Questioning

TEKS
 *  Ask literal, interpretive, and evaluative questions of text;
 *  Ask relevant questions, seek clarification, and locate facts and details about stories and other texts and support answers with evidence from text
 *  Establish purpose for reading selected texts and monitor comprehension, making corrections & adjustments when that understanding breaks down (e.g., identifying clues, using background knowledge, generating questions, re-reading a portion read aloud)

Questions help students clarify and deepen understanding of the text they are reading. Teachers should model coding of the different types of questions. Codes for questions vary according to different authors and books on comprehension strategies. Use codes that suit your students' needs. You can even create your own codes with your students' help!

Rock lesson- Show the rock...Ask the kids to ask questions... Write down their questions. [|Our Thick and Thin Rock Questions.doc]
 * Questioning Lesson and Introduction:**

Pick a picture book or short excerpt to model this strategy. SAY SOMETHING ALONG THESE LINES--I have a lot of questions about this book. When I read it, I wonder about a lot of things. Stopping to listen to the voice inside my head when I read helps me to understand what I’m reading better. Raise your hand if you ever hear a voice inside your head when you read. Sometimes the voice inside says, “Wow, that was amazing!” Sometimes it says, “That was funny!” Sometimes the voice in my head also asks questions. Sometimes the voice in my head has questions that start with: I wonder … Why … How is (a character) feeling … I’m not sure why … How come … I’m confused about … Good readers know that asking questions helps them understand the text a whole lot better. The strongest readers ask the most questions! Asking questions helps readers to focus on parts that are hard to understand, stay interested in their reading, and better understand what they read. Readers ask questions before, during, and after they read. Some questions can be answered from the story, and some questions can be answered by using background knowledge to make an inference.
 * Think Aloud-**

Introduce Thick and Thin Questions, create anchor chart or print these out [|Thick Question Poster.pdf] [|Thin Question Poster.pdf] These are sentence stems to get the students used to asking thick questions [|Asking Thick Questions]
 * Lesson:**

After you have explicitly modeled the strategy, guide students to practice questioning as a class in their own book. Have them put a their sticky note where they had a thick question and where they want to share their questions before,during, and after reading. Help them articulate their thinking by asking questions such as, “What helped you form that question” or “How might that question help you look for important information?” Just as you demonstrated in the modeling, the purpose of guided practice is to guide students to use the strategy as well as to be able to think aloud about what they are doing in their heads. [|question graphic organizers.pdf] You can use this graphic organizer if you want or just have them write it in their RR journal.

If you feel comfortable, you can also introduce the coding system. See question codes belwo.

Tell them when they are reading good readers are always asking questions and seeking answers. As they read this year, they will get this opportunity and now they can add this to their reading response letter when they write to you. Show the questioning rubric and have them look at their questions to see if they have been following it. After enough practice, you can grade them on their sticky notes.


 * Extra Resources:**
 * This would be good to us use in literature circles or guided reading. [|Buddy Reading Planning Sheet Thick Questions for Buddy Reading]
 *  Look at this page for more information on this [|questioning strategy] . Another questioning strategy that is similar is Question-Answer Relationships (QAR).
 * Click [|here] for more information.

[|Four Types of Questions.pdf] [|Questioning Bookmarks.pdf] [|Questioning Codes.doc] [|Questioning Web.pdf] [|Thick Questions.pdf]

Books: [|Questioning Books] Assessment: 20 points possible [|Asking Questions Rubric.docx] **__Asking Questions Rubric__**


 * || 1 || 2 || 3 || 4 ||
 * ====//Preparation// ==== || Rarely prepared with questions to share from the assigned reading || Sometimes prepared with questions to share from the assigned reading || Usually prepared with questions to share from the assigned reading || Always prepared with questions to share from the assigned reading ||
 * **//Participation//**
 * //Active Listening//** || Rarely shares questions from the reading or reactions to others’ comments about the book || Sometimes shares questions from the reading or reactions to others’ comments about the book || Usually shares questions from the reading or reactions to others’ comments about the book || Always shares questions from the reading or reactions to others’ comments about the book ||
 * **//Thick and Thin Questions//** || Rarely asks any questions || Asks mostly one type of questions || Often asks both types of questions || Always asks both types of questions ||
 * **//Timing of Questions//** || Asks questions mostly at one point during the reading || Asks questions mostly at two points in the reading || Often asks questions before, during__and__ after reading || Always asks questions before, during__and__ after reading ||
 * **//C.U.P.S.//** || Rarely uses C.U.P.S. || Sometimes uses C.U.P.S. || Usually uses C.U.P.S. || Always uses C.U.P.S. ||
 * **//C.U.P.S.//** || Rarely uses C.U.P.S. || Sometimes uses C.U.P.S. || Usually uses C.U.P.S. || Always uses C.U.P.S. ||