The Parts of a Research-Decide-Teach Conference 1. Research SOQ 2 ? 2. Decide and ComplimentConferring Moves and Language to Support Thinking These prompts developed from observing expert teachers conferring during comprehension lessons. Add your own in the blank rows. Conferring Move Teacher Language ‘Asking very open-ended, general questions to spark student initiative in the conference "What are you thinking here?” “What did you learn here?” Paraphrasing, rephrasing, questioning and inferring from student responses to clarify or validate student thinking and encourage further thought “So are you saying that...?” “Oh, you mean. “I think you're saying...” “Wow, that makes me think...” “Interesting. | wonder what that means about...” Probing for more depth of thinking “So what made you think that?” “Tell me more about what you are thinking” “How interesting. Say more about that” “Why do you think that?" Cuing students back to the text to validate or extend thinking “Show me where you thought that...” “What in the text made you think that?” Re-teaching how to apply strategies taught (modeling, guiding) "Thave a question here...; Let's read this part— do you have any questions about this?” Generalizing a behavior that is characteristic of good readers “Oh, 80 you are making an inference (or using your background knowledge, etc.)" Reflecting back to children how smart they are by showing respect for and interest in their thinking “Tnever thought about it ike that before” “What an interesting idea” “Such a thoughtful question. | hope we find out something about that as we read.” Encouraging peer discussion to develop thinking - make ourselves obsolete (in conferences with more than one child) “What do you think about what ___ said?” “Do you have any background knowledge about what __ wondered?” ‘Joanne Durham 2013 ET Reading Comprehension Modules ~ www.readingrecovery.clemson.eduDOK Question Stems DOK1 * Can you recall__? When did __ happen? Who was _# How can you recognize__? What is__? How can you find the meaning of__? Can you recall__? Can you select__? How would you write__? What might you include on a list about__? Who discovered__? What is the formula for__’ Can you identify__# How would you describe__? De OK 2 Can you explain how __ affected _@ How would you apply what you learned todevelop__? How would you compare _? Contrast__? How would you classify _@ How are___alike? Different? How would you classify the type of__? What can you say about__# How would you summarize___# How would you summarize__@ What steps are needed to edi When would you use an outline to_? How would you estimate__? How could you organize__@ What would you use to classify_? What do you notice about__? @ DOK3 * Howis related to__? * What conclusions can you draw 2 How would you adapt___to create a different__? How would you test__? Can you predict the outcome if__? What is the best answer? Why? What conclusion can be drawn from these three texts? What is your interpretation of this text? Support your rationale. How would you describe the sequence of__? What facts would you select to support__? Can you elaborate on the reason__? What would happen if__? Can you formulate a theory for__? How would you test__? Can you elaborate on the reason__? DOK4 Write ai thesis, drawing conclusions from multiple sources. Design and conduct an experiment. Gather information to develop alternative explanations for the results of an experiment. Write a research paper on a topic. Apply information from one text to another text to develop a persuasive argument. What information can you gather to support your idea about__? DOK 4 would most likely be the writing of research paper or applying information from one text to another text to develop a persuasive argument. DOK 4 requires time for extended thinking. From Depth of knowledge - Descriptors, Examples and Question Stems for increasing Depth of Knowledge in the Classroom Developed by Dr. Norman Webb and Flip Chart developed by Myra Collins‘the heart ofthe learning. productitself are the focus of ‘teaching and assessment. ‘Steps to Deconstructing a Standard: 1. Determine target type; 2. List underpinning targets of standard; 3. Define academic language that needs to be clarified; 4. Review the intended learning that comes before and after; 5. Check your work for alignment and reasonableness Standard Deconstruction Protocol [Standard: Seite Sie eae at gg What knowledge and understanding needs to be ascertained by the student to demonstrate mastery of the standard? What reasoning skills will the student need to ascertain to demonstrate mastery of the standard? What skills will the student need to exhibit to demonstrate mastery of the standard? What product(s) or task(s) will the student need to create or complete to demonstrate mastery of the standard?Goal Definition of Characteristic Characteristics s * Specific enough to be understood and a plan Specific developed to achieve them * Goals indicate what is to be done next T * Teacher and student determine to what extent goal is Measurable and being met over time Trackable + Progress monitoring A . * Must be beyond current level of competence Challenging but * 50/50 chance of achieving Achievable + Student can meet goal if student works hard and uses available support systems R * Goal must be relevant to student interests Relevant + Align to instructional goals of teacher * Gives leverage in other content areas or course sequence T * Must be able to take what is learned and transfer it Transfer to real-life situations Be able to use in situations tomorrow, Based on the data, what goal will you set using START Criteria? Plan Support: What resources will you use to achieve goal? Make plan: Establish timeline for progress monitoring and goal end date. Start date is today.