This Video summaries what questioning is, how to use it, as well as the different forms/types. This is a good introduction video if someone doesn't understand question or wants to find out more about how to effectively use it.
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The teacher in this video demonstrated how to engage students through question. She use questioning before, during, and after and has the students use sticky notes for each which is a good idea and makes then right a question for each before, during and after. This is a good model of how to incorporate questioning into a read aloud.
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Definition: Reader asks questions to understand
what is being read.
Purpose: To aid students comprehension skills through asking questions to have them gain a deeper understanding. When students ask themselves questions or someone else ask them questions before, during, and after they read, it helps them make sense of what is happening.
Tips:
- Before Reading
- During Reading
- After Reading
Purpose: To aid students comprehension skills through asking questions to have them gain a deeper understanding. When students ask themselves questions or someone else ask them questions before, during, and after they read, it helps them make sense of what is happening.
Tips:
- Have students focus on a certain topic when questioning (predicting, author tone, setting, etc.)
- Use a graphic organizer or post-it notes
- Have a list of questions for younger students
- Model the first time
How the strategy may be used in a lesson:
Lesson 1:Questioning the Text:
Lesson 2: Thick verse Thin
Lesson 1:Questioning the Text:
- To start this lesson a teacher must select a text that will activate a lot of questions. Then the teacher will explain the activity. Students will be asking questions about the text. Explain how this is important and help understand the text, message, purpose, etc. The teacher will start to read the text aloud, and modeling how to ask question (think aloud) and then write the questions on a sticky note and place it in the text. Continue reading and using sticky notes, but now ask for students to think of questions and record theirs as well. When a question is answer throughout the text, then you put a check though that sticky note. At the end of the text, make sure you discuss that sometimes some awesome might not be answered. Have a discussion about why. Then have students in small groups, pairs, or individually do the same with sticky notes. (If it is for an upper grade level then skip the modeling and just explain)
Lesson 2: Thick verse Thin
- This lesson is to teach students how to create questions pertaining to a text and to recognize the depth of the questions they ask and are asked. This will help the ask questions that are meaningful and not just asking a question to ask it. First the teacher will have a book on whatever topic she/he desires and describe and give example of thick and thin questions, have student state which one is which and back it up with reasoning (Thick questions deal with the big picture and large concepts. Thin questions deal with specific content or words). Read aloud to students to start if they have not yet done an activity like this before have them start the question with words such as why, what if, how far, and when. After modeling place students in small groups to have them continue this process using post-it or sticky notes. Then after the reading is done have each group discuss the questions and see which ones were answered. Then have them share to the class and explain why they are thick or thin questions.
Writing component:
There are multiple ways to incorporate writing into the questioning reading strategy. First there are multiple graphic organizers that teachers can download to fit for a certain book. These graphic organizers have student write their question, as well as some have them reflect and analyze further. Also the easiest way to incorporate writing into this lesson would be through post-it notes and having students write down their question. Another example who be to have students reflect or do a writing activity after ether one their questions or the story. They could do a writing exercise on why some questions didn’t get answer, or what makes up a good or thick question.
There are multiple ways to incorporate writing into the questioning reading strategy. First there are multiple graphic organizers that teachers can download to fit for a certain book. These graphic organizers have student write their question, as well as some have them reflect and analyze further. Also the easiest way to incorporate writing into this lesson would be through post-it notes and having students write down their question. Another example who be to have students reflect or do a writing activity after ether one their questions or the story. They could do a writing exercise on why some questions didn’t get answer, or what makes up a good or thick question.
Reference/Researchers:
Dolores Durkin- Her research, which was done in 1979, still is valid today. Using questions helps students improve their comprehension, as well as fluency because it can help them understand what they are reading with a purpose. Her research showed that most teachers asked students questions after they had read, as opposed to questioning to improve comprehension before, during, as well as after. She stated that teachers need to question and teach student how to question themselves in order for them to gain a deeper understanding of the text and comprehend it.
Texas Educational Agency PDF- This PDF states the importance of using questioning before, during and after and how it has a direct affect on student comprehension. If students ask question it helps them work through the misunderstanding and tricky parts of a text. Instead of just saying I don't get it, when they ask questions they usually come across the answer later in the text.
Dolores Durkin- Her research, which was done in 1979, still is valid today. Using questions helps students improve their comprehension, as well as fluency because it can help them understand what they are reading with a purpose. Her research showed that most teachers asked students questions after they had read, as opposed to questioning to improve comprehension before, during, as well as after. She stated that teachers need to question and teach student how to question themselves in order for them to gain a deeper understanding of the text and comprehend it.
Texas Educational Agency PDF- This PDF states the importance of using questioning before, during and after and how it has a direct affect on student comprehension. If students ask question it helps them work through the misunderstanding and tricky parts of a text. Instead of just saying I don't get it, when they ask questions they usually come across the answer later in the text.