext?
Supportyourationale.
How wouldyou describethe sequenceof
?
What factswouldyou selectto
support?
Can you elaborateon the reason?
What wouldhappenif
Can you formulatea theoryfor__?
How wouldyou test_?
Canyouwrite a thesisthatissupportedby
conclusionsfrommultiplesources?
Howwouldyoudesignandconductan
experiment?
Canyougatherinformationto develop
alternativeexplanationsfor the resultsofan
experiment?
Howwouldyouapplyinformationfrom
one text toanothertext to developa
persuasiveargument?
What informationcanyou gathertosupport
your ideaabout
?
?
1
FromDepthof Knowledge–Descriptors,ExamplesandQuestionStemsforIncreasingDepthof Knowledgeinthe c lassroom
DevelopedbyDr.NormanWebb
© Learner‐Centered Initiatives, Ltd. (2014) Page 13
VideoSegment1
ScaffoldingStudents’AbilitytoGeneratetheirOwnQuestions
http://www.youtube.com/watch?v=Sd1FlXxpVIw (5 minutes and 45 seconds) Questions
Yournotes
Whatistheroleofthedifferent
coloredstickynotes?
Whatdoestheteachermodel?
Whatelsedoestheteacherdoto
scaffoldandimprovestudents’
questioningability?
© Learner‐Centered Initiatives, Ltd. (2014) Page 14
Activity3.Exploringhowquestionsimpactstudentthinking
andtheroletheycanplayinaskingquestions
Reviewthetwoscenariosdepictedundereachthepictureonthispageandthefollowing
page.
Howdoeschangingthequestionsandthequestionaskerimpactstudentlearningand
engagement?






Theteacherasksstudentsto
Theteacherasksstudentstousethe
respondtothefollowingquestions: followingquestionsstemstogenerate
questionsaboutthispicture:
Whatisthis?
 Who?
Howdoyouknow?
 What?
WhatisXdoing?
 When?
Whatmakesyouthinkthat?
 Where?
Issomethingstrangeinthispicture?
 Why?
Whatdoyouthinkitmeans?
 How?
© Learner‐Centered Initiatives, Ltd. (2014) Page 15
Scenario1
Scenario2
Theteacherasksstudentstodevelopat
leastonequestionfromeachofthe
followingpromptstohelpeveryone
understandthisplaceanditspurpose.
 Setting
 Character
 Plot
 Theme
 Conflict
© Learner‐Centered Initiatives, Ltd. (2014) Theteacherstatestostudents:
ThisisamosqueintheAfricancountryof
Maliandthenusesthefollowingprompts
andquestions.
 Describeitsstructure.
 Whatdoyouthinkisthefunctionof
itsprotrudingparts?
 Whatisthefunctionoftheshapes
onthetop?
 Whydoyouthinkitisbuiltthis
way?
 Whousesit?
 Forwhatpurposes?
Page 16
VideoSegment2
HelpingStudentsAskBetterQuestions
https://www.teachingchannel.org/videos/developing‐better‐
questions?utm_campaign=digest&utm_medium=email&utm_source=digest 2 minutes and 9 seconds Questions How do the use of these taxonomies and tools scaffold students’ ability to formulate questions? How might you adapt this in your classroom? Your Notes © Learner‐Centered Initiatives, Ltd. (2014) Page 17
VideoSegment3
Scaffoldingunderstanding
Learningtothinkafoundationforanalysis
https://www.teachingchannel.org/videos/teach‐students‐to‐
think?utm_source=Teaching+Channel+Newsletter&utm_campaign=224a58437d‐
Newsletter_August_10_2013&utm_medium=email&utm_term=0_23c3feb22a‐224a58437d‐
290818205(15.5minutes)
Questions
YourNotes
Howdoeselicitingwhatstudentsobserve scaffoldtheirunderstanding?
Whatdoesthelisttheygenerateatfirst
accomplish?
Howdoestheexplicitcomparisonbetween concreteandabstractscaffold
understanding?Whatdoesitaccomplish?
Howcouldyouadaptitforelementaryand middleschoolstudents?
© Learner‐Centered Initiatives, Ltd. (2014) Page 18
Activity4.Generatingquestionsforaddressingthestandards
usingcriticalthinkingterms
Selectoneofthetermsonthenexttwopagestoframequestionsforoneofthefollowing
standards.
•
•
•
•
•
•
•
•
•
Solvereallifeandmathematicalproblemsusingnumericalandalgebraic
expressionsandequations.
Reasonquantitativelyanduseunitstosolveproblems.
Useobservationstodescribepatternsofwhatplantsandanimals(including
humans)needtosurvive
Analyzetheinteractionsbetweenindividuals,events,andideasinatext(e.g.,how
ideasinfluenceindividualsorevents,orhowindividualsinfluenceideasorevents).
Useacomputersimulationtomodeltheimpactofproposedsolutionstoacomplex
real‐worldproblemwithnumerouscriteriaandconstraintsoninteractionswithin
andbetweensystemsrelevanttotheproblem.
Compareandcontrasttheinformationgainedfromexperiments,simulations,video,
ormultimediasourceswiththatgainedfromreadingatextonthesametopic
Analyzetherelationshipbetweenaprimaryandsecondarysourceonthesame
topic.
Createaudiorecordingsofstoriesorpoems;adddrawingsorothervisualdisplays
tostoriesorrecountsofexperienceswhenappropriatetoclarifyideas,thoughts,
andfeelings.
Usetechnology,includingtheInternet,toproduce,publish,andupdateindividualor
sharedwritingproducts,takingadvantageoftechnology’scapacitytolinktoother
informationandtodisplayinformationflexiblyanddynamically.
Thengeneratethequestionyouwillaskstudentsusingtheterms.
Theexampleonpages22and23showsyouhowyouwouldgeneratethesekindsof
questionsusingatext.
© Learner‐Centered Initiatives, Ltd. (2014) Page 19
Word Definition and example
Argument A reason or reasons offered for or against something. The Iraqi war is unjustified given the reasons posed by the US government. Something we take for granted or presuppose. Human thought is based on assumptions. Can be justified or unjustified. If a boy is African American, his parents must be African American. Mental leaning or inclination. Can be neutral (based on our point of view) or negative (blindness or irrational resistance to weaknesses within one’s point of view). Poetry is dumb. Idea or thought, generalized idea of a thing or a class of things. Family, location, scarcity, interdependence
To decide by reasoning, to infer, to deduce; the last step in a reasoning process. Electronic appliances are becoming less expensive than 10 years ago given increasing global competition and the decreasing costs of electronic components. Standards, rules or test by which something can be judged or measured. Goodness, fairness Facts, figures, or information from which conclusions can be inferred, or upon which interpretations or theories can be based. There were 3000 robberies in the city last year. This apple contains no fat.
A tendency to view one’s own race or culture as central based on the deep‐seated belief that one’s own group is superior to all others. The US determines the state of the global economy.
To judge or determine the quality of something. This is a lousy restaurant.
The data on which a judgment or conclusion might be based or by which proof of a probability might be established. School report cards; test data; someone’s testimony What actually happened, what is true; verifiable by empirical means; the raw data. The sun rises in the east and sets in the west. An error in reasoning; flaw or defect in an argument. SARS does not cause death in the United States. The act or process of extending from particulars to generals. All wars are inevitable; all children can learn.
Anything existing in the mind as an object of knowledge or thought. This city has a traffic problem.
A claim or truth that follows from other claims or truths. We are likely to continue to have economic problems due to increased deficits and decreased consumer spending. Step of the mind, intellectual act by which one concludes that something is so in light of something else being so, or seeming to be so. Can be strong or weak, justified or unjustified. The soldiers are tired. To give one’s own conception of, or to place something in the context of one’s own experience, perspective, or point of view. She will never recover as a result of that tragedy. I know because my aunt went through the same situation. The act of deciding or appraising. This is not a safe place for us to walk at night. Assumption Bias Concept Conclusion Criteria Data Ethnocentricity Evaluation Evidence Fact Fallacy Generalization Idea Implication Inference Interpretation Judgment Justification The act of showing a belief, opinion, action, or policy to be in accord with reason and evidence, and/or to be acceptable. That punishment was fair given the nature of the crime.
© Learner‐Centered Initiatives, Ltd. (2014) Page 20
Word Definition and example
Belief, typically one open to dispute. That film was boring. Judgment, belief, opinion, point of view ‐ favorable or unfavorable ‐ formed before the facts are Prejudice known, resistance to evidence or reason, or in disregard of facts which contradict it. Latin American countries are primitive.
Proposition upon which an argument is based or from which a conclusion is drawn. A starting point of Premise reasoning The soldiers have not slept in three days.
A first‐hand document or primary reference work Primary source Witness statement, diaries, first‐hand investigations
A fundamental truth, law, doctrine, value, or commitment upon which others are based. Principle Principle of radar Evidence or reasoning so strong or certain as to demonstrate the truth or acceptability of a conclusion Proof beyond a reasonable doubt. The earth rotates around the sun.
Secondary source A second‐hand document or reference A review of research; historian’s compendiums; police report taken at the station Position that is supported after the fact with reasons why it could be justifiable. Rationalized It is appropriate for people to have guns in their home because of the high incidence of crime in the judgment city. Criteria‐based or reason‐driven position. Reasoned Regarding solar heating: Given that the sun rises in the east and sets in the west, panels must be judgment placed in the southwest roof of a house so they can gather most of the positive effects of sun rays panels on the southwest.
Systematic statement of principles involved in a subject; a formulation of apparent relationships or Theory underlying principles of certain phenomena which has been verified to some degree. Evolution Theory, Theory of Relativity
Conformity to knowledge, fact, actuality, or logic: a statement proven and accepted as true. Truth We all die. Opinion © Learner‐Centered Initiatives, Ltd. (2014) Page 21
ExampleforStandard:”Assesstheextenttowhichthereasoningandevidenceinatext
supporttheauthor’sclaims.”Usingtheterms:judgmentandjustification
Teacher
Students
Asksstudentswhattheythinkthetermsjudgmentand
justificationmeansandrecordstheirideas
Studentsstatetheirideas
relatedtotheterms
UsesVisualThesaurustoillustratethewordsassociated Articulatetherelationship
withbothofthesetermsandasksstudentstoconsider betweentheterms
howthesetwotermsrelatetoeachother
Sharesadefinitionofthetermsandasksstudentsto
Proposerefinementstothe
usethemtoestablishtherelationship.
relationship
Asksstudentstoreviewthefollowingtextandthe
Discussthedifferences
highlightedandunderlinedstatementsandto
betweenthehighlightedand
determinewhattheyrepresent(judgmentsor
underlinedtermsandidentify
justifications)sothattheycangeneratecriteriafor
criteriaforeachone.
whichoneiswhich.
HARPER'S WEEKLY.
SATURDAY, APRIL 27, 1861.
By the President of the United States:
A PROCLAMATION.
Whereas, The laws of the United States have been for some time past and now are opposed, and the execution thereof
obstructed, in the States of South Carolina, Georgia, Alabama, Florida, Mississippi, Louisiana, and Texas, by combinations too powerful to be suppressed by the ordinary course of
judicial proceedings, or by the powers vested in the Marshals by law :
Now, therefore, I, ABRAHAM LINCOLN, President of the
United States, in virtue of the power in me vested by the Constitution and the laws, have thought fit to call forth, and
hereby do call forth, the Militia of the several States of the Union, to the aggregate number of 75,000, in order to
suppress said combinations, and to cause the laws to be duly
executed. The details for this object will be immediately communicated to the State authorities through the War
Department.
I appeal to all loyal citizens to favor, facilitate,
© Learner‐Centered Initiatives, Ltd. (2014) Page 22
and aid this effort to maintain the honor, the integrity, and the
existence of our National Union and the perpetuity of popular
government, and to redress wrongs already long enough
endured.
I deem it proper to say that the first service assigned to the
force hereby called forth will probably be to repossess the
forts, places, and property which have been seized from the
Union, and, in every event, the utmost care will be observed,
consistently with the objects aforesaid, to avoid any
devastation, any destruction of, or interference with property,
or any disturbance of peaceful citizens in any part of the
country; and I hereby command the persons composing the
combinations aforesaid to disperse and retire peaceably to
their respective abodes within twenty days from this date.
Deeming that the present condition of public affairs presents
an extraordinary occasion, I do, hereby, in virtue of the power
in me vested by the Constitution, convene both Houses of
Congress. The Senators and Representatives are therefore
summoned to assemble at their respective chambers at twelve
o'clock, noon, on Thursday, the fourth day of July next, then
and there to consider and determine such measures as, in their
wisdom, the public safety and interest may seem to demand.
In witness whereof, I have hereunto set my hand, and caused
the seal of the United States to be affixed.
Done at the City of Washington, this fifteenth day of April, in
the year of our Lord one thousand eight hundred and sixtyone, and of the independence of the United States the eightyfifth.
ABRAHAM LINCOLN.
BY THE PRESIDENT.
Asksstudentstohighlightstatementsthatdepict
judgmentsandunderlinestatementsthatdepict
justificationsusinganewtext.
Asksstudentstorespondtothefollowingquestions:
1) Howdidthehighlightingandunderliningofthe
textaffectyourunderstandingofthetext?
2) Howwouldyoucharacterizethedifferencesand
relationshipbetweenjudgmentand
justification?
3) Howdothehistoricaljustificationsforengaging
inwarstellusaboutleadersandwhothey
represent?
© Learner‐Centered Initiatives, Ltd. (2014) Markanewtext
Respondtothequestions
Page 23
Activity5:Generatingtext‐basedquestionstosupportstudents’
learning
Usingyourowntext,generatetext‐basedquestionsforrelevantreadingstandardsinyour
gradelevel.Whatfollowsisanexampleusingaprimaryexample.Ifyoudidnotbringyour
owntext,youcanpracticegeneratingtext‐basedquestionsfordifferentstandardswiththe
intermediateandsecondarytextsincludedhere.
Primaryexample
Reviewthefollowingsummativefirstgradesummativeassessment:
Thekindergartenclasshasbeenstudyinganimalsandtheirbabies.Sincemostbabieslook
likesmallerversionsoftheirparents,theyareeasytomatchup,buttadpolesdonotlook
liketheirparentfrogsandthisisconfusingtheclass.
Yourclasshasbeenaskedtomakeapresentationtohelpthekindergartenersunderstand
thelifecycleofthefrogsothattheycanconnecttadpolestofrogs.Tohelpthesestudents
understandthechangesthattakeplace,drawachartofthelifecycleandlabelthedifferent
parts.Thenwriteaparagraphinwhichyounameyourtopic,supplyspecificfactsabout
yourtopicandwriteaconclusion.Thenbepreparedtoexplaintotheclasswhatyouhave
learnedabouteachphase.Usespecificterms(likemetamorphosis,amphibian,tadpole,cold
blooded)inyourpresentation.
Usethetextonsubsequentpagestogenerateatleastonequestionfor3ofthestandardsbelow.You
canusetheDOKframework,Bloom’sTaxonomyorCosta’sverbstarters.
Example
ReadingStandards
Question
R.I.11.Askandanswerquestionsaboutkeydetails
Howdogillshelptadpoles?
inatext.
R.I.1.2.Identifythemaintopicandretellkeydetails
ofatext.
Whatisthemainideaofthisarticle?
R.I.13.Describetheconnectionbetweentwo
Whatisthedifferencebetweentadpolesand
individuals,events,ideas,orpiecesofinformationin frogs?
atext.
R.I.1.4.Askandanswerquestionstohelpdetermine
orclarifythemeaningofwordsandphrasesinatext.
R.I.1.5.Knowandusevarioustextfeatures(e.g.,
headings,tablesofcontents,glossaries,electronic
menus,icons)tolocatekeyfactsorinformationina
text.
R.I.1.6.Distinguishbetweeninformationprovided
bypicturesorotherillustrationsandinformation
providedbythewordsinatext.
Whatdoes“whereitallbegins”suggest
aboutthetextbelow?
Whatdoesthepictureofthetadpoleshow
thatisdifferentfromtheparagraphunder
“whereitallbegins”?
R.I.17.Usetheillustrationsanddetailsinatextto
describeitskeyideas.
© Learner‐Centered Initiatives, Ltd. (2014) Page 24
R.I.1.8.Identifythereasonsanauthorgivesto
supportpointsinatext.
R.I.110.Withpromptingandsupport,read
informationaltextsappropriatelycomplexforgrade
1.
FROGSAREAMPHIBIANS
Frogsbelongtoagroupofanimalscalled
amphibians.(am‐fib‐ee‐anz).Amphibianmeans
two‐lives.Frogsbegintheirlivesinthewateras
eggsandthentadpolesandwhentheyarefully
developedtheyliveonland.Scientistsbelieve
thattherearemorethan4,000differentkindsof
amphibiansonEarth.Toads,newts,salamanders
andcaecilians(blindworms)arealsomembers
oftheamphibiangroup.
Frogsarecold‐bloodedwhichmeansthattheirbodiesarethesametemperatureastheairor
wateraroundthem.Whentheyarecoldtheywilllayinthesuntowarmupandwhentheyget
toowarmtheywillgointothewatertocooltheirbodiesoff.
ScientistshavefoundfrogsfossilsthatdatebacktotheJurassicperiodover140millionyears
ago.
Frogsarefoundallovertheworld,andineveryclimate,exceptAntarctica.Theycanbefound
nearany,andevery,bodyoffreshwaterbutpreferponds,lakes,andmarshes,becausethe
waterdoesn’tmoveveryfast.Frogscannotliveintheseaoranysaltwater.
WHEREITALLBEGINS...
Frogsbegintheirlivesastadpoles
thatarehatchedinthewaterfrom
tinyjelly‐coveredeggs.Themother
frogwilllaythousandsofeggsat
onetime.Imaginehavingthousands
ofbrothersandsisters!
Thejellyhasanawfultaste,which
protectstheeggsfrompredators
untiltheyarereadytohatch.
Tadpolesarebornwithgills,justlikeafish,sothattheycanbreatheunderwater.Theyhavea
bigheadandalongtail.Theydefinitelydonotlooklikefrogs,yet!Tadpoleshaveatoughlife.
© Learner‐Centered Initiatives, Ltd. (2014) Page 25
It’sagoodthingtheyarefastswimmerstoescapethemany othercreaturesthathuntthemin
thepond.Theyareafavoritefoodtofishandwaterbeetles.
http://www.kidzone.ws/lw/frogs/facts.htm
METAMORPHOSIS:TheLifecycleofaFrog
Metamorphosisisthechangeofshapeduringananimal’slife.Duringmetamorphosisthetadpolewilldevelop
backlegsfirstthenfrontlegs.Around6weeksoflifethemouthstartstowiden.Sometimearound10weeks
thefroglet’seyesstarttobulgeoutandthetailbeginstoshrinkandeventuallydisappear.Whenthelungs
finishdevelopingthefrogletmakesitswayontothelandand,Ta‐da!It’safrog!
Frogeggsfloatinginapond:theseclustersoffloatingeggs
arecalled"eggmasses".
Frogslayupto4,000eggsatonetime!
Tadpoleshatchfromtheeggsandliveinthepond.
ThetadpolesturnintoFroglets.Thebodyshrinksandlegs
form.
© Learner‐Centered Initiatives, Ltd. (2014) Page 26
TheFroglet'stailshrinks,thelungsdevelopandtheback
legsgrowandthenwehaveaFrog.
Amphibiansmustshedtheirskinastheygrow.Usuallythe
shedskiniseaten.Yum!
© Learner‐Centered Initiatives, Ltd. (2014) Page 27
Intermediateexample
ReviewthefollowingsummativeassessmentforfifthgradeELAandscience.
Yourclasshasbeenstudyingabouttheimpactthathumanshaveonnature.Asaresultofyour
readings,theclasshasdecidedtoprepareapamphlettohelpmembersofyourschoolto
appreciatetheresponsibilitywehavetoconsidertheconsequencesofouractionsandto
explorewayswecanhelptopreserveendangeredspecies.
Afterreadingaboutanumberofendangeredspecies,selecttheoneyoufeelmoststrongly
aboutsaving.Introduceyourtopicclearly,statingupfrontwhyyouchosethisanimal.Provide
facts,concretedetails,quotationsandexamplestohelpthereaderappreciatethisanimalandto
understandhowman’sactionshaveendangereditandwhatcanbedonetopreserveit.End
youressaywithaconcludingstatementrelatedtotheinformationyouhaveprovided.Lateron
youwilluseexcerptsfromyouressaytocreatethepamphletfortheschoolcommunity.
Usethetextonsubsequentpagestogenerateatleastonequestionforthreeofthestandardsbelow.
YoucanusetheDOKframework,Bloom’sTaxonomyorCosta’sverbstarters.
Standards
Question
RI5.1Quoteaccuratelyfromatextwhenexplaining whatthetextsaysexplicitlyandwhendrawing
inferencesfromthetext.
RI5.2.Determinetwoormoremainideasofatext
andexplainhowtheyaresupportedbykeydetails;
summarizethetext.
RI5.3.Explaintherelationshipsorinteractions
betweentwoormoreindividuals,events,ideas,or
conceptsinahistorical,scientific,ortechnicaltext
basedonspecificinformationinthetext.
RI5.4.Determinethemeaningofgeneralacademic
anddomain‐specificwordsandphrasesinatext
relevanttoagrade5topicorsubjectarea.
RI5.6Analyzemultipleaccountsofthesameevent
ortopic,notingimportantsimilaritiesand
differencesinthepointofviewtheyrepresent.
RI5.7.Drawoninformationfrommultipleprintor
digitalsources,demonstratingtheabilitytolocate
ananswertoaquestionquicklyortosolvea
problemefficiently.
RI5.8.Explainhowanauthorusesreasonsand
evidencetosupportparticularpointsinatext,
identifyingwhichreasonsandevidencesupport
whichpoint(s).
© Learner‐Centered Initiatives, Ltd. (2014) Page 28
TheRainforestsofHawaiiareHometotheEndangeredHappyFaceSpider.
Theridongrallator,whichisharmlesstohumans,hasadistinctivemarkingwhichlookslikeabroad
redsmilewithdarkeyesandexpressiveeyebrows.Scientistsbelievethemarkingshaveevolvedas
awaytoconfusepredators,accordingtotheTelegraph.
DrGeoffOxford,aspiderexpertfromtheUniversityofYorktoldthepublication:"Therearevarious
theoriesastowhythespiderhasdevelopedthemarkingsithas,oneofthesethatitmaybeto
confusepredators."Whenabirdorotherpredatorfirstseesapreyitemithasnotseenbefore,
thereisamomentbeforeitdecideswhethertoeatitornot."
Thespeciesisonlyknowntoinhabittherainforestsofthepacificislandsandisunderthreatfrom
non‐nativespecies.
© Learner‐Centered Initiatives, Ltd. (2014) Page 29
Meet the happy‐faced spider sure to make you smile ByDailyMailReporterUPDATED:19:11EST,28April2009
Thisamazinghappy‐facedspiderfoundinHawaiiisboundtoleaveyou
beamingfromeartoear.Thetinyinsect,whichmeasuresjustafew
millimetersacross,hasdevelopedbizarremarkingswhichlookjustlikea
smilingface.
Scientiststhinkthespider,whichisharmlesstohumans,hasevolvedthe
patternstoconfusepredators.Thistinyspiderhasdevelopedmarkingsthat
looklikeasmilingface.Butit'snolaughingmatterforthespiderwhichis
under‐threatfromextinctionfromitshomeintherainforestsoftheHawaiian
islandchaininthePacificocean.
SpiderexpertandgeneticistDrGeoffOxford,62,fromtheUniversityofYork,
saidstudyinghappy‐facespiderswasarealjoy.Hesaid:'Imustadmitwhen
Iturnedoverthefirstleafandsawoneitcertainlybroughtasmiletomyface.
'Therearevarioustheoriesastowhythespiderhasdevelopedthemarkingsithas,oneofthese
thatitmaybetoconfusepredators.'Whenabirdorotherpredatorfirstseesapreyitemithasnot
seenbefore,thereisamomentbeforeitdecideswhethertoeatitornot.'Itmaybethatthisspider
hasdevelopedthesevariationstotakeadvantageofthis,inthemomentthepredatorisdecidingifit
isfooditmayhavethechancetoescape.'Idon'tthinkthesmilingfaceisenoughtoputoffabird
though,butitwouldbenicetothinkso.
'Notallhappy‐facespidershavesuchstrikingmarkings,andsomearenearlyallorangeorallblue.'
DrOxford,whohasbeenstudyingthespiderssince1993,saidthattheunusualmarkingsofthe
arachnidhadmadethemanambassadorforallofHawaii'sthreatenedwildlife.Hesaid:'Theyare
ambassadorsforallthethreatenedinvertebrates,insectsandspidersonHawaii.'Conservationists
areusingthemtohighlighttheplightofnativespecies
andyoucan'tgofarontheislandswithoutseeingthem
onT‐shirts,baseballcapsandpostcards.'
Hawaiianfaunaisbeingthreatenedbythehuman‐
importedspeciesofanimalsandplantsthatestablish
thereeachyear."Sadlymostoftheplantsandanimals
inlowlandareasofHawaiiarenon‐nativeandonehas
togoupintotherainforesttofindthenativespecies." © Learner‐Centered Initiatives, Ltd. (2014) Page 30
TheHappyFacedSpiderwrittenby:EricDenemark,2008
TheHappy‐FacedSpiderisacharismaticarachnidendemictotheHawaiianIslands.T.grallator
belongstothecomb‐footedspiders(Theridiidae),afamilywhichalsoincludesthefamousBlack
Widow.Happy‐FacedSpidersarehighlyderivedmembersofthisgroupbutdonotsharethevenom
toxicityoftheirmorefearedrelatives.Thesearesmallspiders,aboutaquarterofaninchlong,who
prefertoliveontheundersideofleavesatelevationsfrom1,000to6,000feet.Theridiongrallator's
commonnamecomesfromtheinterestingpatternonitsabdomen,whichcloselyresemblesa
'smileyface'.
Theridiongrallatorexhibitsbehaviorsthatareextremelyrareamongstspiders.Oneofthemore
interestingismaternalcare.ThefemaleHappyFacedSpiderwillactivelycareforheryoungafter
theyhatchfromtheeggsac.Thisgoesasfarascatchingpreyitemsforthespiderlingstoeat.Less
than1%ofallthespidersspeciesontheplanetareknowntoactinthisway.Rarebehavioral
characteristics,likechemicalcompositionorgeneresources,contributegreatlytothediversityand
survivaloflifeonEarth.
T.grallatoralsoprovidesaninterestingcasestudyintheevolutionofspeciesonislands.Scientists
havediscoveredthatthegenescontrollingcolorpatterninthisspeciesareuniquetoeachisland.
Argumentsexistastowhetherornotthehappyfacedcolorationprovidessomesortofadaptive
benefitornot.Somebelievethesespidersonlyhavebirdstofearaspredatorsandthepatterning
assiststheminfrighteningpotentialdiners.Otherssuggestthatthelackofcontinuityincoloration
acrossthespeciesoccursbecauseofalackofselectivepressure.Onecanonlyhopewegetachance
tosolvethismysterybeforethisandmanyotherunknownspeciesarelostfromtheHawaiian
Islands.
CurrentlyT.grallatorisnotcoveredunderanyprotectiveprogram.Thisisnotoverlysurprising
however,asonlyafewofthemanypotentiallythreatenedarachnidsfromtheregionarebenefiting
directlyfromconservationefforts.ThegreatestrisktothesurvivalofT.grallatorishabitatloss.
DeforestationoftheHawaiianIslandswillabsolutelyresultintheextinctionofthisspecies.
R.G.Gillespie;G.S.Oxford.1998."SelectionontheColorPolymorphisminHawaiianHappy‐
FacedSpiders:EvidencefromGeneticStructureandTemporalFluctuations."Evolution.Vol52,3,
775‐783.
© Learner‐Centered Initiatives, Ltd. (2014) Page 31
Secondaryexample
ReadthefollowingassessmenttaskforhighschoolEnglishandSocialStudies.
WritetheSpeechthatyouconsiderwouldbeappropriateforeithertherulerofacountry
whichnowisdivided,orforanInternationalAgencysuchastheUnitedNations,which
currentlyoverseesorsecuressupportforcountriesfacinginternalandexternalconflicts,
urgingcitizensofeitherthatcountryorfromtheinternationalcommunity,toweighthe
meritsofunification.Allspeecheswillbescoredbytheclassandthethreehighestscoring
speecheswillbesubmittedtotheModelUNcommitteeforuseintheirdeliberation.
Usethetextonsubsequentpagestogenerateatleastonequestionforeachofthestandardsbelow.
YoucanusetheDOKframework,Bloom’sTaxonomyorCosta’sverbstarters.
Standard‐ReadingInformationalText9/10grade
Question
R1.Citestrongandthoroughtextualevidenceto
supportanalysisofwhatthetextsaysexplicitlyaswell
asinferencesdrawnfromthetext,including
determiningwherethetextleavesmattersuncertain.
R1a.Developfactual,interpretive,andevaluative
questionsforfurtherexplorationofthetopic(s).(NYS)
R2.Determineacentralideaofatextandanalyzeits
developmentoverthecourseofthetext,includinghow
itemergesandisshapedandrefinedbyspecificdetails;
provideanobjectivesummaryofthetext.
R3.Analyzehowtheauthorunfoldsananalysisorseries
ofideasorevents,includingtheorderinwhichthe
pointsaremade,howtheyareintroducedand
developed,andtheconnectionsthataredrawnbetween
them.
R4.Determinethemeaningofwordsandphrasesas
theyareusedinatext,includingfigurative,connotative,
andtechnicalmeanings;analyzethecumulativeimpact
ofspecificwordchoicesonmeaningandtone(e.g.,how
thelanguageofacourtopiniondiffersfromthatofa
newspaper).
R5.Analyzeindetailhowanauthor’sideasorclaimsare
developedandrefinedbyparticularsentences,
paragraphs,orlargerportionsofatext(e.g.,asectionor
chapter).
R6.Determineanauthor’spointofvieworpurposeina
textandanalyzehowanauthorusesrhetorictoadvance
thatpointofvieworpurpose.
R8.Delineateandevaluatetheargumentandspecific
claimsinatext,assessingwhetherthereasoningisvalid
andtheevidenceisrelevantandsufficient;identifyfalse
statementsandfallaciousreasoning.
© Learner‐Centered Initiatives, Ltd. (2014) Page 32
George Washington's Farewell Address to the People of the United States
FRIENDS AND FELLOW-CITIZENS:
1 The period for a new election of a citizen, to administer the executive government of the United
States, being not far distant, and the time actually arrived, when your thoughts must be employed
designating the person, who is to be clothed with that important trust, it appears to me proper,
especially as it may conduce to a more distinct expression of the public voice, that I should now
apprize you of the resolution I have formed, to decline being considered among the number of those
out of whom a choice is to be made.
2 I beg you at the same time to do me the justice to be assured that this resolution has not been
taken without a strict regard to all the considerations appertaining to the relation which binds a dutiful
citizen to his country; and that in withdrawing the tender of service, which silence in my situation
might imply, I am influenced by no diminution of zeal for your future interest, no deficiency of grateful
respect for your past kindness, but am supported by a full conviction that the step is compatible with
both.
3 The acceptance of, and continuance hitherto in, the office to which your suffrages have twice called
me, have been a uniform sacrifice of inclination to the opinion of duty, and to a deference for what
appeared to be your desire. I constantly hoped that it would have been much earlier in my power,
consistently with motives, which I was not at liberty to disregard, to return to that retirement, from
which I had been reluctantly drawn. The strength of my inclination to do this, previous to the last
election, had even led to the preparation of an address to declare it to you; but mature reflection on
the then perplexed and critical posture of our affairs with foreign nations, and the unanimous advice of
persons entitled to my confidence impelled me to abandon the idea.
4 I rejoice, that the state of your concerns, external as well as internal, no longer renders the pursuit
of inclination incompatible with the sentiment of duty, or propriety; and am persuaded, whatever
partiality may be retained for my services, that, in the present circumstances of our country, you will
not disapprove my determination to retire.
5 The impressions, with which I first undertook the arduous trust, were explained on the proper
occasion. In the discharge of this trust, I will only say, that I have, with good intentions, contributed
towards the organization and administration of the government the best exertions of which a very
fallible judgment was capable. Not unconscious, in the outset, of the inferiority of my qualifications,
experience in my own eyes, perhaps still more in the eyes of others, has strengthened the motives to
diffidence of myself; and every day the increasing weight of years admonishes me more and more,
that the shade of retirement is as necessary to me as it will be welcome. Satisfied, that, if any
circumstances have given peculiar value to my services, they were temporary, I have the consolation
to believe, that, while choice and prudence invite me to quit the political scene, patriotism does not
forbid it.
6 In looking forward to the moment, which is intended to terminate the career of my public life, my
feelings do not permit me to suspend the deep acknowledgment of that debt of gratitude, which I owe
to my beloved country for the many honors it has conferred upon me; still more for the steadfast
confidence with which it has supported me; and for the opportunities I have thence enjoyed of
manifesting my inviolable attachment, by services faithful and persevering, though in usefulness
unequal to my zeal. If benefits have resulted to our country from these services, let it always be
remembered to your praise, and as an instructive example in our annals, that under circumstances in
which the passions, agitated in every direction, were liable to mislead, amidst appearances sometimes
dubious, vicissitudes of fortune often discouraging, in situations in which not ifrequently want of
success has countenanced the spirit of criticism, the constancy of your support was the essential prop
of the efforts, and a guarantee of the plans by which they were effected. Profoundly penetrated with
this idea, I shall carry it with me to my grave, as a strong incitement to unceasing vows that Heaven
© Learner‐Centered Initiatives, Ltd. (2014) Page 33
may continue to you the choicest tokens of its beneficence; that your union and brotherly affection
may be perpetual; that the free constitution, which is the work of your hands, may be sacredly
maintained; that its administration in every department may be stamped with wisdom and virtue;
than, in fine, the happiness of the people of these States, under the auspices of liberty, may be made
complete, by so careful a preservation and so prudent a use of this blessing, as will acquire to them
the glory of recommending it to the applause, the affection, and adoption of every nation, which is yet
a stranger to it.
7 Here, perhaps I ought to stop. But a solicitude for your welfare which cannot end but with my life,
and the apprehension of danger, natural to that solicitude, urge me, on an occasion like the present,
to offer to your solemn contemplation, and to recommend to your frequent review, some sentiments
which are the result of much reflection, of no inconsiderable observation, and which appear to me allimportant to the permanency of your felicity as a people. These will be offered to you with the more
freedom, as you can only see in them the disinterested warnings of a parting friend, who can possibly
have no personal motive to bias his counsel. Nor can I forget, as an encouragement to it, your
indulgent reception of my sentiments on a former and not dissimilar occasion. Interwoven as is the
love of liberty with every ligament of your hearts, no recommendation of mine is necessary to fortify
or confirm the attachment.
9 The unity of Government, which constitutes you one people, is also now dear to you. It is justly so;
for it is a main pillar in the edifice of your real independence, the support of your tranquillity at home,
your peace abroad; of your safety; of your prosperity; of that very Liberty, which you so highly prize.
But as it is easy to foresee, that, from different causes and from different quarters, much pains will be
taken, many artifices employed, to weaken in your minds the conviction of this truth; as this is the
point in your political fortress against which the batteries of internal and external enemies will be most
constantly and actively (though often covertly and insidiously) directed, it is of infinite moment, that
you should properly estimate the immense value of your national Union to your collective and
individual happiness; that you should cherish a cordial, habitual, and immovable attachment to it;
accustoming yourselves to think and speak of it as of the Palladium of your political safety and
prosperity; watching for its preservation with jealous anxiety; discountenancing whatever may
suggest even a suspicion, that it can in any event be abandoned; and indignantly frowning upon the
first dawning of every attempt to alienate any portion of our country from the rest, or to enfeeble the
sacred ties which now link together the various parts.
Palladium: an object believed to have the power to protect a city or nation, especially the
statue of Pallas Athena that was believed to protect Troy
10 For this you have every inducement of sympathy and interest. Citizens, by birth or choice, of a
common country, that country has a right to concentrate your affections. The name of American,
which belongs to you, in your national capacity, must always exalt the just pride of Patriotism, more
than any appellation derived from local discriminations. With slight shades of difference, you have the
same religion, manners, habits, and political principles. You have in a common cause fought and
triumphed together; the Independence and Liberty you possess are the work of joint counsels, and
joint efforts, of common dangers, sufferings, and successes.
11 But these considerations, however powerfully they address themselves to your sensibility, are
greatly outweighed by those, which apply more immediately to your interest. Here every portion of
our country finds the most commanding motives for carefully guarding and preserving the Union of
the whole.
12 The North, in an unrestrained intercourse with the South, protected by the equal laws of a common
government, finds, in the productions of the latter, great additional resources of maritime and
commercial enterprise and precious materials of manufacturing industry. The South, in the same
intercourse, benefiting by the agency of the North, sees its agriculture grow and its commerce
expand. Turning partly into its own channels the seamen of the North, it finds its particular navigation
invigorated; and, while it contributes, in different ways, to nourish and increase the general mass of
the national navigation, it looks forward to the protection of a maritime strength, to which itself is
© Learner‐Centered Initiatives, Ltd. (2014) Page 34
unequally adapted. The East, in a like intercourse with the West, already finds, and in the progressive
improvement of interior communications by land and water, will more and more find, a valuable vent
for the commodities which it brings from abroad, or manufactures at home. The West derives from the
East supplies requisite to its growth and comfort, and, what is perhaps of still greater consequence, it
must of necessity owe the secure enjoyment of indispensable outlets for its own productions to the
weight, influence, and the future maritime strength of the Atlantic side of the Union, directed by an
indissoluble community of interest as one nation. Any other tenure by which the West can hold this
essential advantage, whether derived from its own separate strength, or from an apostate and
unnatural connection with any foreign power, must be intrinsically precarious.
13 While, then, every part of our country thus feels an immediate and particular interest in Union, all
the parts combined cannot fail to find in the united mass of means and efforts greater strength,
greater resource, proportionably greater security from external danger, a less frequent interruption of
their peace by foreign nations; and, what is of inestimable value, they must derive from Union an
exemption from those broils and wars between themselves, which so frequently afflict neighboring
countries not tied together by the same governments, which their own rivalships alone would be
sufficient to produce, but which opposite foreign alliances, attachments, and intrigues would stimulate
and embitter. Hence, likewise, they will avoid the necessity of those overgrown military
establishments, which, under any form of government, are inauspicious to liberty, and which are to be
regarded as particularly hostile to Republican Liberty. In this sense it is, that your Union ought to be
considered as a main prop of your liberty, and that the love of the one ought to endear to you the
preservation of the other.
© Learner‐Centered Initiatives, Ltd. (2014) Page 35
DepthofKnowledgeLevels,QuestionStemsandSampleActivities2
DOK1;Recall/Reproduction–Recallafact,
DOK2:Skill/Concept–Useinformationor
information,orprocedure;process
informationonalowlevel
•
•
•
•
•
•
•
•
•
conceptualknowledge,twoormoresteps
Can you recall
?
When did happen?
Who was
?
How canyou recognize__?
What is
?
How canyou find the meaningof_?
Can you select
?
How wouldyou write ?
What mightyou includeon a list
about_?
• Who discovered
?
• What isthe formulafor__?
• Can you identify
?
 How wouldyou describe
?
• Can you explainhow _affected __?
• How wouldyou applywhatyou learnedto
develop
?
• How wouldyou compare__?Contrast_?
• How wouldyou classify___?
• How are alike? Different?
• How wouldyou classifythe typeof?
• What canyou sayabout
?
• How wouldyou summarize
?
• What stepsare neededto edit ?
• When wouldyou usean outlineto_ _ _ ?
• How wouldyou estimate
?
• How couldyou organize ?
• What wouldyou useto classify____?
 What do you noticeabout
?
SampleLevel1activities
SampleLevel2activities


















Developaconceptmapshowingaprocessor
describingatopic.
Makeatimeline
Writealistofkeywordsyouknowabout…
Makeachartshowing…
Reciteafactrelatedto…
Writeinyourownwords…
Cutout,ordrawapicturethatillustratesan
event,process,orstory.
Reportorpresenttotheclass.
Makeacartoonstripshowingthesequenceof
anevent,process,orstory.
Writeandperform…
Writeabriefoutlineandexplaintheevent,
process,orstory.
Writeasummaryreportoftheevent
Prepareaflowchartthatillustratesthe
sequenceofevents.
Paraphraseachapterinthebook
Retellinyourownwords
Outlinethemainpoints












Classifyaseriesofsteps
Constructamodeltodemonstratehowitlooksor
works
Practiceaplayandperforminclass
Makeadioramatoillustrateanevent
Writeadiary/blogentry
Makeascrapbookabouttheareaofstudy
Makeatopographicmap
Makeuppuzzleorgameaboutthetopic
Writeanexplanationaboutthistopicforothers
Routineapplicationtasks(i.e.applyingasimpleset
ofrulesorprotocolstoalaboratorysituationthe
samewayeachtime)
Explainthemeaningofaconceptand/orhowto
performaparticulartask
Staterelationshipsamonganumberofconceptsand
orprinciples
Morecomplexrecognitiontasksthatinvolve
recognizingconceptsandprocessesthatmayvaryin
howthey“appear”
Morecomplexcalculationtasks(i.e.multi‐step
calculationssuchasstandarddeviation)
2
FromDepthof Knowledge–Descriptors,ExamplesandQuestionStemsforIncreasingDepthof Knowledgeinthe c lassroom
DevelopedbyDr.NormanWebb
© Learner‐Centered Initiatives, Ltd. (2014) Page 36

Researchprojectsandwritingactivitiesthatinvolve
locating,collecting,organizinganddisplaying
information(i.e.writingareportwiththepurposeto
inform;meetingallstepsofthewritingprocess)

Measurementtasksthatoccuroveraperiodoftime
andinvolveaggregating/organizingthedata
collectedinbasicpresentationformssuchasa
simpletableorgraph
DOK3:StrategicThinking–Requires
reasoning,developingaplanora
sequenceofsteps,morethanone
reasonableapproach
DOK4:ExtendedThinking–Requires
connectionsandextensions,highcognitive
demandsandcomplexreasoning
DOK4
• Write a thesis,drawingconclusionsfrom
multiplesources.
• Designandconductan experiment.
Gatherinformationto develop
alternativeexplanationsfor the resultsof
an experiment.
• Write a researchpaperon a topic.
• Applyinformationfrom one text to
anothertext to developa persuasive
argument.
• What informationcanyou gatherto
supportyour ideaabout
?
• How is
relatedto ?
• What conclusionscanyou drawabout___?
• How wouldyou adapt
to
createadifferent
?
• How wouldyou test_
?
• Can you predictthe outcomeif
?
• What isthe bestanswer?Why?
• What conclusioncanbe drawn
fromthesethree texts?
•What isyour interpretationof thistext?
Supportyourationale.
• How wouldyou describethe
sequenceof
?
• What factswouldyou
selecttosupport___?
• Can you elaborateon the reason
?
• What wouldhappenif
?
• Can you formulatea theoryfor
?
• How wouldyou test_?
SampleLevel3activities
SampleLevel4activities







UseaVennDiagramthatshowshowtwo
topicsarethesameanddifferent
Designaquestionnairetogatherinformation
Surveyclassmates/industrymemberstofind
outwhattheythinkaboutaparticulartopics
Makeaflowcharttoshowthecriticalstagesor
aprocess.
Classifytheactionsofthecharactersinbook
Prepareareportaboutanareaofstudy
© Learner‐Centered Initiatives, Ltd. (2014) 


Applyinginformationtosolveill‐definedproblemsin
novelsituations
Tasksthatrequireanumberofcognitiveand
physicalskillsinordertocomplete
Writingand/orresearchtasksthatinvolve
formulatingandtestinghypothesesovertime
Tasksthatrequirestudentstomakemultiple
strategicandproceduraldecisionsastheyare
presentedwithnewinformationthroughoutthe
courseoftheevent
Page 37
















Conductaninvestigationtoproduce
informationtosupportapointofview
Writealettertotheeditorafterevaluating
product
Prepareandconductadebate
Preparealistofcriteriatojudge
Writeapersuasivespeecharguing
for/against…
Makeabookletaboutfiverulesyouseeas
important.Convinceothers.
Formapaneltodiscussviewpointson…
Writealetterto…advertisingonchanges
needed.
Short‐termtasksandprojectplacingastrong
emphasisontransferringknowledgetosolve
predictableproblems
Explainingand/orworkingwithabstract
termsandconcepts
Recognitiontaskswhentheenvironment
observedisreal‐worldandoftencontains
extraneousinformationwhichmustbesorted
through
Complexcalculationproblemspresentedthat
drawuponmultipleprocesses
Writingandorexplainingtasksthatrequire
alteringamessageto“fit”anaudience
Creatinggraphs,tablesandchartswhere
studentsmustreasonthroughandorganize
theinformationwithinstructorprompts
Identifyingaresearchquestionand/or
designinginvestigationstoansweraquestion
Tasksthatinvolveproposingsolutionsor
makingpredictions








Tasksthatrequireperspectivetakingand
collaborationwithagroupofindividuals
Creatinggraphs,tables,andchartswherestudents
mustreasonthroughandorganizetheinformation
withoutinstructorprompts
Writingtasksthathaveastrongemphasison
persuasion
Deviseawayto…
Developamenuforanewrestaurantusingavariety
ofhealthyfoods
Sellanidea
Writeajingletoadvertiseanewproduct
Conductaninternshipinindustrywherestudents
arefacedwithreal‐world,unpredictableproblems
© Learner‐Centered Initiatives, Ltd. (2014) Page 38
Costa'sLevelsofInquiry
LevelOneQuestions
(Answerscanbefoundinthetext.)
Readerscanfindthecorrectanswerrightinthetext.Questionstartersinclude:
Whatis...?.
Howwouldyouexplain?
Whereis...?.
Howis?
Howdid
Whendid?
Whydid...?
Canyouexplain?
Whendid...?
Canyourecall?
Howwouldyoushow?
Canyouselect?
Whowerethemain?
Whowas?
LevelTwoQuestions
(Answerscanbeinferredfromthetext.)
Readersinferanswersfromwhatthetextimplicitly
states,findinganswersinseveralplacesinthetext.Questionstartersinclude:
Whichisthebestanswer...?
Whichstatementssupport...?
Howwouldyousummarize..?
Howwouldyourephrasethemeaning...?
Canyouexplainwhatishappening...?
Whatcanyousayabout...?
Canyouexplainwhatismeant..?
Howwouldyouclassifythetypeof...? Howwouldyoucompare...?
Whatfactsorideasshow...?
Whatisthemainideaof...?
Howwouldyoucontrast...?
LevelThreeQuestions
(Answersgobeyondthetext.)
Readersthinkbeyondwhatthetextstates.Answersarebasedonthereader’sprior
knowledge/experienceandwillvary.Questionstartersinclude:
‐‐QuestionStems:
Howwouldyouuse...?
Canyoumakeadistinctionbetweenxand
Whatexamplescanyoufindtosupport...? y?
Whydoyouthink...? Howwouldyouimprove...?
Whatwouldresultif...?
Howwouldyouchangethe...?
‐
Whatisthetheme...?
Howwouldyoutest...?
Whatevidencecanyoufind...?
Canyoupredicttheoutcomeif...? Whatinferencecanyoumake...? Whatfactscanyoucompile...?
Howwouldyoujustify?
Howwouldyouprioritize...?
Canyouproposeanalternative...? Whatisyouropinion...?
© Learner‐Centered Initiatives, Ltd. (2014) Page 39
FrayerModel3
3
Developed by Dorothy Frayer, University of Winsconsin © Learner‐Centered Initiatives, Ltd. (2014) Page 40
Bloom’sTaxonomy
1.Remember:Questionsthataskstudentstorecallorrecognizeinformationfallinthislevel.
Rememberingisnecessaryforthehighercognitivelevels.However,whilestudentsmustbeableto
rememberinformation,theyshouldbeaskedthesetypesofquestionsinlargertasksof
constructingnewknowledge,applyingorproblemsolving.
EXAMPLES:
- WhodiscoveredtheMississippiRiver?
- Whatcoloristhis?
- Howmanybrothersdoyouhave?
- Whatworddoesanadjectivemodify?
- Howmanyminutesareinabasketballgame?
2.Understand:Questionsatthislevelaskstudentstomakeconnectionsbetweenoldandnew
informationsothat“incomingknowledgeisintegratedwithexistingschemasandcognitive
frameworks.”Studentunderstandingistappedthroughsummarizing,interpreting,exemplifying,
inferring,comparingandexplaining.Thesequestionsmustrequirestudentstoreachbeyond
memoryalonetoanswer.
EXAMPLES:
- Howdothefarmersandshopkeepersdifferintheirviewsofland?
- Inyourownwords,whatarethemajoreventsofthestorysofar?
- Whocanfindanexampleofanoxymoroninourpoem?
- Giventheamountoftimewewatchtelevisiontodayascomparedtoourparents,will
televisionviewingbyourownchildrenincreaseordecrease?
3.Apply:Questionsatthislevelaskstudentstouselearnedmaterialtoexecuteorimplement.
Executionrequiresstudentstouseaprocedureonafamiliartask.
EXAMPLES:
- UsetheinformationprovidedonthemaptoestimatethelengthoftheAppalachianTrail.
© Learner‐Centered Initiatives, Ltd. (2014) Page 41
- WhatisthelongitudeandlatitudeofthecapitolofLouisiana?
Implementationrequiresapplyingaproceduretoanunfamiliartask.Thisismoredifficultbecause
itrequiresunderstandingoftheproblemaswellastheprocedure.(AndersonandKrathwohl,
2001).
EXAMPLES:
- AssumethatyoulivedinWashingtonDCin1800.Whatroutesandmodesoftransportation
wouldyouhaveusedtoreachNewOrleansintheshortesttime?
- Howdoesthispoemfitwhatwehavelearnedaboutsonnets?Howdoesn’tit?
4.Analyze:Questionsatthislevelwouldaskstudentstobreakdownawholeintocomponentparts
and/ordeterminehowpartsarerelatedtoeachother.Thefollowingabilitiesareassociatedwith
analysis:
‐distinguishingfactfromopinion,realityfromfantasy
‐connectingconclusionswithsupportivestatementsorevidence
‐distinguishingrelevantfromirrelevantorextraneousinformation
‐findingevidencetosupportapurposeorstatement
EXAMPLES:
- Whatistheauthor’sopinionandhowisitsupported?
- HowdoesPicassoorganizecolors,shapes,andsizestoproduceimages?
- HowdoesDr.Seussuserhymetohelpusrememberhisstories?
- Createadiagramthatshowstheconnectionsbetweenthevariousfacetsofthedigestive
system.
5.Evaluate:Questionsthattapthislevelaskstudentstomakeajudgmentbasedonapplicationofa
setofcriteria.Thekeytoevaluationistheuseofthestandardsorcriteria(thesemightberelatedto
quality,efficiency,effectiveness,orconsistencyandmaybequantitativeorqualitative).Theymay
askstudentstoevaluate(makejudgmentsaboutinternalconsistency)orcritique(makejudgments
basedonexternalcriteria.
EXAMPLES:
- Whatarethecontradictionsinthisad?
- Howarethepoliciesofthegovernorconsistentorinconsistentwithhisvotingrecord?
- Basedonthecriteriawegeneratedforleadership,whichcharacterwillbethemore
effectiveleader?
- Whichtheoryaboutwhydinosaursdisappearedfromtheearthmakesthemostsense?
- Whatarethestrengthsoftheargumentposed?
6.Create:Questionsatthislevelwouldaskstudentstoputtogetherdisparatepartstoformanew
whole.Thislevelasksstudentstodrawfrommanysourcestocreateanewornovelpatternor
product.Studentsmightbeaskedtodesign,adapt,formulateordevisenewthings.
EXAMPLES:
- Designasystemthatwouldgiveallclassmembersequalaccesstothecomputersduring
writingtime.
- Createathemeforparentnightthatwillconnecttoourstudiesacrossscienceandsocial
studies.
© Learner‐Centered Initiatives, Ltd. (2014) Page 42
-
Howmightwesolvethebullyingproblemthatexistsonourplayground?
Whataresomewayswecanstretchourdollarsandstillproduceanexcitingmenu?
Whatsolutionswouldyousuggestfor…?
Designablogtocombatnegativepeerpressure.
© Learner‐Centered Initiatives, Ltd. (2014) Page 43
Activity6:Endofdayevaluation
UseeitherBloom’sTaxonomyoftheCosta’squestionstarterstogenerate2different
questionsyoucanusetoevaluatetoday’sprogramandreflectonyourlearning.
Generateeachofthequestionsonthispageandthenanswerit.
© Learner‐Centered Initiatives, Ltd. (2014) Page 44