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Document Based Questions
Stages of Reading and Understanding
www.smore.com/54uc8
The Process
- Set the Stage
- Access Information
- Categorize Document(s)
- Make Inferences and Generalizations
- Refine
- Answer
1. Setting the Stage
A Song for Everything.
2. Accessing Information
Trim
Accommodate
- Use ellipses to reduce extraneous or distracting information.
- Give a word bank with definitions.
- Provide Head Notes to help orient students to upcoming information
- Include picture prompts for or translations for difficult words or phrases.
Adapt
- Conventionalize spelling
- Simplify syntax
- Clarify vocabulary
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Annotate a web page
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Access Denied!
Please take the document and make the changes necessary to allow more students to interact successfully with the text.
3. Categorizing the Documents
Pre-Bucketing
4. Generalizing and Making Inferences
- APPARTS (author, place & time, prior knowledge, audience, reason, the main idea, significance)
- SOAP (source, occasion, audience, purpose)
- SOAPSTone (source, occasion, audience, purpose, significance, tone)
No matter how you do it, we are trying to source, contextualize, and corroborate the document.
(Sourcing & Contextualizing & Corroborating)
Possible Questions
What was the intended audience?
When was it written?
Where was it written?
Why was it written?
Possible Questions
- What did the author think and feel?
- Who thought/felt the same? Different?
- What caused the document to be written?
- What effect did it have?
- How does the location impact the meaning or import of the document?
- How have thoughts and feeling evolved on the issue discussed in the document?
- What motivated the author to write the document?
- Why is it still important today?
Possible Questions
- What are the similarities between the documents?
- What are the differences between the documents?
- How does this document support your inference?
- How does this document refute your thesis?
5. Refining
De-Bucketing, Re-Bucketing, and Multi-Bucketing
"We have good luck with the term 'bucketing' as a substitute for 'placing in analytical categories'.... A special power of buckets is that they become body paragraphs."
"After reading through all the documents students have enough information to re-bucket. That is, they can replace their generic pre-bucket labels with actual reasons drawn from the documents... If they were were to put a document in more than one bucket they would be multi-bucketing. If they change their mind and remove a document, they are de-bucketing (353)."
6. Answering
Chicken Foot
Outline
Review
- Set the Stage --> Hook
- Access Information --> Plan for Universal Design for Learning
- Categorize Document(s) --> Guide Students to Create "Pre-Buckets"
- Make Inferences and Generalizations --> Provide Graphic Organizers for Analysis
- Refine --> Encourage students to Re-think, Re-read, and Re-categorize
- Answer --> Give Clear Expectations for Writing Format. Differentiate.