Transcript K_MA_SDP_1.1_INFORMATION_QUESTIONS_DW

Listening and Speaking
Please read all directions before using
the following lesson.
1. Some listening and speaking lessons do not have a handout or worksheet for students because students are being
taught how to listen for specific sounds or words and/or respond to questions orally.
2. Unlike most EDI lessons, these listening and speaking lessons do not have Independent Practice and Periodic Review for
the students to perform individually. The repetition included in this lesson must be guided throughout, therefore we have
titled the pages Guided Practice 1, Guided Practice 2…
3. The teacher must exercise discretion in determining whether a lesson may be used in a group setting or one-on-one
time. If the lesson is to be used in a group setting, see directions below.
For Skill Development/Guided Practice:
a. Read the problem or say the names of the pictures aloud.
b. Ask students to pair-share the answer with a partner.
c. Call on 4-5 non-volunteers to give their answer.
d. If students answer incorrectly, or do not have a response, teacher should de-escalate the question by
giving the student two choices.
e. After several non-volunteers produce a correct answer, the teacher can call on volunteers as well.
For Guided Practice 1-4:
a. Read the problem or say the names of the pictures aloud.
b. Ask students to come up with an answer on their own.
c. Call on 4-5 non-volunteers to give their answer.
d. If students answer incorrectly, or do not have a response, teacher should de-escalate the question by
giving the student two choices.
e. After several non-volunteers produce a correct answer, the teacher can call on volunteers as well.
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Kindergarten Statistics, Data Analysis, and Probability 1.1
Pose information questions; collect data; and record the results using objects,
pictures, and picture graphs.
Lesson to be used by EDI-trained teachers only.
Learning Objective
Name __________________________
Today, we will ask information1 questions.
1
facts about something
CFU
What are we going to do today?
Activate (or provide) Prior Knowledge
Which of the following is your favorite food?
pizza
cheeseburger
taco
hot dog
CFU
Teacher takes a poll of the class.
Students, now we know which food is the most liked by the people in our class. In order to find out this information, I asked a question.
Today, we are going to ask information questions.
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Kindergarten Statistics, Data Analysis, and Probability 1.1
Pose information questions; collect data; and record the results using objects,
pictures, and picture graphs.
Lesson to be used by EDI-trained teachers only.
Concept Development
A question is a sentence used to ask for information.
● When we ask an information question, we want to find out about something or
someone.
Examples:
To find out more about someone:
How many brothers do you have?
What is your favorite color?
To find out more about something:
How many cats do you see?
How many fish do you see?
CFU
What is a question? A question is __________.
What do we want when we ask an information question? When we ask an information question, we want to find out _________________.
Which letter below is an example of an information question? How do you know?
a. I like dogs.
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b. Do you want to play tag or kickball?
Kindergarten Statistics, Data Analysis, and Probability 1.1
Pose information questions; collect data; and record the results using objects,
pictures, and picture graphs.
Lesson to be used by EDI-trained teachers only.
Skill Development/Guided Practice
A question is a sentence used to ask for information.
● When we ask an information question, we want to find out about something or someone.
Ask information questions.
Step #1: Look at the pictures.
Step #2: Listen to the question your teacher asks about the pictures.
a. Think of a question you would ask about the pictures.
Step #3: Ask your question aloud to your teacher.
Note to teacher: Questions being asked should lend themselves to eventually collecting data and creating picture graphs. Teacher should
model asking a question about these two groups of pictures before having students ask their own questions. Some questions that could be
asked for modeling purposes or by students would be: How many dogs do you see? How many penguins are there? Are there more
penguins than dogs? Are there more dogs than penguins? etc.
CFU
Why did I look at the pictures?
Why did I ask the question that I asked?
Why did you look at the pictures?
Why did you ask the question that you asked?
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©2011 All rights reserved.
Comments? [email protected]
Kindergarten Statistics, Data Analysis, and Probability 1.1
Pose information questions; collect data; and record the results using objects,
pictures, and picture graphs.
Lesson to be used by EDI-trained teachers only.
Skill Development/Guided Practice (continued)
A question is a sentence used to ask for information.
● When we ask an information question, we want to find out about something or someone.
Ask information questions.
Step #1: Look at the pictures.
Step #2: Listen to the question your teacher asks about the pictures.
a. Think of a question you would ask about the pictures.
Step #3: Ask your question aloud to your teacher.
Note to teacher: Some questions that could be asked for modeling purposes or by students would be: What is the difference between the
first set of cows and the second set of cows? How many black and white cows are there? Are there more yellow and brown cows than black
and white cows? etc.
CFU
Why
Why
Why
Why
did
did
did
did
I look at the pictures?
I ask the question that I asked?
you look at the pictures?
you ask the question that you asked?
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©2011 All rights reserved.
Comments? [email protected]
Kindergarten Statistics, Data Analysis, and Probability 1.1
Pose information questions; collect data; and record the results using objects,
pictures, and picture graphs.
Lesson to be used by EDI-trained teachers only.
Importance
A question is a sentence used to ask for information.
● When we ask an information question, we want to find out about something or
someone.
1. Asking information questions will help you find out what someone likes
or does not like.
Does Alice like
dogs or snakes
better?
Alice likes dogs.
Alice does not like snakes.
CFU
Does anyone else have another reason why it is important to ask information questions? (pair-share) Why is it important to ask
information questions? You may give me my reason or one of your own. Which reason is more important to you? Why?
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©2011 All rights reserved.
Comments? [email protected]
Kindergarten Statistics, Data Analysis, and Probability 1.1
Pose information questions; collect data; and record the results using objects,
pictures, and picture graphs.
Lesson to be used by EDI-trained teachers only.
Closure
1. What is a question? A question is ____________.
2. When we ask an information question, what are we trying to find out? When we ask an
information question, we are trying to find out __________________.
3. Ask information questions below.
4. What did you learn today about asking information questions? Why is that important to you?
(pair-share)
Step #1: Look at the pictures.
Step #2: Listen to the question your teacher asks about the pictures.
a. Think of a question you would ask about the pictures.
Step #3: Ask your question aloud to your teacher.
Note to teacher: Some questions that could be asked for modeling purposes or by students would be: How many pigs do you see? How
many chickens are there? Are there more pigs than chickens? Are there more chickens than pigs? etc.
DataWORKS Educational Research
(800) 495-1550 • www.dataworks-ed.com
©2011 All rights reserved.
Comments? [email protected]
Kindergarten Statistics, Data Analysis, and Probability 1.1
Pose information questions; collect data; and record the results using objects,
pictures, and picture graphs.
Lesson to be used by EDI-trained teachers only.
Guided Practice 1
A question is a sentence used to ask for information.
● When we ask an information question, we want to find out about something or someone.
Ask information questions.
Step #1: Look at the pictures.
Step #2: Listen to the question your teacher asks about the pictures.
a. Think of a question you would ask about the pictures.
Step #3: Ask your question aloud to your teacher.
Note to teacher: Some questions that could be asked for modeling purposes or by students would be: How many books do you see? How
many pencils are there? Are there more books than pencils? Are there more pencils than books? etc.
DataWORKS Educational Research
(800) 495-1550 • www.dataworks-ed.com
©2011 All rights reserved.
Comments? [email protected]
Kindergarten Statistics, Data Analysis, and Probability 1.1
Pose information questions; collect data; and record the results using objects,
pictures, and picture graphs.
Lesson to be used by EDI-trained teachers only.
Guided Practice 1 (continued)
A question is a sentence used to ask for information.
● When we ask an information question, we want to find out about something or someone.
Ask information questions.
Step #1: Look at the pictures.
Step #2: Listen to the question your teacher asks about the pictures.
a. Think of a question you would ask about the pictures.
Step #3: Ask your question aloud to your teacher.
Note to teacher: Some questions that could be asked for modeling purposes or by students would be: What is the difference between the
first set of cups and the second set of cups? How many white cups are there? Are there more purple cups than white cups? etc.
DataWORKS Educational Research
(800) 495-1550 • www.dataworks-ed.com
©2011 All rights reserved.
Comments? [email protected]
Kindergarten Statistics, Data Analysis, and Probability 1.1
Pose information questions; collect data; and record the results using objects,
pictures, and picture graphs.
Lesson to be used by EDI-trained teachers only.
Guided Practice 2
A question is a sentence used to ask for information.
● When we ask an information question, we want to find out about something or someone.
Ask information questions.
Step #1: Look at the pictures.
Step #2: Listen to the question your teacher asks about the pictures.
a. Think of a question you would ask about the pictures.
Step #3: Ask your question aloud to your teacher.
Note to teacher: Some questions that could be asked for modeling purposes or by students would be: How many cars do you see? How
many fans are there? Are there more fans than cars? Are there more cars than fans? etc.
DataWORKS Educational Research
(800) 495-1550 • www.dataworks-ed.com
©2011 All rights reserved.
Comments? [email protected]
Kindergarten Statistics, Data Analysis, and Probability 1.1
Pose information questions; collect data; and record the results using objects,
pictures, and picture graphs.
Lesson to be used by EDI-trained teachers only.
Guided Practice 2 (continued)
A question is a sentence used to ask for information.
● When we ask an information question, we want to find out about something or someone.
Ask information questions.
Step #1: Look at the pictures.
Step #2: Listen to the question your teacher asks about the pictures.
a. Think of a question you would ask about the pictures.
Step #3: Ask your question aloud to your teacher.
Note to teacher: Some questions that could be asked for modeling purposes or by students would be: What is the difference between the
first set of fans and the second set of fans? How many brown and yellow fans are there? How many blue fans do you see? Are there more
blue fans than brown and yellow fans? etc.
DataWORKS Educational Research
(800) 495-1550 • www.dataworks-ed.com
©2011 All rights reserved.
Comments? [email protected]
Kindergarten Statistics, Data Analysis, and Probability 1.1
Pose information questions; collect data; and record the results using objects,
pictures, and picture graphs.
Lesson to be used by EDI-trained teachers only.
Guided Practice 3
A question is a sentence used to ask for information.
● When we ask an information question, we want to find out about something or someone.
Ask information questions.
Step #1: Look at the pictures.
Step #2: Listen to the question your teacher asks about the pictures.
a. Think of a question you would ask about the pictures.
Step #3: Ask your question aloud to your teacher.
Note to teacher: Some questions that could be asked for modeling purposes or by students would be: How many clocks do you see? How
many rulers are there? Are there more clocks than rulers? Are there more rulers than clocks? etc.
DataWORKS Educational Research
(800) 495-1550 • www.dataworks-ed.com
©2011 All rights reserved.
Comments? [email protected]
Kindergarten Statistics, Data Analysis, and Probability 1.1
Pose information questions; collect data; and record the results using objects,
pictures, and picture graphs.
Lesson to be used by EDI-trained teachers only.
Guided Practice 3 (continued)
A question is a sentence used to ask for information.
● When we ask an information question, we want to find out about something or someone.
Ask information questions.
Step #1: Look at the pictures.
Step #2: Listen to the question your teacher asks about the pictures.
a. Think of a question you would ask about the pictures.
Step #3: Ask your question aloud to your teacher.
Note to teacher: Some questions that could be asked for modeling purposes or by students would be: What is the difference between the
first set of leaves and the second set of leaves? How many green leaves are there? How many brown and yellow leaves do you see? Are
there more yellow and brown leaves than green leaves? etc.
DataWORKS Educational Research
(800) 495-1550 • www.dataworks-ed.com
©2011 All rights reserved.
Comments? [email protected]
Kindergarten Statistics, Data Analysis, and Probability 1.1
Pose information questions; collect data; and record the results using objects,
pictures, and picture graphs.
Lesson to be used by EDI-trained teachers only.
Guided Practice 4
A question is a sentence used to ask for information.
● When we ask an information question, we want to find out about something or someone.
Ask information questions.
Step #1: Look at the pictures.
Step #2: Listen to the question your teacher asks about the pictures.
a. Think of a question you would ask about the pictures.
Step #3: Ask your question aloud to your teacher.
Note to teacher: Some questions that could be asked for modeling purposes or by students would be: How many rocks are there? How
many trees do you see? Are there more rocks than trees? Are there more trees than rocks? etc.
DataWORKS Educational Research
(800) 495-1550 • www.dataworks-ed.com
©2011 All rights reserved.
Comments? [email protected]
Kindergarten Statistics, Data Analysis, and Probability 1.1
Pose information questions; collect data; and record the results using objects,
pictures, and picture graphs.
Lesson to be used by EDI-trained teachers only.
Guided Practice 4 (continued)
A question is a sentence used to ask for information.
● When we ask an information question, we want to find out about something or someone.
Ask information questions.
Step #1: Look at the pictures.
Step #2: Listen to the question your teacher asks about the pictures.
a. Think of a question you would ask about the pictures.
Step #3: Ask your question aloud to your teacher.
Note to teacher: Some questions that could be asked for modeling purposes or by students would be: What is the difference between the
white seashells and the orange seashells? How many white seashells are there? Are there more white seashells than orange seashells? etc.
DataWORKS Educational Research
(800) 495-1550 • www.dataworks-ed.com
©2011 All rights reserved.
Comments? [email protected]
Kindergarten Statistics, Data Analysis, and Probability 1.1
Pose information questions; collect data; and record the results using objects,
pictures, and picture graphs.
Lesson to be used by EDI-trained teachers only.
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DataWORKS Educational Research
(800) 495-1550 • www.dataworks-ed.com
©2011 All rights reserved.
Comments? [email protected]
Kindergarten Statistics, Data Analysis, and Probability 1.1
Pose information questions; collect data; and record the results using objects,
pictures, and picture graphs.
Lesson to be used by EDI-trained teachers only.