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My class made an anchor chart with thick and thin question prompts we may see in assessments. We brainstormed questions we may have seen this year and I typed them up. We then drew a thin and thick mustache and students sorted the questions under thick or thin.
Each student then created 2 thick and 2 thin questions from a passage they read in one of my stations.

The students will share the questions for others to answer the next day.

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Through whole group and team discussions we talk about what a question is and why and how we use them. We created a T-chart for two areas in learning: assessments and reading. We will keep the anchor chart posted to remind us that questioning is an important part of our learning process.

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In math today, we used sketch notes to create mental images of what the word problems were asking us to do. It helped students decide whether to add or subtract A TON! Having them read the problem, draw a sketch, and THEN solve proved to be very effective. An exemplar student work sample is attached.

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My students and I looked through 5 problems/questions on a released, standardized 4th grade math assessment. We discussed the importance of questioning on a test and then I modeled my thinking a loud of asking questions when taking a test on one problem. Students were given three sticky notes to record their questions on the remaining parts of the test. I have attached pictures of three student work samples.

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We have used our background knowledge to look at at and locate all the text features fro any text that we are reading, before and during our reading of that text.

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We have used our background knowledge to look at at and locate all the text features fro any text that we are reading, before and during our reading of that text.

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After reading the questions and locating and understanding the different types of text features. We are talking about and practicing  about creating mental images of the text when we read, and being able to generally picture where the answer for the question is located in the text

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After reading the questions and locating and understanding the different types of text features. We are talking about and practicing  about creating mental images of the text when we read, and being able to generally picture where the answer for the question is located in the text

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We worked on unlocking nonfiction summaries. We used our important vs interesting coding of the text to determine the most important idea or details. Theme was incorporated in regards to topic. What is it telling us? What is it mostly about. We also did a really ridiculous noise as we unlocked the summary to help remember the format. AT

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We worked on unlocking nonfiction summaries. We used our important vs interesting coding of the text to determine the most important idea or details. Theme was incorporated in regards to topic. What is it telling us? What is it mostly about. We also did a really ridiculous noise as we unlocked the summary to help remember the format. AT

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We Have also been talking about how this applies to assessments and determining the best answer.

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Mrs. Masters and I had our students organize what they see, think, and wonder after viewing an addition of mixed numbers problem, which was a new concept for them! They were encouraged to “complete their thoughts” and think more deeply.

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In small group reading, I worked with students to generate a list comparing/contrasting questioning when reader generated and test generated. It was just like the one in the chapter

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We shared out what we thought was the need-to-know information on the water cycle. We then created a brainstorm organizer on th esubject. The students used this information to

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Using their organizer

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Students used this organizer in whole group to practice using their schema to make an inference and the text to decide what the conclusion was.

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At morning meeting, we used a silly picture to learn how to use the See Think Wonder strategy. While we didn't get to the wonder part, students used inferring to come up with their think items.

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Students used ABC Brainstorm to come up with all the fraction vocab words they can!

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Thinking about what we know about the word regroup