Recent Changes

Differentiated Strategies
These strategies are used to meet the varied needs of all learners:
various grade levels VaryinglevelsVarying academic levels: for visual learners VisuallearnersVisual learners: incorporates for auditory learners AuditorylearnersAuditory learners: encourages for kinesthetic learners KinestheticlearnersKinesthetic learners: engages
Key Vocabulary
context clues
Procedures
Warm Up
for visual learners OnlearnersOn the board,
{http://teachingtoday.glencoe.com/images/instructionalTypes/it_a_s.gif} for auditory learnersAsk students to give predictions to the meaning of the words.
Direct Instruction
{http://teachingtoday.glencoe.com/images/instructionalTypes/it_a_s.gif} for auditory learnersExplain that these predictions were made based on the use of context clues.
visual learners {http://teachingtoday.glencoe.com/images/instructionalTypes/it_a_s.gif}{http://teachingtoday.glencoe.com/images/instructionalTypes/it_a_s.gif} for auditory learners DistributelearnersDistribute the Types
Practice
{http://teachingtoday.glencoe.com/images/instructionalTypes/it_acv_s.gif} for various grade levelsPlace students in groups of 2-3 with varying levels of ability in each group. Assign each group a set of four different vocabulary words from a recently discussed piece of literature from their textbook.
for kinesthetic learners GivelearnersGive each group
Assessment
{http://teachingtoday.glencoe.com/images/instructionalTypes/it_a_s.gif} for auditory learnersEach group places its transparency on the overhead and reads each sentence to the class, allowing the other students to raise their hands and make predictions of the words’ definitions based on the student-generated context clues. (With each group having a list of four different words, the class will easily be able to generate definitions for an entire list of words, used in context.)
The student, reading, would find that there are four possible statements that might reflect the information on the chart. The purpose of the visual was to call out an expected steady decline in the population growth rate. The title identifies that the chart is about population growth rates, not population growth. So, the answer is (b), the world population growth rate is projected to decline steadily.
http://teachingtoday.glencoe.com/howtoarticles/helping-students-answer-document-based-questions
Author's Purpose Battleship Game
http://www.quia.com/ba/72070.html
Cause and Effect Games on Gameaquarium
http://www.gamequarium.org/dir/Readquarium/Comprehension/Cause_and_Effect/
Videos
Comprehension Strategies for Struggling Readers

Question stems from released tests (2009)
Questions for the revised Bloom's Taxonomy
Main Idea Game (40 questions)
http://www.quia.com/pop/120023.html
Using Context Clues
Increase comprehension by the use of context clues
Grade Level: 6-12
Concept: Increase comprehension by the use of context clues
Estimated Duration: 50 minutes
Objectives
Students will be able to:
use context clues and text structures to determine the meaning of unknown vocabulary
generate ideas for writing from discussion
Materials
Types of Context Cluesgraphic organizer
List of vocabulary words
Multiple transparencies of Types of Context Clues graphic organizer
Transparency markers
Overhead projector
Differentiated Strategies
These strategies are used to meet the varied needs of all learners:
{http://teachingtoday.glencoe.com/images/instructionalTypes/it_acv_s.gif} for various grade levels Varying academic levels: uses mixed-ability groups to allow students to learn from one another, small-group and whole-group participation
{http://teachingtoday.glencoe.com/images/instructionalTypes/it_v_s.gif} for visual learners Visual learners: incorporates a graphic organizer and student-generated transparencies to allow students to view various levels of student work
{http://teachingtoday.glencoe.com/images/instructionalTypes/it_a_s.gif} for auditory learners Auditory learners: encourages class discussions of examples and small-group discovery
{http://teachingtoday.glencoe.com/images/instructionalTypes/it_k_s.gif} for kinesthetic learners Kinesthetic learners: engages students in creating transparencies, working in groups and presenting to the class
Key Vocabulary
context clues
Procedures
Warm Up
{http://teachingtoday.glencoe.com/images/instructionalTypes/it_v_s.gif} for visual learners On the board, write two sentences that each include an unknown vocabulary word and a context clue. Underline the unknown words.
{http://teachingtoday.glencoe.com/images/instructionalTypes/it_a_s.gif} for auditory learnersAsk students to give predictions to the meaning of the words.
Direct Instruction
{http://teachingtoday.glencoe.com/images/instructionalTypes/it_a_s.gif} for auditory learnersExplain that these predictions were made based on the use of context clues.
{http://teachingtoday.glencoe.com/images/instructionalTypes/it_v_s.gif} for visual learners {http://teachingtoday.glencoe.com/images/instructionalTypes/it_a_s.gif} for auditory learners Distribute the Types of Context Cluesgraphic organizer to each student and place a transparency of the same graphic organizer on the overhead. Explain that there are four main types of context clues and write an example of each, modeling how to create context clues. Students copy examples on to their graphic organizers.
Practice
{http://teachingtoday.glencoe.com/images/instructionalTypes/it_acv_s.gif} for various grade levelsPlace students in groups of 2-3 with varying levels of ability in each group. Assign each group a set of four different vocabulary words from a recently discussed piece of literature from their textbook.
{http://teachingtoday.glencoe.com/images/instructionalTypes/it_k_s.gif} for kinesthetic learners Give each group a transparency of the Types of Context Cluesgraphic organizer and a transparency marker. Using the glossary in the textbook, groups locate the definition for each word and then create sentences on the graphic organizer. Each word should be used in a sentence and each of the four types of context clues should be attempted.
Assessment
{http://teachingtoday.glencoe.com/images/instructionalTypes/it_a_s.gif} for auditory learnersEach group places its transparency on the overhead and reads each sentence to the class, allowing the other students to raise their hands and make predictions of the words’ definitions based on the student-generated context clues. (With each group having a list of four different words, the class will easily be able to generate definitions for an entire list of words, used in context.)
Closure
Inform students that determining the meaning of a word through a context clue is an easy way to help with comprehension. If a student is able to create context clues in his or her writing, identifyingcontext clues in an author’s writing will be simple. This skill can be especially helpful while reading science and social studies texts.
http://teachingtoday.glencoe.com/lessonplans/using-context-clues
Fact or Opinion Game ( 30 questions)
http://www.quia.com/jq/24723.html
Interpreting Data
Strategies for Answering DBQs
Students should learn practical approaches to answering document-based questions. Practicing a step-by-step method of answering DBQs can improve a student’s thinking skills and generate confidence that often results in better test scores. Consider teaching students to apply the following approaches in their studies.
DBQs based on quotations or government documents
Before reading the document, read the question(s) to understand its focus.
When reading the document, highlight or underline key words that relate to the question(s).
Make notes that pertain to the question.
Consider the author and the time when the document was written.
Identify the author’s point of view and purpose.
Watch for comparisons and contrasts or cause and effect relationships that affect the answer.
DBQs based on charts, graphs, tables, maps, plans, and blueprints
Read the question(s) to determine what to look for in the document.
Consider the purpose for creating a visual of the information.
Read the title and/or key to a map or plan; consider the trends of a graph or chart; compare the elements of a table.
Make notes that pertain to the question and use them to answer it.
DBQs based on cartoons, drawings, or art
Read the questions(s) to determine what to look for in the visual.
Consider the purpose or motivation of the person who created the visual.
Ask how the visual conveys its creators concepts and whether it has an emotional impact.
Apply your observations to the question(s).
Note:Students will need frequent opportunities to practice answering document-based questions in order to perform well on DBQs on a high-stakes test. Integrating such questions into weekly tests and lessons helps to ensure success for students on standardized social studies tests.
Sample Document-Based Question
Study the world population graph and answer the question below.
{http://teachingtoday.glencoe.com/userfiles/image/SSgraph.gif} World Population Growth Rates: 1950-2050
Which of the following statements best reflects the information on the chart?
World population has been on a steady decline since 1960.
The graph projects that population growth rates will steadily decline during the first half of the 21st century.
Population declines in some countries are offset by growth in others.
All of these are true.
Strategy
Walk students through the following process.
Ask students to read the question before studying the graph.
Study the graph. What is the purpose of the graph? Read the title of the graph. What information is going to be presented? What data is represented on the x and y coordinates? Take notes if possible.
Return to the question and read the answer choices.
The student, reading, would find that there are four possible statements that might reflect the information on the chart. The purpose of the visual was to call out an expected steady decline in the population growth rate. The title identifies that the chart is about population growth rates, not population growth. So, the answer is (b), the world population growth rate is projected to decline steadily.
http://teachingtoday.glencoe.com/howtoarticles/helping-students-answer-document-based-questions
Videos
Comprehension Strategies for Struggling Readers
Daily Links to Current Events
PBS News Articles
CNN Student NeNews

Question stems from released tests (2009)
Questions for the revised Bloom's Taxonomy
Inferencing Resources
Inferential Reading Comprehension Lesson Plan
Inferencing Mini-Lessons
Inferencing Resources
20 Non-fiction Reading Comprehension Strategies
Inferental Reading Games
Online Inferencing Games
Videos
Comprehension Strategies for Struggling Readers

Question stems from released tests (2009)
Questions for the revised Bloom's Taxonomy
Inferencing Resources
Inferential Reading Comprehension Lesson Plan
Inferencing Mini-Lessons
Inferencing Resources
20 Non-fiction Reading Comprehension Strategies
Inferental Reading Games
Online Inferencing Games
Videos
Comprehension Strategies for Struggling Readers
Daily Links to Current Events
PBS News Articles
CNN Student NewsNe

Reading Stem Charts
Reading Stem Strips
LessonsLesson Plans
Comprehension Lesson Plans:
Making Connections
Questioning
Visualizing
Inferring
Determining Importance
Synthesizing
Question Stems
Question Stems for reading, math, science and social studies

Articles of the Week by Kelly Gallagher
Articles with Questions
Grade Level Reading Passages
Daily Links to Current Events
PBS News Articles

Question stems from released tests (2009)
Questions for the revised Bloom's Taxonomy
Videos
Comprehension Strategies for Struggling Readers
Articles with Questions
Articles of the Week by Kelly Gallagher

Articles with Questions
Articles of the Week by Kelly Gallagher
Articles with Questions
Daily Links to Current Events
PBS News Articles
CNN Student News

Welcome to the Question Stem Wiki!
Printables
Reading Stem Chart
Reading Stem Charts
Reading Stem Strips
Lessons
Question Stems
Question Stems for reading, math, science and social studies
Question stems from released tests (2009)
Questions for the revised Bloom's Taxonomy
Question Stem Resources
Reading Stem Chart
Reading Stem Charts
Reading Stem StripsArticles with Questions
Articles of the Week by Kelly Gallagher

Welcome to the Question Stem Wiki!
Question Stems
Question Stems for reading, math, science and social studies
Question stems from released tests (2009)
Questions for the revised Bloom's Taxonomy
Question Stem Resources
Reading Stem Chart
Reading Stem Charts
Reading Stem Strips
Articles of the Week by Kelly Gallagher