1. Questioning

2. Proficient Readers Proficient readers spontaneously and purposefully generate questions before, during, and after reading. Questions differ based on the type of text and the reader’s purpose. Use questions to focus their attention Understand that many of the most intriguing questions are not answered explicitly in the text.

3. Proficient Readers Ask real questions that arise from a true desire to know more, or probe deeper. Use questions to pull them right into the story. Use questions to make them more active and engaged in their reading.

4. Questioning Questions help children to: move more deeply into the text Think more about what they read Organize their thinking Frame the pursuit of new understandings Locate specific information Think about unstated ideas such as themes, author goals, and intents, and underlying meanings.

5. Questioning (cont) Bringing questions to a conscious level is a way to be sure that children learn to get the question answered. Also help children learn that they find the answers to their questions in different places (in the text, infer from the text, use their schema, use other texts or other people).

6. Question-Answer Relationships Where could we find the answer? Is the answer in the text? – (T) Does the answer require putting together different parts of the text? – (MS) Does the answer require you to use your background knowledge or knowledge about the world? – (I) or (S) Does the answer require outside sources - - (OS)

7. Types of Questions Clarifying – most likely to be answered in the text Speculative – predictive or exploratory about text yet to be read. Rhetorical - much larger questions that might not be answered or have a specific answer Questions about author’s intent or style.

8. Strategy Lessons Model Questioning using a Think Aloud before, during and after reading. Code questions B (before) D (During) and A (After). Give children Post-its to write questions as you read – stop at points to collect and discuss children’s questions. 1.Record questions, 2. Share questions together, 3.Discuss, 4. rethink with more questions = see the change

9. KWL charts Model questions BEYOND the text Questioning the author What is the author trying to tell us? –How else could the author say this? –Why do you think the author wrote this? –What is the author’s background? –What is his/her point of view on this?

10. Preview fiction and nonfiction texts and ponder questions BEFORE the reading. Practice reading only the sections where you think you will find the answer. Categorize questions: open/closed, big/small, thick/thin, literal/higher level, In- the-text, Inferred, Outside Source. Brainstorm many questions (free write) – circle the questions that are most interesting.

11. Critical Literacy The continual ability to ask questions of a text in a way that enables us to look below the surface meanings to see how we are being influenced and affected. This critical ability helps us to examine our values and attitudes and to consider alternative positions and points of view Lohrey, A. (1998) Critical Literacy; A Professional Development Resource. Melbourne, Australia: Language Australia

12. Texts for Asking Questions: Van Allsburg, Chris The Stranger