questioning strategy book list by deb smith

8/6/2019 Questioning Strategy Book List by Deb Smith

1/19

Source Strategy Book Name Author Teaching IdeaReading for Meaning Questioning Grandfather Twilight Barbara

Berger Keeping track of questions before reading, duringreading, and after reading. Then labeling when thequestions were asked.

Questioning Grandmother Winter BarbaraBerger

Reading for Meaning Questioning How Many Days to America?

EveBunting

The Bird house CynthiaRylantReading for Meaning Questioning All I See Cynthia

RylantPages 130-131 in Reading With Meaning

Reading for Meaning Questioning Amelias Road Linda Allman

Pages 133-134 in Reading With Meaning

Reading for Meaning Questioning The Wise Woman and Her Secret

EveMerriam

Pages 134-135 in Reading With Meaning

Reading for Meaning Questioning Fly Away Home EveBunting

I made a chart like in Reading With Meaning. Wetalked about questions and why we asked questions.I read and modeled with Fly Away Home and thengave them post-its to write how the questions theyhad helped them as they read and how they figuredout the answer to their question. I didn't want them tofocus on the question but on what the question didfor their reading. After they read we came backtogether and filled in the chart with the answers ontheir post its. It was a really good class for a first day.

Reading for Meaning Questioning Monarch Butterfly GailGibbons

Page 131, see chart on page 123

Reading for Meaning Questioning The Trumpet of the Swan EBWhite

Deb Smith has a think-aloud posted on her websitewww.debfourblocks.com for Trumpet of the Swan


2/19

MOT Questi0n-ing

ThePolar Express

Chris Van Allsburg MOT page 41

Readingfor Meaning

Question-ing

Why isthe SkyBlue?

Sally Grindley

Question-ing

AhmedsSecret

I don't recommend Ahmed's Secret for first grade for questioningbecause the kids don't have enough background knowledge for the

story to make sense - it was way, way beyond my kids.Readingfor Meaning

Question-ing

YanniRubbish

Shulamith LeveyOppenheim

Crystal /MS /3

Question-ing

Anansiand theMossCovered

Moss

Retold by Eric A Kimmel Questioning What happened?Why did it happen?Cause and Effect

Question-ing

Isla

Question-ing

ApplelemandosDreams

Polacco I wonder why the author wrote this book. Read aloud whilestudents ask questions.


3/19

Troubleon theT-BallTeam

Eve Bunting I read it today and the kids gave it a big thumbs up. Next year Ithink I'll save it for inference though. The kids were makinginferences all through the book in order to try to solve the mystery.Most started with questions like... "Are they losing games? No,can't be games because she lost one in the car. Are they losingplayers? Why are some excited about losing something and someare worried?" One kid asked about 1/3 of the way through the bookif it could be that they were losing teeth. I've forgotten what textsupport they used for that question. BUT, from that point on, thekids were adamant that it was teeth being lost and they kept fittingall the "clues" in the text with that scenario. Even excitedly goingback to the cover... "look at them all hiding their smiles behindgloves and stuff... it HAS to be missing teeth!" You should haveheard their collective cheer when it was finally revealed that it WASteeth being lost!


4/19

CarolPehrson

Questioning Your Teeth

A Wiggly, Jiggly,Joggly Tooth

Anna Stearn

Bill Hawley

Before reading, begin a KWL chart. During Reading mark twoquestions that they have in the book with sticky notes. Dependingon writing abilities, note the question with a question mark or theycan write out the whole question. After reading, place questionsand add them to the chart under what we want to know. Then theteacher assigns a question to each group or partner team to try tofind the answer. To do the research, students would use other provided books, magazines, encyclopedias, Internet, etc. After theresearch is completed, in the whole group we will put the answersto the questions we found in the L column, or what we havelearned. It is OK if not all questions were answered. FOLLOW UPWRITING: Things I have learned about teeth. They will need to doan opening sentence, 3 sentences about 3 different things theyhave learned about teeth, and then a closing sentence. Put thesetogether in a class book, shared with partners or the whole group.

Crystal /MS /3

Questioning Harvey the

Foolish Pig

Retold

by DickGackenbach

Questioning

What happened? Why did it happen? Cause and Effect

Questioning Caps for Sale The kids wondered where the people were who would buy the caps.StrategiesThat Work

Questioning Charlie Anderson Barbara Abercrombie

This text has questions in the text. The first half of the book, I pause after each pageand have the students generate questions. Then the author begins to ask questionsright in the text.Text to Text connection with the bookSix Dinner Sid

Questioning Angel Child,Dragon Child

Questioning True Story of theThree Little Pigs

Questioning All of DavidWeisners books

DavidWeisner

Wordless books lend themselves to questioning


5/19

Elise and

JamiQuestioning Wednesdays

SurpriseWhat is the Wednesdays Surprise? After sharing the title we posethe question. The children create a I wonder chart by askingquestions before, during, and after the story. They discussed their prediction with their partner. They were pleasantly surprised whenthey were on the right track. At the end, they went over eachquestion posed to see if it was unanswered in the book.

Questioning Best ChristmasPageant Ever

BarbaraRobinson

Thin-Fat Questions As questions were asked we all speculated as the characters toarrive at answers.

Judy /3CA

Questioning My Freedom TripHow My Parents Learned to EatTight TimesGrandpas TeethHurricaneTuesdaySector 7

Mailing MayNetties Trip SouthDakota DugoutCharlie Anderson,

Amelias Road, AltmanThe Potato Man, McDonaldThe Day of Ahmeds Secret]

ParkFriedman

HazenClementWiesner Wiesner

Wiesner Turner Turner Turner

Abercrombie

AltmanMcDonald

Heide

This is the list of Judys favorites for this strategy

WendyRasbach

Magic Tree House series MaryPopeOsborne

Think-Aloud using the first two chapters. After first two chapters, the studentsadded their questions to the discussion. We discussed how some questionsmay eventually be easily answered as we keep reading while others we mayhave to think about harder using evidence in the story. Still other questions,we may have to simply guess about because we may never know the answer.


6/19

WendyRasbach QU

ESTIONING

AChair for MyMother

Day ONESetting purpose for reading Each partner team is to notice questions they had as they readthrough the story and share them with each other. After the partners finished reading, I askedthem to decide together on the three BEST questions they had as they read and write them down.

After reading we gathered together and discussed the questions the students had. Nearly, allthe partner groups had this question: How did their apartment catch fire? One of my favoritequestions was, Why didnt they save up and buy a couch instead so they could all sit on ittogether? As a class we answered the questions which could be answered, but most of thequestions the students selected as their best questions were those which could not be answeredeasily from the story. They were thinking questions.Day TWOTeacher poses a question to them: Is A Chair for My Mother a good title for this story? I showedthem how they had to have a reason from the story, (gather their evidence) and talked about howwe were doing a very high school activity debating. They thought that was great! We arguedthe pros and cons of that specific title with most children saying it wasnt a good title because thechair was really for the whole family.Discussion Web

Use to encourage children to adopt a listening attitude to think individually and to involve lessverbal children in the discussion.Use for post readings (not initial readings).How to use discussion webs : 1. Select a book and activate background knowledge. 2. After reading, students are introduced to the web. Students are placed into pairs and asked to list thepros and cons of the question in the center of the web. 3. After ample time is given, place two

pairs of students together to discuss and share their thinking. They work as a group toward aconcluding statement for the web. 4. After each group has reached a conclusion, aspokesperson is selected to represent their group and share their thoughts.Teachers are able to lead their students to deeper understandings of characters, theme,solutions, and considering two sides of an issue. Critical thinking strategies are exercised tomake reasoned judgments.


7/19

Rob Questioning ChickenSunday

PatriciaPolacco

Before using this text, we talked about thick and thin questions as I readseveral other books previously developing my unit on questioning. Wealso discussed how to code their questions.

A answered in textBK answered from someones background knowledgeI inferred (discussed how a reader knows but isnt explicitly told in thetext)D discussionRS needed researchC signals confusionChildren read Chicken Sunday in a variety of ways depending on thelevel of support needed by the reader. While they read, they had paper to write questions before, during, and after. Next day, they got into smallgroups to discuss the questions and answer each others questions.Then I said I was the real expert on this book so they should ask mequestions about the book and I would label the type of question and give

the answer. For many of the questions I would give wrong answers andthey would correct me and explain why I was wrong. The questions wereok, but many were superficial to the understanding of the book. Finallyone student asked why Mr. Kodinski had numbers on his arm. All thesudden the energy level just changed. One said it is like Elisabeth whereHitler tried to kill Jewish people and they had to run away and thenumbers were used to identify them. Another said Mr. Kodinski is somean because he had such a hard life.

TinaCassidy Questioning TheQuiltmakersGift

Brumbeau I use The Quiltmaker's Gift by Brumbeau to teach questioning. Kids lovethe story (so do I!) and it really lends itself to asking all types of questions.


8/19

Peggy Buhr Questioning The ThreeQuestions

Jon J. Muth A boy wants to be a good person but say he doesnt knowthe best way to do that. He asks his friends these threequestions:When is the best time to do things?Who is the most important one?What is the right thing to do? His friends readily answer, butit is Nikolais response to a strangers cry that lead him to theanswers he seeks.

Camille Questioning Charlie Anderson

Barbara Ambercrombie

Then I told my students that good readers also ask questions. I showedthem a book that I was reading that was challenging to me (The Hours)and said that I asked lots and lots of questions while I was reading it.Then I read the first paragraph from the book asking questions as I read.(This idea was from Strategies that Work.)

Then (this honestly did not take as long to happen as it is taking me to tellyou), I pulled out a picture book (Charlie Anderson) that I had preparedahead of time with questions on post-its and did a think aloud.Sometimes my students wanted to answer my questions, but because my

objective for today was to get them thinking about questioning, we did notanswer my questions. Jaynie Manier Questioning

With poemsIn 5 th and6 th grade

The RoadNot Taken

The Poem

Robert Frost

Donald Hall

Students should write two questions about each poem. Thenext class period, the students display their questions writtenon the sticky notes. Read the questions. The students weresurprised that most of the questions were the same. They allsaid that they had no clue what either poem was about. After we read through all of the questions we started to dissect the

poem line by line. When we had done the line by linedissection we went back through to see that the questionswere answered.


9/19

Camille Questioning The BoatParty

Mary Cassett Okay, guys, I took the plunge and started questioning today.I started by reviewing our (HUGE) list of things that goodreaders do (a la Debbie Miller). Then I told them I was goingto teach them something new that good readers and goodthinkers do: they ask questions. I showed the print "The BoatParty" by Mary Cassatt and told them that when I look at thispicture lots of questions pop into my head like: Where arethese people going? What will they do when they get there?Is that the baby's mother? Is that the baby's father? Arethey in a sailboat since I see something that looks like itmight be a sail? If this is a sailboat, why is the man rowingthe boat? The water looks choppy, is a storm going to start?

Camille Questioning Girl witha Hoop

By Renoir I decided to find out what kinds of questions my studentscould ask about pictures. I showed them "Girl with a Hoop"by Renoir. This painting has a girl in a very fancy dressholding a hoop and a stick. I gave them thinking time and

then had them share their questions. Here are some of them: Why does the girl have a hoop? Why is she holding astick? Why is she dressed up fancy like she is going tochurch? Why is the grass different colors of green? (Thisquestion fascinated me since Renoir was an impressionistand used many, many different shades of the same color tocreate things.) Why did the person make this picture? (Thisquestion got me to thinking about author's purpose - I would

have NEVER to thought to ask that question!) I quickly wrotetheir questions down because I wanted to gather some dataand get a feel for where they are at with questioning beforewe even start our study.


10/19


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12/19

ZacharysBall

J udy... I need some help... I'm f inding it really d iff icult to "env ision" a think-aloud in my m ind th at will

do just ice to f iction w ith noth ing but "I wonder" st atements. I've pulled out sever al of my books, re-re adthem, but I get confused on just how to accompl ish th is! I th ink I need instruct ion myself! For ex ample,when I p icked up Z achary's B all I thou ght to myself, "I'm going to re ad th is and p ay attent ion to my ownwonders" for my th ink-aloud ( in pursu it of authent icity!) But when I re ad it, most of my quest ions were

pred iction type... "I wonder if he's going to catch the b all" k ind of wonder ings or "th in" type quest ions... My thou ght... " What ha ppened??"Then he's on the f ield, r ight? And I'm th ink ing... "Is th is really h a ppen ing? Is he imagining it?"(hmmm... m aybe th is one WASN'T expl icitly answered in the text!) The few wonder ings I h ad thatweren't answered in the text were: a)when he stopped look ing for the b aseball. I w as th ink ing, "Howcould he stop look ing for someth ing that import ant to h im? Where could it be? Wi ll he ever f ind it?" b)when he thou ght he s aw his name on the b aseball, I wondered, " Wa s it just h is imagination m ak ing himsee h is name where there w as only dust? D id catching that ball rem ind h im of the other b all his dad hadcaught for h im and th at's why he imagined h is name?" c)when he gave the b all to the l ittle girl, Iwondered, " What ha ppened to her when he gave her th at ball? Why d id she s ay it was magic?"

I want authent icity in my th ink-aloud, but I also w ant to set a good model for quest ioning. C'mon J udy...what were YOUR quest ions wh ile re ading this book?

Sharon, I th ink your quest ions are excellent. If it's one th ing we're st arting to le arn, it's th at they w illonly work if they are OUR quest ions. However, w ith th at in m ind, I'm going to m ake onerecommend ation (l ike you've ever known me to le ave anyth ing alone). I would ask a really b ig quest ionat the end (I'm sorry I don't remember the l ast l ine of the book), someth ing like, "I wonder wh at theauthor w anted me to th ink here." Does th at make sense to you? L ast p iece of advice: keep it s imple!You h ave three re ally good quest ions--don't overdo ( at least, th at's my op inion). K ids are very

percept ive--three th ink alouds is a lot re ally.


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16/19

Cheryl /

Reading / IL

Stranger in the Woods Carl R. Sams II and

Jean Stoick

There are so many literal and inferential questions that could be asked.

I have a list of over 25 so far, but not all will be added to the questionchart. I modeled about half, then invited students to ask questions that Ididn't think of I'm amazed at the questions they contributed, such as"Why was the corn buried beneath the snow instead of sprinkled ontop? Is it a trick by the hunters? Is there a bird watcher hiding? Did itsnow since the corn was put there?" and "Do deer eat carrots all thetime, or only if they're hungry?" "Why is the porcupine chewing on theantler? Where did it come from?"

My plan is to reread the story, add a few more questions and then startdiscussing where and how to get the answers. Some were answered inthe text (literal, right there), some were already answered by thechildren of deer hunters and nature lovers (background informatiion,schema), some are answered by hints and reasoning (inferential, or acombination of several factors). I haven't yet decided how I will codethe questions, but I have to make it simple for !st-2nd grade students.

I think this is a beautiful picture book to use with your 5th gradestudents as well. The text isn't difficult at all, but a variety of thought-

provoking questions will come easily and be a good start beforeapplying the questioning to more difficult text later. Maybe your students will asked questions about the photography, such as whatcaptured the attention of the deer family, so a close-up picture could betaken ? Or maybe they will ask and search out questions aboutsurvival/food shortage in the winter. Are caution guards let down whenan animal is hungry?

My students were so "into" the story -- hoping and crossing their fingers

that it wasn't a trick from hunters to kill the animals. We got into heavydiscussions about tricks to hunt animals, and how animals escape thehunters. They were so relieved at the end of the book. It was veryrewarding to use this book as my first model.


17/19

Source Strategy Book Name Author Teaching IdeaReading for Meaning Questioning An Angel for Solomon Singer

Cynthia Rylant Pages 132-133 in Reading With Meaning. Some teachersare using this one for an anchor text.

I used angel For Solomon Singer for questioning too. Mykids had so many questions about the illustrations. Thatturned into the breakthrough day for questions. I thinkthey all really began to understand how questions couldhelp their understanding of the story. My big kids weretumbling all over themselves and each other to talk andask questions. I read one page at a time and stopped for questions. Then, we read it again and looked for answersand discussed. They talked about how they knew theanswer and one boy actually used the word infer althoughI had not talked about inference at all. It is hard to tell nowif we are doing inference or questioning. One just led tothe other.


18/19

Reading for

Meaning

Sharon / 1 / AL

Susanne

Questioning The Stranger

Little House in the B ig Woods

Read Poem w ith NOtitle. M ake connect ionsto The Str anger

Chris Van

Allsburg

The Stranger by Chris Van Allsburg is one of my personal favorites,

but it requires me thinking through the text in order for them to "get"all the subtle clues throughout. Do you think it's just a little too mysterious for our first graders? I'm not sure that minereally understand the whole Jack Frost background either. My kidsdid love the questioning strategy though. I remember themquestioning little things like "How are those patterns made in thedesert sand?" when reading a book about deserts. I often askedthem while reading, "What are you noticing? What are youwondering?" They loved making the question wheels where their question went in the middle and the "spokes" were their possibleanswers. Then they would go back when they found the answer andadd it to the wheel along with coding the answer source.

Chapter on Jack Frost, read before The Stranger to help developbackground knowledge about Jack Frost.

Jack Frost

Someone painted pictures on myWindow pane last night-Willow trees with trailing boughs

And flowers-frosty white And lovely crystal butterflies;But when the morning sunTouched them with its golden beams,

They vanished one by one!


19/19

Two Bad Ants What a fabulous book! My kids absolutely loved it! After we read it, I

asked the kids, "Why did the author refer to the sugar as crystals, thecoffee as a boiling brown lake, etc?" Why didn't he just call them bytheir proper names? Tasana said, "Well, before he wrote it, he satand thought about what it would be like to be an ant, and that's whyhe wrote it like that." So it lead into a discussion on perspective, aswell as being a great one for questioning and predicting. The daybefore I read Van Allsburg's "The Dream" (?) and it was super for adiscussion on "Why did the author write this book?"

questioning strategy book list by deb smith

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