Questioning
Description
Learners pose and answer questions that clarify meaning and promote deeper understanding of the text. Questions can be generated by the learner, a peer or the teacher.
Learners pose and answer questions that clarify meaning and promote deeper understanding of the text. Questions can be generated by the learner, a peer or the teacher.
This video gives examples of questions that students can use to use to help their own comprehension of the book. They sing a song at the end, that demonstrates the students have been working on this skill in class. They are doing a choral shouting of the questions they should be asked. I really like the kids the questions together, even though they are not higher level thinking questions.
This video shows a teacher explain what "I wonder" questions. The students are getting a little bored during the explanation of the activity. They are writing down questions in the group setting and are to share with the carpet elbow partner. This teacher uses different post-its for the time of the questions. Interesting way of teaching how to ask questions. She stops the book to continue the "asking questions" lesson. Lastly, she goes through the questions and finds answers. The teacher also goes through and explains that some are not beneficial for the understanding of the story.
Example questions/statements
What in the text helped me/you know that?
How is this text making me/you feel? Why is that?
When you read/viewed/ listened to that text did it remind me/you of anything I/you know about? Why did it remind me/you of that?
What did the composer of the text mean by …?
Whose point of view is this? What points of view are missing?
Example teaching idea
Wonderings: Using post-it notes, students list all the questions they have about the
text. As they read students continue to write questions. When an answer is found for the wondering students remove the post-it note.
What in the text helped me/you know that?
How is this text making me/you feel? Why is that?
When you read/viewed/ listened to that text did it remind me/you of anything I/you know about? Why did it remind me/you of that?
What did the composer of the text mean by …?
Whose point of view is this? What points of view are missing?
Example teaching idea
Wonderings: Using post-it notes, students list all the questions they have about the
text. As they read students continue to write questions. When an answer is found for the wondering students remove the post-it note.
Teaching Ideas
Stimulating/Discussion/Through/Questions
Personal questions readers generate about a text stimulate connections, represent inferences, activate prior knowledge, and help to clarify understanding Guide students in generating questions and assist them in generation questions and responses that are aesthetic, efferent, and critical/analytical.
Questioning
Preview a text. Read titles, subheadings, and the table of contents. Look at images. Read the first paragraph. Create an “I wonder” question. Read the text to answer your question. Repeat again and draw to show the most important ideas you learned.
Magic Jigsaw: A Questioning Strategy
Create a magic jigsaw with each piece containing a question. Question themes could include a post-reading summary: to show case questions, before reading: to profile questions that guide research, during reading: to collect questions that remain unanswered and need further research.
I Wonder
Guide students to wonder about the world, their lives, story events, and ideas presented in texts. Encourage students to wonder throughout the reading of a text. Use students’ ‘I wonder’ statements to provide structure for further reading.
Writing and Questioning
As the writer asks questions, the writing gets more detailed and incorporates many different viewpoints. The writing will cover more information.
Teaching Standards
0.1.1.1 With prompting and support, ask and answer questions about key details in a text.
1.1.1.1 Ask and answer questions about key details in a text.
2.1.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
0.1.4.4. Ask and answer questions about unknown words in a text.
3.1.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
0.2.1.1 With prompting and support, ask and answer questions about key details in a text.
1.2.1.1 Ask and answer questions about key details in a text.
2.2.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
0.2.4.4 With prompting and support, ask and answer questions about unknown words in a text.
1.2.4.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text..
3.2.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
5.2.7.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
0.6.5.5 With guidance and support from adults, respond to questions and suggestions from adults and peers and add details to strengthen writing as needed.
1.6.5.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from adults and peers, and add details to strengthen writing as needed.
0.6.8.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
1.6.8.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
2.6.8.8 Recall information from experiences or gather information from provided sources to answer a question.
1.8.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
11.5.7.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
6.7.7.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
7.7.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
8.7.7.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
9.7.7.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
11.7.7.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
6.9.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
7.9.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed..
8.9.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
9.9.1.1 Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, including those by and about Minnesota American Indians, building on others’ ideas and expressing their own clearly and persuasively. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
11.9.1.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, including those by and about Minnesota American Indians, building on others’ ideas and expressing their own clearly and persuasively. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge i
11.12.7.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, spatially, aurally, physically as well as in words) in order to address a question or solve a problem..
9.13.6.6 Analyze the author’s purpose in describing phenomena, providing an explanation, describing a procedure, or discussing/reporting an experiment in a text, defining the question the author seeks to address.
11.13.6.6 Analyze the author’s purpose in describing phenomena, providing an explanation, describing a procedure, or discussing/reporting an experiment in a text, identifying important issues and questions that remain unresolved..
11.13.7.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem..
6.14.7.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
9.14.7.7 Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize ideas from multiple sources on the subject, demonstrating understanding of the subject under investigation.
11.14.7.7 Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize ideas from multiple sources on the subject, demonstrating understanding of the subject under investigation..
9.14.8.8 Gather relevant information from multiple authoritative data, print, physical (e.g., artifacts, objects, images), and digital sources using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
As the writer asks questions, the writing gets more detailed and incorporates many different viewpoints. The writing will cover more information.
Teaching Standards
0.1.1.1 With prompting and support, ask and answer questions about key details in a text.
1.1.1.1 Ask and answer questions about key details in a text.
2.1.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
0.1.4.4. Ask and answer questions about unknown words in a text.
3.1.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
0.2.1.1 With prompting and support, ask and answer questions about key details in a text.
1.2.1.1 Ask and answer questions about key details in a text.
2.2.1.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
0.2.4.4 With prompting and support, ask and answer questions about unknown words in a text.
1.2.4.4 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text..
3.2.1.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.
5.2.7.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
0.6.5.5 With guidance and support from adults, respond to questions and suggestions from adults and peers and add details to strengthen writing as needed.
1.6.5.5 With guidance and support from adults, focus on a topic, respond to questions and suggestions from adults and peers, and add details to strengthen writing as needed.
0.6.8.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
1.6.8.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
2.6.8.8 Recall information from experiences or gather information from provided sources to answer a question.
1.8.1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.
11.5.7.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
6.7.7.7 Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.
7.7.7.7 Conduct short research projects to answer a question, drawing on several sources and generating additional related, focused questions for further research and investigation.
8.7.7.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
9.7.7.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
11.7.7.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
6.9.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.c. Pose and respond to specific questions with elaboration and detail by making comments that contribute to the topic, text, or issue under discussion.
7.9.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacherled) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly. c. Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed..
8.9.1.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly. c. Pose questions that connect the ideas of several speakers and respond to others’ questions and comments with relevant evidence, observations, and ideas.
9.9.1.1 Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, including those by and about Minnesota American Indians, building on others’ ideas and expressing their own clearly and persuasively. c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
11.9.1.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, including those by and about Minnesota American Indians, building on others’ ideas and expressing their own clearly and persuasively. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge i
11.12.7.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, spatially, aurally, physically as well as in words) in order to address a question or solve a problem..
9.13.6.6 Analyze the author’s purpose in describing phenomena, providing an explanation, describing a procedure, or discussing/reporting an experiment in a text, defining the question the author seeks to address.
11.13.6.6 Analyze the author’s purpose in describing phenomena, providing an explanation, describing a procedure, or discussing/reporting an experiment in a text, identifying important issues and questions that remain unresolved..
11.13.7.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem..
6.14.7.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
9.14.7.7 Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize ideas from multiple sources on the subject, demonstrating understanding of the subject under investigation.
11.14.7.7 Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize ideas from multiple sources on the subject, demonstrating understanding of the subject under investigation..
9.14.8.8 Gather relevant information from multiple authoritative data, print, physical (e.g., artifacts, objects, images), and digital sources using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
References
Comprehension Strategies. (n.d.). Retrieved June 1, 2015.
Comprehension Strategies - Making connections, questioning, inferring, determining importance, and more. (n.d.). Retrieved June 2, 2015, from
http://www.busyteacherscafe.com/literacy/comprehension_strategies.html
English Language Arts K-12. (2011, November 29). Retrieved June 2, 2015, from file:///C:/Users/JOHNSTO/Downloads/wordELA Standards_bold version 9 18 13.pdf
How Now Brown Cow: Phoneme Awareness Activities for Collaborative Classrooms by Patricia J. Edelen-Smith Intervention in School and Clinic Volume 33, Number 2, pp.
103-111, Copyright by PRO-ED, Inc.
Learning the Comprehension Strategies | Scholastic.com. (n.d.). Retrieved June 2, 2015, from http://www.scholastic.com/teachers/lesson-plan/learning-comprehension-strategies
Miller, M. & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students in grades 5-12. Pearson.
Moore, D. (n.d.). Reading Comprehension Strategies. Best Practices in Secondary Education, 1(1), 1-4.
Pennell, D. (2002). Explicit Instruction for Implicit Meaning: Strategies for Teaching Inferential Reading Comprehension. Inferential Comprehension, 16-16.
Put Reading First: The Research Building Blocks for Teaching Children to Read by Armbruster, Lehr, and Osborn, published in September 2001 by the Partnership for Reading.
Reading Comprehension: Strategies That Work. (2001). In Reading Comprehension: Strategies That Work (Vol. 1, pp. 421-483). Duke and Pearson.
Smith, Khalid. (2011, Aufst 26). Asking and Answering Questions for Reading Comprehension. Retrieved from https://www.youtube.com/watch?v=RKPf2sfW7ck
Teaching comprehension strategies. (2010). New South Wales: NSW Department of Education and Training.
The Balanced Literacy Diet. (2011, November 26). Before, During and After Questions: Promoting Reading COmprehension and Critical Thinking. Retrieved from
https://www.youtube.com/watch?v=Sd1FlXxpVIw
Comprehension Strategies. (n.d.). Retrieved June 1, 2015.
Comprehension Strategies - Making connections, questioning, inferring, determining importance, and more. (n.d.). Retrieved June 2, 2015, from
http://www.busyteacherscafe.com/literacy/comprehension_strategies.html
English Language Arts K-12. (2011, November 29). Retrieved June 2, 2015, from file:///C:/Users/JOHNSTO/Downloads/wordELA Standards_bold version 9 18 13.pdf
How Now Brown Cow: Phoneme Awareness Activities for Collaborative Classrooms by Patricia J. Edelen-Smith Intervention in School and Clinic Volume 33, Number 2, pp.
103-111, Copyright by PRO-ED, Inc.
Learning the Comprehension Strategies | Scholastic.com. (n.d.). Retrieved June 2, 2015, from http://www.scholastic.com/teachers/lesson-plan/learning-comprehension-strategies
Miller, M. & Veatch, N. (2011). Literacy in context (LinC): Choosing instructional strategies to teach reading in content areas for students in grades 5-12. Pearson.
Moore, D. (n.d.). Reading Comprehension Strategies. Best Practices in Secondary Education, 1(1), 1-4.
Pennell, D. (2002). Explicit Instruction for Implicit Meaning: Strategies for Teaching Inferential Reading Comprehension. Inferential Comprehension, 16-16.
Put Reading First: The Research Building Blocks for Teaching Children to Read by Armbruster, Lehr, and Osborn, published in September 2001 by the Partnership for Reading.
Reading Comprehension: Strategies That Work. (2001). In Reading Comprehension: Strategies That Work (Vol. 1, pp. 421-483). Duke and Pearson.
Smith, Khalid. (2011, Aufst 26). Asking and Answering Questions for Reading Comprehension. Retrieved from https://www.youtube.com/watch?v=RKPf2sfW7ck
Teaching comprehension strategies. (2010). New South Wales: NSW Department of Education and Training.
The Balanced Literacy Diet. (2011, November 26). Before, During and After Questions: Promoting Reading COmprehension and Critical Thinking. Retrieved from
https://www.youtube.com/watch?v=Sd1FlXxpVIw