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Write your reflection here using the questions above to guide you.

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I used the Big 3 Questions for the Nonfiction unit.  Students completed each graphic organizer over 2-4 day period.  They were given a choice to read an article from common lit, Newsela, or choose a Nonfiction book of their choice.  I think it went really well and I thought the graphic organizers were easy for all kids to navigate.  I will definitely use them all again next year.

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I used the Big 3 questions for reading content in the American History Textbook.  I have created a Google Doc with sentence starters that has really helped students get started.  This is a great strategy to use because it really gets the students thinking about what they are reading.  After they have completed the reading and Google doc they share with their small group and then share with the whole class.  A great strategy to get all students involved and confident about their reading!

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I have used the 3 Big Questions when students read an article for science. What I like about this strategy is that it generates a lot of discussion. Students were making comparisons and relationships to other topics. This encouraged deeper thinking and more instructional dialogue. It was fun for me to hear what they didn't know and what I assumed they knew.

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We use the 3 Big Questions while doing the article of the week. Each week, students receive an informational article. Students engage with the text by using the questions to think deeper about what the article is saying. These questions help the students think about their thinking (meta cognition) while they read.

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I taught my 7th graders the 3 Big Questions. We used these questions with the article of the week assignment. Students had to read and respond to a nonfiction article I selected. I would say that it does encourage the students to engage with the text, however, I am not positive I will use all 3 questions when I teach text annotation next year because I felt there were something more that they needed when connecting with the text.

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The Big Three QuestionStrategy was used with students reading a nonfiction text about our taste buds.  Students were given sticky notes to answer the big three questions.  After reading, students responded to the questions on the sticky notes and then we discussed them as a class.  I think the focus questions lead to closer reading and better discussion.  Keeping the same questions on subsequent passages helped the students transfer the strategy to their personal reading.

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I have used the 3 Big Questions with my students multiple times when reading informational text about a variety of topics in my 7th grade health curriculum.  This helps to guide the students thinking during and after reading to reflect on new information, pick out surprising aspects of the topic, and confirm what they already knew to be true.  After the students are done reading, I have the whole class get up and move to another table, connecting with another student to share what they identified as the Big 3 Questions.  The nice thing about doing this at Friedell, is most, if not all, students were familiar with this strategy.  Lastly, I used this on the i-pad, too -- where students received the article via Google Classroom and they annotated as they went along using symbols:  !, *, ?, check mark.

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I use the 3 Big Questions with my textbook sections as well as primary and secondary sources. I attach the 3 Big Questions graphic organizer through Google Classroom. Students fill out as they read. Students record at least example per question. I think this strategy gives students a purpose for reading and helps them focus and understand the content more effectively. They are required to interact with the text and think deeply about the material.

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I introduced the Big 3 Questions strategy within our 6th grade writing classes to give students background in hopes that they are able to apply it across other subjects. We used an informational article from a Scholastic Scope magazine. We started with reading the article and responding to question 1 on day 1. We then continued with questions 2-3 on day 2. With some groups I did question 2 and 3 on different days. Overall students seemed to grasp the ideas and were able to think more deeply and interact with the text. Many of their comments showed insights beyond what I had seen prior. I created a handout combining the bookmark and slides for students to use with future texts.

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We are currently using Big Question 1 to help students with gathering background knowledge for a research paper.  We put up the visual for the question and asked students to write down 10 things that surprised them.  The question helped the students to stay focused while gathering information.

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Write your reflection here using the questions above to guide you.