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					        Adopting Questions-Answers
        Relationship Model

                   Yen Nguyen

Funds for this project were provided by a grant from the federal Improving Teacher Quality
State Grants (Title II, Part A) Professional Development Program administered by the State
Council of Higher Education for Virginia.
Teacher Information
   Brighton Elementary School
   3rd Grade-Inclusion
   Reading, Math, Science, and Social Studies
   Pursuing a Math Specialist license
SCHEV Project Participation
   VSRA (Reading Conference)
   SCHEV workshops held at NASA and at
    Norcom High School
Specific Strategies and Class Needs
   My class do not reread for answers.
   My class do not go back into their reading in
    order to find proof of their answer choice.
   My class had a difficult time learning how to
   The anticipation guide will encourage students to
    go back into their readings to find answers.
How Machines Affect Our Lives

                       A replacement
                       from the
                       actual activity
How Machines Affect Our Lives
   TSW identify and describe the six simple
    machines using their understanding of
    “Thinking Questions.”

   Science SOL 3.2 TSW investigate and
    understand simple machines and their uses.
    General Overview of Lesson
1. TSW answer the anticipation guide before reading “How
   Machines Affect Our Lives.”
2. While reading, TSW investigate if their answers were
   correct. They will also write the paragraph that they found
   the answer in.
3. TSW rewrite any false statements to become true statements.
4. Using all the true statements, divide a sheet of paper into 6
   sections. Each section should have a definition and an
   example (a picture).
Lesson / Strategy Adaptations
   Instead of having the students read in groups, we would read the story
    as a class.
   We will discuss how we came across each answer by providing proof
    and the strategies the students used.
   The anticipation guide is an excellent tool for students to get excited
    about the subject matter as well as giving them ownership of their
    own answers.
   Once the students have a grasp of completing the anticipation guide,
    the students will be given an independent lesson.
   To make the activity more challenging, I would use the next step of
    the Question-Answer Relationship Model, which is, Author and Me.
Student Response / Learning
   The students responded to this strategy with
    enthusiasm. They felt proud that they were able
    to find the answers while reading as well as
    checking if their answers were correct.
   100% passed the quiz once we have completed
    the “Right There Questions” strategy and the
    anticipation guide.
   No assessment data at this time.
The lesson provided an opportunity for all
students to be successful. It gave them a voice
in creating their own definition and voicing their
strategies in finding the answer.
What I would change about this lesson is doing a
jig-saw activity where students are grouped and
present their findings.
This lesson can be better by letting the students
create their own questions related to the
Questions-Answers Relationship.
Overall Experience

SCHEV has provided me with different strategies
of incorporating cross curriculum materials in a
manner where it is interesting and related to the

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