How+to+Question

When teaching students to love reading we need to make them understand that good readers (and good thinkers) ask 2 types of questions while they read. There are many different terms for these two types of questions; literal and inferential; thick and thin (Harvey & Goudivis, pp.89, 90); right-there and in-your-head (QAR). Whichever term you choose to use, I believe children need to be introduced to the idea: Good readers ask questions while they read; some answers can be found right in the story, but if you can't find the answer in the story, the answer has to come from you. Again, it is this reinforcement of metacognition - awareness of thinking, of understanding, of questioning and answering - that empowers students to become mroe confident constructors of meaning. Awareness leads to understanding (Adrienne Gear 2006).

[|Effective Guide Junior Click Here]

Encourage and Foster Accountable Talk Through Questioning
In order to facilitate thinking when it stalls you need to ask probing questions that provoke thinking about alternate ways to perceive a concept.

Five productive talk moves...
1. **Revoicing** - Repeating what students have said and then asking for clarification //So you're saying **it is**// or //**it is not** a good title for the story**?**// //**2. Repeating -**// Asking students to restate someone else's reasoning //**Can you repeat what he just said in your own words?**// //**3. Reasoning -**// Asking students to apply their own reasoning to someone else's reasoning //**Do you agree or disagree and why?**// 4. **Adding on** - Prompting students for further participation //**Would someone like to add something more to that?**//
 * //5. Waiting -//** Using wait time
 * //Take your time... We'll Wait...//**
 * //Activity://**
 * //Give students a tongue derpesser - have them write their name with a marker on the depresser. Add the depresser to a can. During any discussion period have students pick a depresser out of the can and read the name on the stick. Tell that person that they will have to - Revoice, Repeat, Reason, Add on - (you decide which one you want the student to perform) then have them respond. This activity helps to build attentive listening and increase engagement and participation.//**

When readers learn to question while reading:

 * they are learning the power of asking as well as answering questions.
 * they are encouraged to be curious readers.
 * they learn that asking questions can lead them to a greater understanding of the text.
 * they learn the difference between quick questions (questions with answers you can find right in the book) and Deep-thinking questions (are questions that, no matter how hard you look in the story, you will never find the answer right there).
 * they learn that not all questions have answers, and often these unanswered questions will help to get at the heart of the story better than those that can be answered.
 * they parctise what their brains are already capable of doing - asking questions - while they read.

Different Kind of Questions:
The more able we become in modelling the type of questions fluent readers ask, the students' questions and responses become richer during the guided reading sessions. The catecories of questioning tat ultimately mae the most difference are based on appropriate points i te text before, during, and after reading. The Five categories follow:

Personal Response Questions
Whatt would I do if I were in that situation? How would I react to that remark? How would I feel under those conditions? What would I be hoping for at this point? Where would I turn next?

Metacognitive Response Questions
Does this make sense? Why am I confues? Wht did I miss? Why did I think that was going to happen? How did the author make me think...?

Connection Response Questions
What was the author intending when she did this? How would my friends react to someone like this? How would my parents react if I brought this person home as my date? Would my firends put me in this kind of situation? If someone were outside watching this, instead of inside living it, what would they think?

Critical Response Questions
What would have made this more interesting? How does this compare to the last book I read? If I were writing this book, how would I change it? I wonder if a more effective ending would have been...? If I could change one thing about this book, what would it be?

Surface-Features-of-Text Response Questions
Why are these words in bold/italics? How does the title connect to the body of the text? How do the chapter titles, headings, subheadings help me? What is this extra white space/ colour palette/ font supposed to tell me? What are these graphs/pictures/charts/ etc. for?

Graphic Organizers you can use to teach the concept of questioning:












Book List for Teaching the concept of questioning:




=Teacher Web Sites:=

[|A teacher share site - press here]

[|5 Types of questions - press here]

[|Teacher Tips - Press Here]

=Edugains Teaching Videos=

This series of teaching videos has a focus on questioning and how to teach children to ask and to answer surface and deep questions.

[|Press Here]

Question and Answer Relationship is another method that you can use to help students learn how to answer surface questions and questions that dig deeper. This article has ideas for both the primary and junior student.

=Asking Questions When Reading= Grade Levels: **4 - 8**

Lesson Summary
Generating questions plays a key role in the process of learning how to read, and then again in learning how to read better. There are so many question that students may have about the text that they encounter – questions about the author's style or purpose, questions about new vocabulary, questions about what might happen, etc. Students need to first begin to feel comfortable asking questions, then learn to ask the vital questions that will direct their focus and clear up confusion. In this lesson, the teacher will read //The Wall// by Eve Bunting with the purpose of focusing on asking important questions. The students and the teacher will then categorize the questions according to the criteria for each.

Materials
When you read the story ahead of time, write any questions that pop into your head on post-it notes and have them available. Provide large pieces of paper and post-its for students, and locate enough copies of the book //The Wall// for partners. Provide a piece of paper for each group of four students. Prepare a piece of chart paper titled QUESTIONS with different columns of categories: Questions that are answered in the textQuestions that I have to make an inference to answerQuestions that are not important to understanding the storyQuestions that require research to answerQuestions about the author's styleQuestions that clear up confusion

Objectives:
Students will ask [|questions before, during, and after reading]. Students will categorize important vs. interesting questions with a focus on important questions.

Procedure
=Posters=
 * 1) Explain that good readers ask questions before, during, and after reading to help them understand a story better. "Today, we're going to focus on asking questions."
 * 2) Present the book //The Wall// to the students and say, "I will read the title, and the back cover and look at the illustrations and think of as many questions as I can. These are the questions that I have before reading." Read your prepared post-it notes to the students.
 * 3) Read the story to the children and think aloud, asking questions while reading. Stress that these are the questions you have during reading. Read your prepared post-it notes to the students.
 * 4) When you have finished reading the story, ask questions that pop into your head and stress that these are the questions that you have after reading. Read your prepared post-it notes to the students.
 * 5) Take your questions on post-its, [|think aloud], and categorize them in the appropriate column according to the type of question that you asked.
 * 6) The students partner-read and use post-its on pages where they have a question. Have partners narrow their questions down to two questions.
 * 7) Then have the partners share their questions with another paired group.
 * 8) The groups of four students choose one of their questions and write it on a larger piece of paper.
 * 9) Gather all students and have them share their questions.
 * 10) With help from the class, have students categorize their questions.
 * 11) Discuss the questions that are important vs. interesting, and have students focus on the important questions.