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Copy of Questioning:

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Kathy Steinour

on 17 September 2015

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Transcript of Copy of Questioning:

Adult Readers vs. Child Readers
As adults, we ask questions constantly, without even thinking about it, as we read.
Children don't grow up knowing that good readers ask questions. On the contrary, schools often appear more interested in the answers to questions rather than the question themselves.
Levels of Questioning Prompt Examples

motivate and provide themselves with a purpose to read
interact with the text more deeply
make connections and associations with text based on what is already known
preview and make predictions as well as refine those predictions
monitor their own comprehension more effectively
remember more details and important points
consider how the information might be used in the future
evaluate the quality of text
Harvey & Goudvis (2000)
Kelley & Clausen-Grace (2007)
TeacherVision (n.d)
Berger, W. (2014). 5 ways to help your students become better questioners. Retrieved from

Boushey, G. & Moser, J. (2009). The CAFE
Book: Engaging All Students in Daily Literacy Assessment and Instruction. Portland, Maine: Stenhouse Publishers.

Farnsworth, S. (2014). Improving questioning in your classroom. Retrieved from http://shaelynnfarnsworth.com

Harvey, S. & Goudvis, A. (2000). Strategies that Work. Portland, Maine: Stenhouse Publishers.

Kelley, M. & Clausen-Grace, N. (2007). Comprehension Shouldn't Be Silent. Newark, Delaware: International Reading Association.

Lewin, L. (2010). Teaching critical reading with questioning strategies. Educational Leadership. Retrieved from www.ascd.org

TeacherVision. (n.d.) Questions before, during, and after reading. Retrieved from www.teachervision.com

Wilson, L.O. (2015). The Second Principle.
Retrieved from http://thesecondprinciple.com

Zimny, J. M. (2008). Using Picture Books to Teach Comprehension Strategies. New York, NY: Scholastic.

Questioning Components
I Ask Questions to...
Readers Who Ask Questions:

clarify something
understand vocabulary
find specific information
connect to ideas or characters
put myself into text using senses
understand the author's choices in writing
understand the organization of the text
extend my learning
make predictions
Revised Bloom's Taxonomy
An important framework for teachers to use to emphasize higher order thinking - this taxonomy can aid teachers and students in crafting questions
Kelley & Clausen-Grace (2007)
Secret to Success?
What is the real indicator of success ?

A reader is able to not only respond to higher level thinking questions, but also independently generate their own questions and know that they are digging deeper in their thoughts!

Readers are actively involved in reading
by asking themselves questions
before, during, and after reading a selection,
thus increasing their
comprehension of the material.

Higher Order Thinking Questions...

have no one “right” answer
are open-ended
call for reflection
are of interest to students
stimulate thinking
allow for use of prior knowledge
provoke additional questions
encourage discussion
raise the curiosity of students
challenge preconceptions of students

Boushey & Moser (2009)
Goldilocks and the Three Bears
What were the items that Goldilocks used in the Bears' house?
Tell me in your own words why Goldilocks liked Baby Bear's chair the most.
What might happen to you if you snuck into a neighbor's house while they were gone and ate their food or broke their furniture?
What types of things happened in this story that could not happen in real life?
Was Goldilocks a good or bad person? Tell why you think this.
Tell a new version of the story. What would have happened to Goldilocks if the house she had entered belonged to the Big Bad Wolf?
Strategies for Answering and Generating Questions
Farnsworth, S. (2014)
Question Answer
Relationship (QAR)
Right There Questions

answer is in one sentence of text

Think and Search Questions
answer is in more than one sentence of text

In My Head Questions
answer includes info from the reader's
background knowledge and the text

On My Own Questions
answer includes info from the reader's
background knowledge only
McLaughlin, M. (2010)
Thick and Thin
Thick Questions
deal with large concepts and the big picture
open ended requiring complex answers
Stop and Think!
clue words:
what if
"What would you have done if you were in the story?"

Thin Questions
deal with specific ideas or content
requiring short, specific responses
Not conversational questions!
clue words:
how far
, or
"What is the main character's name?"

Kelley & Clausen-Grace (2007)
Kelley & Clausen-Grace (2007)
Choosing the Best Books for Questioning
Zimny (2008)
Is there a gradual release of information in the text?
Is there some unfamiliarity to student with the topic, time period, and cultural aspects of the text?
Is there a unique perspective offered?
Is there outer conflict or inner turmoil with questionable outcomes in the text?
Are there compelling pictures or a cover?
Will students be able to relate emotionally to the text and use their own background experiences in doing so?
Is there an element of mystery or fantasy in the text?
Both strategies help readers:
1. think deeply about
the questions they ask
2. more easily locate answers
to questions

"Judge of a man by his
questions rather than by his answers."
Voltaire (1694-1778)

"It is better to know some of the questions than all of the answers."
James Thurber (1894 - 1961)

Some Neat Questioning Ideas
A permanent "I Wonder" Wall
A note-taking
Another neat note-taking tool, but more primary
Reverse questioning...start with the answer
Table Texting Questioning Activity
Bloom's Taxonomy Flip Charts
Propelling Students Forward in their Learning

an "I Wonder" bubble
Blooms Wall Art - Prompts for Higher Level Questioning
Bloom's Buttons for
Levels of Questioning
Pinterest Board for Questioning

(available for $5 for fiction or non-fiction)
(free on Teachers Pay Teachers)
Just for Fun!
Blooms Taxonomy According to Seinfeld
QAR Pinch Cards
What questions come to your mind?
Jot them on your "I Wonder" bubble.
Giving Students the Why!
What do you think...
"The humble question is an indispensable tool: the spade that helps us dig for truth, or the flashlight that illuminates surrounding darkness. Questioning helps us learn, explore the unknown, and adapt to change. That makes it a most precious "app" today in a world where everything is changing and so much is unknown. And yet, we don't seem to value questioning as much as we should. For the most part, in our workplaces as well as our classrooms, it is the answers we reward--while the questions are barely tolerated."
Warren Berger, 2014

(Available at TPT for $1.50)
Checking in on Progress...
"Questions Mailed to My Teacher"
Each student composes a question about the text and inserts it into an envelope addressed to the teacher. The final student to write a question "mails" the envelope by delivering it to the teacher.

gives practice asking questions and monitoring comprehension
introduces students to different levels of question complexity
helps teachers diagnose students' levels of comprehension or thinking and identifies what step needs to be taken next with students
Lewin, 2010
free at Teachers Pay Teachers
free at Teachers Pay Teachers
What do you think about this activity?
Consider different learners...
An Approach for K-2 or Struggling Readers
available at TPT for $3.20
Available at TPT for $4/set
free on TPT
Full transcript