Special EducationPart 2Leadership PresentationBy Agra Vagners

Questioning

AgendaIce BreakerIntroduction

What do we know about asking questions?Definition & Theoretical Framework

Q-Chart ActivityWhy are we teaching our students to ask

questions?Teaching Strategies

ReflectionQ&A

What do we know about asking questions?

Questioning help children activate and organize their thinking and

learning in order to answer a specific question

Readers purposefully and spontaneously ask questions

before, during, and after reading.

Readers ask questions for many

reasons

Clarify meaningSpeculate about text yet to be

read Determine an author`s style,

intent, content, or formatFocus attention on specific

components of the textLocate a specific answer in the

text or consider theoretical questions inspired in the text

What do we know asking questions?

How does asking questions help the reader ?

How do readers figure out the answers to their questions?

Thinking about Questioning

Readers determine whether the answers to their questions can be

found In the text or whether they

will need to infer the answer from

the text , text background knowledge, and/or an

outside source

Readers understand the many

of the most intriguing questions

are not answered explicitly in the text ,

but are left to the readers

Interpretation.

Readers understand the hearing others’ questions inspires new ones

of their own; likewise, listening to others’ answers

can also inspire new thinking.Readers understand that the

process of questioning is used in other

areas of their lives , both personal and academic.

Readers understand that asking questions deepens their

comprehension.(Adapted form Keene and PEBC)

Q-Chart

IS DID CAN WOULD

WILL MIGHT

WHO

WHAT

WHERE

WHEN

WHY

HOW

 

Forming QuestionsIn order to form a question, you first

select one word from the left hand side of the Q chart

(Who, What, Where, Why, When, How)Then select a word from the upper

column (is, did, can, would, will, might) to form the question

Now move across and down the chart following your 2 selected question prompts to locate the square where the question will be recorded. (i.e: “Where will the story take place?” is recorded in the 3rd row down, 5th column over)

Forming Questions

The following Q chart shows 4 different sections which indicate the various levels of questioning. The further down and over to the right you move, the higher the level of thinking questions.

IS/ARE DID/DO CAN WOULD

WILL MIGHT/COULD

WHAT

WHERE

WHO

WHY

HOW

FACTUAL

PREDIC

TIVE

ANALYTICAL

APPLICATION/SYNTHESIS

Purpose of Using Q-Charts

Q-charts are a tool that teachers use to help their students develop many

skills. When Q-charts are used along with a

read aloud, rich opportunities are provided for literacy development.

Purpose of Using Q-Charts

Deepen comprehension skillsStrengthen ability to predictDevelop questioning skillsModel what good readers doDevelop attentive listening skillsAssess students to inform instructionProvide a forum for sharing and discussing

(PHOTOGRAPHS BY VALDIS KIETIS)

Every child possesses comprehension strengths. Often these pockets of understanding are crying out for detection, but frequently their potential is ignored.

These strengths, which may be in non-academic area, can be especially valuable for the development of academic skills. It has been shown that one of the best ways to learn how to read is by reading in areas that one knows a lot about.

(Recognizing Comprehension Strengths pg.140)

 

What Dr. Mel Levine Saysabout Comprehension?

Give an opinion (EVALUATION)

Create something new(SYNTHESIS)

Compare/contrast(ANALYSIS)

Relate to real life(APPLICATION)

Summarize/explain(COMPREHENSION)

Recall facts(KNOWLEDGE)

Bloom`s Taxonomy Adapted for Use with Literature

Knowledge/get the facts: What is ______? Can you recall ______? How would you explain______?

Comprehension/understand the facts: What is the main idea of______? How would you summarize______? What facts or ideas show______?

Application/make a connections : What examples can you find to ______? How would you show your understanding of______?

Analysis/take apart: How would you classify______? What conclusions can you draw? Why do you think______?

Synthesis/create something new: What would happen if______? Suppose you could ______. What would you do?

Evolution/give an opinion: What is your opinion of ______? Why was it better than ______? What judgment would you make about______?

DecodingPhonological Awareness

Letter-Sound Recognition

Spelling and VocabularyFluency

ComprehensionThinking

Making MeaningUnderstanding Metacognition

READING

Strategies

Anchor LessonsQuestioning web

Q-ChartThinking about questioning chart

ModelingRead alouds

Hands-on activityInvolved discussionsPerusing written text

Positive reinforcement

RepetitionChunking , short

sentences , slow pace Emphasize critical

points Visualization

Musical/ rhythmic activities

Illustrated dictionary Word maps

Pre-teaching vocabulary Teach abstract language

– metaphors, figures of speech, and proverbs

Proximity

Comprehension strengths can also be used to help children develop and employ expertise which can kindle enthusiasm for learning , at the same that it can provide practice in good

organizational skills and strategies. Such tactics are most easily incorporated within

context of good understanding of the subject matters.

Reflections

Dr. Mel Levine

It is not sufficient merely to understand in school. Somehow students must keep on demonstrating that they comprehend and that they can think and create independently. They do so by creating products , such as written reports, spoken response , or test papers. They must concentrate , remember, and understand as they develop different modes of achieving results.

(Dr. Mel Levine)

“What we think, we become.

”  Buddha 563-483 B.C.E.

RESOURCES

Debbie MillerReading with Meaning

Dr. Mel Levine Educational Care (2nd Edition)

Hooked on Thinking.Ann Paziotoupulos, Marianne KrollThe Reading Teacher; Apr.2004;57;7; Education Periodicals pg.672

Purposely Teaching for the Promotion of Higher – orderThinking Skills: A Case of Critical Thinking Barak Miri , Ben-Chaim David, Zoller UriRes Sci Educ (2007) 37;353-369

http://www.lkdsb.net/Program/elementary/junior/Q%20Charts%20Presentation.pdf