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[DOC File]Getting Smarter - University of Oregon
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These questions test higher-order thinking skills. There is one subtle but important point. If one is given the questions in advance, then questions B1-B4 become merely somewhat more complex examples of lower-order skill questions. A student can look up or ask a friend the needed facts, the underlying principles, and relationships among the facts.
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[DOC File]INTERNATIONAL CONSULTING
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Ask questions patiently and with a nonjudgmental, matter-of-fact attitude. Allow people the time to fully explain their answers, even if you think some of the information is irrelevant. The person who planned the consultancy is no longer there.
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[DOC File]Science Enhanced Scope & Sequence Grade 6
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4. Ask students to consider the questions shown on the K-W-L chart, letting them briefly discuss the questions with their partner. 5. Discuss the questions as a class. Allow students to speculate on the answers. Ask students whether they have any other questions about water to add to the W-column in the chart.
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[DOC File]Title Here 20 Font Bold
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Collective intelligence doesn't stop working. The questions that are most alive are the ones that we don't yet have answers to. In the process of continually seeking answers to our questions together, we not only find answers, but find new means of seeking and new directions to explore, new questions to ask. This whole process is one of emergence.
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[DOC File]Multi-text Study
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Students will create higher level thinking questions to ask classmates, complete with pages numbers in the text to support their answer. Interact with the text before, during, and after the reading, listening, and viewing by: setting a purpose using prior knowledge and text information . making predictions. formulating questions
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[DOC File]A Christmas Carol by Charles Dickens www
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Sometimes people new to the business called Scrooge Scrooge, and sometimes Marley, but he answered to both names. It was all the same to him. Oh! but he was a tight-fisted hand at the grindstone, Scrooge! a squeezing, wrenching, grasping, scraping, clutching, covetous old sinner!
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[DOC File]CCSS for ELA - Content Standards (CA Dept of Education)
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Kindergartners Grade 1 Students Grade 2 Students Key Ideas and Details 1. With prompting and support, ask and answer questions about key details in a text. 1. Ask and answer questions about key details in a text. 1. Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text. 2.
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[DOC File]COMMON CORE - Rhode Island
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Jun 02, 2010 · Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. Presentation of Knowledge and Ideas Describe familiar people, places, things, and events and, with prompting and support, provide additional detail.
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[DOC File]Part 1 – The Structure of a Paragraph
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3. Controlling questions: How many people were coming to the party? What time did he go to the store? How crowded was the store? How long was his list? Topic sentence: a. I went to the grocery store the day before the barbecue to buy all the food items as well as the paper goods. b. The department store was having a sale on camping equipment ...
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[DOC File]Argument, Analysis, and Evidence in Academic Writing in ...
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Oct 12, 2008 · People who have been conditioned by academic inquiry use it to make sense of reality. ... Quotes, paraphrases, summaries taken out of context of what the author really meant. Quotes, paraphrases, summaries of questionable authors or sources (such as suspicious Web sites as opposed to scholarly journals, etc.) ... Ask yourself these questions as ...
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Really juicy questions to ask people