1. Strategies that Work Teaching for Understanding and Engagement Workshop 5 Questioning Debbie Draper, Julie Fullgrabe & Sue Eden

2. Why would questioning fit well in these Tfel domains?

3. Ideas to try to create questioning opportunities Strategies that work and Teaching Reading Comprehension Strategies have many ideas that can support explicit teaching of questioning.

4. Questioning activities to try Modelling questions about your own reading Double entry diary Wondering tasks-the more we learn, the more we wonder, Thick and thin questions Inferential questions using poetry

5. Share your questions about your own reading Strategies that work p110 Share an appropriate adult book with the class and highlight what is not understood by you or what raised questions (perhaps not read it but talk about it) As with monitoring understanding, you need to clue yourself into the questions you have. Robbie commented that he never knew a teacher could have so many questions. ‘If she can have questions, so can I’ Strategies that work, pg 111

6. Were your questions Before During After Reading? Discuss any text that has raised questions for you- were there answers or no answers? Share your questions about your own reading

7. Double entry diary for questions (also used for monitoring understanding and making connections) Useful for non-fiction reading Also useful for journal style reading of fiction From Teaching Reading Comprehension Strategies p73

8. Question prompts include: I’m wondering… What…. How many…. Where…. EVENT SITUATION CHOICEPERSONRESAONMEANS PRESENT What Is? Where/ When is? Which did? Who is?Why is?How is? PAST What did? Where/ When did? Which did? Who did? Why did? How did? POSSIBIL -ITY What can? Where/ When can? Which can? Who can? Why can? How can? PROBAB- ILITY What would? Where/ When would? Which would? Who would? Why would? How would? PREDIC- TION What will? Where/ When will? Which will? Who will? Why will? How will? IMAGIN- ATION What might? Where/ When might? Which might? Who might? Why might? How might?

9. Not everything will be answered It is important for readers to know that they will not always find the answers to their questions.

10. The more we learn, the more we wonder Strategies that work p111 Use this technique to help students go deeper with their reading. The questions they raise may not be in the text so the answers may be found through ‘author and you’ or ‘on your own’ (QAR- question-answer relationships) Non-fiction research strategy

11. Introductory clip to raise questions about insects

12. I learned The more we learn, the more we wonder I wonder

13. The more we learn, the more we wonder Using wondering for creative thinking. The students record facts they have learned. They then frame them as a question. Eg Spiders have 8 legs. I wonder why spiders have 8 legs? So they can run after their prey?? So they can balance?? It’s better than having 100 legs for shoes??

14. The more we learn, the more we wonder Using wondering for thinking that can lead to research or independent tasks. Open ended wondering in an ‘I wonder’ book Why do the leaves fall off the trees? Why doesn’t the moon fall out of the sky? Why was money invented and who invented it? Class could brainstorm regularly and answers sought through various means, eg electronic whiteboard, guest experts etc

15. Thick and Thin questions- Strategies that Work p 115 Also From Teaching Reading Comprehension Strategies p74 Support readers to understand the difference between a closed question and an open ended question. Can use large sticky notes for thick questions Can use small sticky notes for thin questions Longer Detailed Conceptual Global Short Yes / no Factual Clarifying Thick- Why? Explain.. Thin- straight from text, literal What? How many?

19. Thick and Thin Questions about the 3 Bears What do you think the Bears did on their walk? Thick Who where the main characters in the story? Thin How would you feel if someone broke into your house? Thick Do you thick Goldilocks would try this again? Thick When did this story take place? Thin Why do you think Goldilocks ran from the house? Thick

20. Practise thick and thin questions With a partner, pick a traditional fairy tale. Make up 3 thin questions and 3 thick questions

21. Inferential questions- guided conversations Hope is the thing... Hope is the thing with feathers That perches in the soul, And sings the tune without the words, And never stops at all, And sweetest in the gale is heard; And sore must be the storm That could abash the little bird That kept so many warm. I've heard it in the chillest land, And on the strangest sea; Yet, never, in extremity, It asked a crumb of me. - Emily Dickinson Extra material on handout

22. Visual representation of poem

23. Questions can range from literal to inferential. From not understanding what is stated (vocabulary) to words that suggest images. Can be from teacher or students

24. All of these aspects of curriculum are questioning starting points… Eg comparing the 2 forms- why did the visual authors choose the music they did? Why did they choose the images? Examining the language choices by Emily Dickinson Making connections to the hope needed by the Japanese people.

25. zfarquhar Jan 2011 Accessing the Curriculum The Australian Curriculum is an online curriculum, therefore to access it you need to go to http://www.australiancurriculum.edu.au/Home or type this address in your browser or “Australian Curriculum”

26. zfarquhar Jan 2011 Web address Tool bar This is the home page

27. zfarquhar Jan 2011 Click curriculum to drop down the menu Click the subject you want to view

28. zfarquhar Jan 2011 Click to select the year levels

29. zfarquhar Jan 2011 Use the filters to view specific year levels, strands or highlight the general capabilities or cross curriculum priorities

30. zfarquhar Jan 2011 Use the strand and general capabilities filters to view the literacy aspects in each descriptor and the achievement strand Once you have selected the filters you require, click here to apply them

31. zfarquhar Jan 2011 You can view all, 1 or a range of year levels to create a sequence of learning

32. zfarquhar Jan 2011 By clicking here you are able to see year levels side by side

33. zfarquhar Jan 2011 Each of these is a strand and can be opened to show content descriptors Content descriptors Words highlighted in blue can be clicked to provide a definition

34. zfarquhar Jan 2011 Definitions open in a separate text box

35. zfarquhar Jan 2011 To see the Achievement Standard for the year level in full you need to click on the button Each year level has work samples that indicate work of a “C” standard

36. English Curriculum links Examining literature- literature strand Year 3Year 4Year 5Year 6Year 7 Discuss the nature and effects of some language devices used to enhance meaning and shape the reader’s reaction, including rhythm and onomatopoeia in poetry and prose Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns texts puns Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification in narratives, shape poetry, songs, anthems and odes (ACELT1611 personificationnarratives (ACELT1611 Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse (ACELT1617) language patterns narratives (ACELT1617)

37. English Curriculum links Literacy strand- texts in context R1234567 Identify some familiar texts and the contexts texts contexts in which they are used Respond to texts drawn from a range of cultures and texts experiences Discuss different texts on a similar topic, identifying similarities and differences between the texts texts Identify the point of view in a text and suggest alternativ e points of viewpoint of viewtextpoints of view Identify and explain language features of texts from earlier times and compare with the vocabulary, images, layout and content of contempor ary texts language features texts layouttexts Show how ideas and points of view in texts are conveyed through the use of vocabulary, including idiomatic expression s, objective and subjective language, and that these can change according to context points of view texts idiomatic expression scontext Compare texts including media texts that represent ideas and events in different ways, explaining the effects of the different approache s texts media texts Analyse and explain the effect of technologica l innovations on texts, particularly media textstexts media texts Consider the differences between visual and written form

38. Where to find poems online http://www.poetry-online.org/ http://www.poetryarchive.org/poetryarchive/ home.do http://www.poetryarchive.org/poetryarchive/ home.do http://www.poemhunter.com/