Running Head: Literature Review for Domain B

Ian Frasier
Literature Review for Domain B
6/15/16
National University
TED 690 Capstone Course
Professor Clifton Johnson

Literature Review for Domain B

Abstract
This assignment discusses the differentiation strategy known Full Spectrum Questioning.
Additionally, this assignment will also provide an example as to how this strategy could be
implemented into a lesson dealing with a fourth grade social studies lesson on the California
Gold Rush.

Literature Review for Domain B

Ventriglia presents strategies that allow a teacher to easily adjust complexity levels for
content material, as well as target the various learning preferences of the students. One of these
strategies is known as Full Spectrum Questioning. This strategy helps the teacher frame
questions to engage students in reflective dialogue (Ventriglia, 2010, p. 74). In order to carry
out this strategy effectively a teacher must present students with questions relating to five
different categories, also known as the five Ws of journalistic and expository writing. For
example, the first of the five categories reflects around So what? questions. This is where
students discuss the relevance or importance of a topic. The following four categories consist of
questions that clarify meaning, explore assumptions and sources, identify cause and effect, and
plan a course of action. Providing students with questions that has them think critically about and
discuss a topic allows students to gain a deeper understanding of the material, and will benefit
them in their present and future schooling careers.
In a standards based unit for a fourth grade classroom, this strategy can be implemented
with various lessons. For example, I would use this strategy in a Social Studies lesson dealing
with standard 4.4.2: explain how the Gold Rush transformed the economy of California,
including the types of products produced and consumed, changes in towns, and economic
conflicts between diverse groups of people, and standard 4.4.3: discuss immigration and
migration to California between 1850 and 1900, including the diverse composition of those who
came; the countries of origin and their relative locations; and conflicts and accords among the
diverse groups. Using the Full Spectrum Questioning strategy would be a great way for students
to think critically and reflect on this important time in our states history.
To begin this lesson I would introduce the topic by showing a short YouTube video on the
California Gold Rush to spark the interest of the students. After the topic of the lesson had been

Literature Review for Domain B

introduced I would have short whole group discussion dealing with a few so what? questions.
For example, I could ask questions such as How did the Gold Rush affect California during this
time? I could also ask a question such as, Why is the California Gold Rush such an important
time in the history of California? The goal of this whole group discussion would be to further
spark the interest of my students with this lesson material, and to begin to tie our past into our
present. After we had our whole group discussion I would break my students up into groups of
three or four and have them read the lesson dealing with the specific standards I am covering
with the lesson. I would also provide each group with a list of key questions targeted at each
students readiness level, which they would have to discuss and answer as a group. Some
examples of the questions I would provide each group would be, How did the Gold Rush
change the economy of California? Do you think it helped or hurt our economy? Furthermore,
The Gold Rush sparked the migration of many diverse populations. How did this mass
migration impact the way of life in California? Each group would answer these questions, and
once completed they would need to create three questions of their own to share in the final group
discussion. At the end of the lesson we would come together as a class and discuss each of the
questions I provided to students, as well as the questions each group had created. The questions I
would provide throughout this lesson are intentionally created to engage students critical
thinking skills, as well as a variety of reflective dialogue in both a whole group, and small group
setting.
Not only would this lesson be created around the Full Spectrum Questioning strategy. I
would also take into account the three important guidelines Ventriglia believes accelerate
students achievement in the differentiated classroom. These three guidelines consist of:
1. 1) The strategy differentiates readiness, interest and learning profiles of students.

Literature Review for Domain B

2. The strategy clearly targets the learning objective or content standard that students need
to learn
3. The strategy tiers the three elements of differentiation Teach: Content, Practice: Process,
and Apply: Product. (Ventriglia, 2010, p. 68)
I believe this strategy adequately supports the specific standards, as well as the three guidelines
outlined by Ventriglia. This lesson is geared to challenge and enhance the learning of students of
various readiness levels, and provides a great platform for practicing critical thinking and
reflective discussion skills needed throughout each of my students schooling careers.

Literature Review for Domain B

Resources
California Department of Education. (2009). Historysocial science content standards for
California public schools; kindergarten through grade twelve. Retrieved from
http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf
Ventriglia, L.D., (2010). Best practices: Differentiated instruction: The rule of foot. Younglight
Educate. Light up the Mind.