selecting the category or categories that support the statement. Students complete note-taking collaboratively or independently. Conduct small- and whole-group efferent discussion. Ask groups to come to consensus on which category is the most impactful according to the support from the text. Using evidence from the text, what is First Draft Written Response to Essential Question: important to consider about the processes and outcomes of earthquakes? Ask students to complete the second Written Response. Variations for this Written Response: Sticky notes quick writes, collaborative partners, written conversations * * * CIS Step 2 * * * Tasks: Teacher models the generation of a complex question based on a section of text, relating to a broad perspective or issue. Students record the questions, and then students re-read the text to generate their own questions. Purpose: To provide students with a demonstration of question generation and the opportunity for them to interact with the text by generating questions to further deepen their comprehension. Reading #3 Question Generation: How do earthquakes impact gold exploration? Para- Questions Check relevant categories below graph + Fact -Opinion Process Outcome # based based on on evidence thoughts 11 Can more gold be retrieved from X X earthquakes with higher magnitudes? 11 How should gold explorers X X pursue gold more safely? 13 Can gold be found as a result of X X other geologic processes?
selecting the category or categories that support the statement. Students complete note-taking collaboratively or independently. Conduct small- and whole-group efferent discussion. Ask groups to come to consensus on which category is the most impactful according to the support from the text. First Draft Written Response to Essential Question: Using evidence from the text, what is important to consider about the processes and outcomes of earthquakes? Ask students to complete the second Written Response. Variations for this Written Response: Sticky notes quick writes, collaborative partners, written conversations * * * CIS Step 2 * * * Tasks: Teacher models the generation of a complex question based on a section of text, relating to a broad perspective or issue. Students record the questions, and then students re-read the text to generate their own questions. Purpose: To provide students with a demonstration of question generation and the opportunity for them to interact with the text by generating questions to further deepen their comprehension. Reading #3 Question Generation: How do earthquakes impact gold exploration? Para- graph # Questions Check relevant categories below + Fact based on evidence -Opinion based on thoughts Process Outcome 11 Can more gold be retrieved from earthquakes with higher magnitudes? X X 11 How should gold explorers pursue gold more safely? X X 13 Can gold be found as a result of other geologic processes? X X