what would the reader ask to actively engage in the theme of the story?

Reading Comprehension Strategy Series: How To Teach Students to Ask Questions When They Read

Questioning is a reading strategy that is taught to students to aid them engage with the text.  It helps the reader to clarify what he or she is reading and to meliorate sympathize the text.  Request good questions is a way for students to monitor their ain comprehension while reading.

Struggling readers approach reading as a passive feel. This means that they read the words with the idea that the meaning of the text will reveal itself if they read enough words. Notwithstanding, practiced readers challenge the text past asking questions as they read. They might ask questions like: Why did they say that? What do they mean by that? I wonder what they were doing in that location? How did she do that? Why am I reading this? When taught how to ask questions, students learn that they tin increase their comprehension.

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what you need to know before teaching The Questioning Reading Strategy:

Request questions volition provide students with a purpose for reading.  As they read, students will seek answers to their questions for deeper pregnant of the text.  Students tin can ask questions for a diversity of reasons:

• to clarify meaning (ex. What does that word mean? Why is that happening? What I am learning?)

• to understand the characters and events better (ex. Why did the graphic symbol do that? Why did that happen? What would happen if…?)

• to sympathise the author's intent (ex. Why did the author write this?)

• to make predictions (ex. I wonder if ____ will happen?)

Expert readers actively ask questions before, during, and after reading. Earlier reading, students might enquire themselves what the story will be about, what they might acquire, or what they already know nearly the topic. During reading, students pay attention to clues in the text that spark questions.  Since each educatee has unlike background knowledge, each reader volition wonder unlike things about the text.

While reading, the reader's questions are constantly evolving.  As questions are answered, new questions will arise.  Monitoring how these questions evolve will increase comprehension.

It is also important for students to stop and enquire questions when something they read does non make sense.  They may need to clarify a meaning of a discussion, or seek to understand a confusing part of the story.  These clarifying questions help students to cocky-monitor their comprehension.

We must also help students to inquire relevant and logical questions.  The purpose of request questions is to raise comprehension, therefore, any question that a student asks should stem from the primary ideas of the text and non just loosely related to the topic.

After reading, students evaluate their questions.  They ask themselves how their questions were answered and what they accept learned from the text.  They also may realize that non all of their questions were answered.  In these cases, students may be required to infer their own answers based on the text and their background cognition.

Readers ask different types of questions depending on the genre that they are reading.  When reading fiction, students tend to enquire questions about the characters and events.  While reading nonfiction, students may ask themselves questions nigh what they are learning, the pregnant of new vocabulary words, or what the author is trying to teach them.

Finally, when teaching the questioning strategy, it is important for students to ask different types of questions that volition meliorate their comprehension.  This tin can be referred to equally asking "thin" vs "thick" questions. Thin questions are surface-level questions that usually can be answered by looking right in the text. Thick questions, on the other hand, require students to use their ain background knowledge to dive deeper.  Answers to thick questions can exist discipline to interpretation.  They use evidence from the text, only also draw from the personal experience of the reader.  Asking both types of questions will give the reader a well-rounded reading experience.

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INTRODUCING THE QUESTIONING STRATEGY TO STUDENTS

As with teaching most things, information technology is helpful to start with the concrete and movement toward the abstruse.

A not bad first activity to use when introducing the questioning strategy is called "What's In My Bag?"

To utilise this activeness, you will first need to place an ordinary object into a newspaper pocketbook.  This item could be a rummage, toothbrush, a pencil, etc.  Information technology needs to be something that students would be able to guess.

Show students your bag, just not the item in the bag.  Invite students to ask questions about the item in your handbag.  Encourage students to ask open-ended questions to assemble clues (ex. What is the item used for?  Where practice you lot apply information technology? Rather than: Is it an apple?) Students volition realize that they will get a improve agreement of what the object is if they ask these open-concluded questions instead of just randomly trying to inquire what the object is.

Connect this activity to existent reading.  When nosotros ask good questions, our thinking about something is refined and changes.  Finding answers to our questions ofttimes leads to even more questions, which leads to deeper understanding.  For example, in the "What In My Bag?" activity, a student would change their side by side question based on their previous question.  In reading, an answer to one of our questions can dictate what our adjacent idea or question might exist.  Asking questions helps students engage with the text.

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Modeling How to Ask Questions While Reading

When yous move into using this strategy with a book, provide students with prompts that might guide their questions:

• I wonder…?

• How come…?

• Why…?

• What is…?

You will kickoff desire to model using the questioning strategy in a read-aloud.  Be certain to cull a volume that lends itself to asking questions. Begin by modeling the questions that you have earlier you read. Yous may choose to jot these questions downward on an anchor chart for students to come across.  Here'southward a sample ballast chart:

These "before" questions may stem from the championship, what you already know near the topic or writer, or even illustrations found on the cover or in the book itself.

Likewise, model questions that y'all have during reading (jot them down on the anchor chart).  Y'all could as well write these questions down on post-it notes and place on the text itself where the question occurred.  This will aid when y'all get dorsum to review your questions with the students later reading.

When request questions, indicate out in the text what sparked the question, and explicate your thinking.  Hither'due south an example:

"When I read __________, it made me wonder why _______ because ____________."

Explain to students that sometimes while reading, your questions will be answered later on on in the book, while others you'll have to infer the respond based on your ain knowledge and the details the author does tell you lot.

After reading, review the questions that you had previously asked. These questions can also be listed on the anchor chart.  Discuss any answers that you may take establish to your questions, also as inferences you lot have for unanswered questions.  Be sure to also address any lingering questions that y'all might have later finishing the story.

Once students have had the take a chance to practise asking questions, help students to go deeper by asking thoughtful and circuitous questions.  This tin be done by pedagogy them the departure between "Thick" and "Thin" questions.  The anchor chart on the right may be helpful to teach the stardom between the two.

When modeling the questioning strategy, be sure to indicate whether the question you are request is thick or thin.  Be sure to provide multiple examples of each.  If desired, go back to your original anchor nautical chart and have students help you lot identify which questions were sparse and which were thick.

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Cull TEXTS THAT ASSIST IN ASKING QUESTIONS:

Of course we want students to be able to inquire questions regardless of what volume they are reading. Nevertheless, every bit students have their first experiences working this this strategy, choose books that lend themselves to asking questions will assistance students to have a quick win, and easily run into this strategy in action.

Books with more obvious opportunities to ask questions will assistance gear up students up for success and will train their brains to stop and ask questions while they read AND expect for those answers as the go on reading.

Here are some of my favorites: (affiliate links)

• The Stranger by: Chris Van Allsburg

• The Empty Pot by: Demi

• Wing Abroad Habitation past: Eve Bunting

• Plant Secrets by: Emily Goodman

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Practicing Asking Questions:

CREATE SIMPLE VISUALS TO REMIND STUDENTS TO Ask QUESTIONS

Asking questions may seem 2nd nature to u.s., only young readers benefit from elementary reminders to use this reading strategy until it becomes 2d nature for them as well. Visuals such as bookmark to apply while reading, or a classroom poster that is displayed on a reading strategy bulletin board work wonderfully to nudge students to ask questions while reading.

Proceed to create anchor charts displaying the questions that you ask during read-alouds. You can fifty-fifty create a class anchor nautical chart where students postal service their own questions about a book that yous are reading together as a class.

8 FREE Reading Strategy Bookmarks

Grab these Gratuitous student bookmarks to help your students employ reading comprehension strategies while reading.

There are a full of 8 bookmarks that explicate reading strategy in kid-friendly language and is the perfect reference for students to employ during independent or pocket-size-group reading time.

USE LINKtivity DIGITAL LEARNING GUIDES

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If you've non yet discovered LINKtivity digital learning guides, then you (AND your students) don't know what you're missing! LINKtivities are interactive, engaging, and then fun for learning and practicing new skills similar reading strategies.

I created a LINKtivity specifically for teaching students how to enquire questions while reading. Bank check out the video beneath for a sneak-peek!

Hither's how it works:

In the Asking Questions LINKtivity, students first lookout a short animated video prune that speedily catches their attention with fun doodles and images. The prune introduces what the strategy is and how readers apply it.

From there they read alongside their "virtual reading buddy" to see the strategy practical to a text. While clicking through the digital book, each time the student comes across a thought bubble, they click on information technology and are brought to a new slide in the LINKtivity guide to see what their reading buddy is thinking!

Then, to take their learning to the side by side level, students read iii additional loftier-involvement reading passages to exercise the strategy on their own. In a similar manner as they did with their reading buddy, students click through the digital storybook and stop to ask questions along the way.

HAVE STUDENTS Keep TRACK OF THEIR QUESTIONS WHILE READING

Having students write down their questions is critical in informing you of their understanding of the strategy. From their written questions you lot tin can see if their questions are meaningful, relevant, and logical to the story that they are reading. You can also run across if they tend to ask the same types of questions (thin vs. thick) and if they are seeking out answers to their questions as they read.

Writing down their questions as well keeps them answerable for their learning and gives y'all an informal assessment.

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assessing your students on asking questions

Cess, whether it be formal or informal, drives instruction. For more informal assessments, take notes about a students use of the questioning strategy during reading conferences or in small groups. Considering the following when observing the students' utilize of the strategy:

• Note the types of questions a pupil asks (thick vs. thin, clarifying questions, etc.)

• Are the questions relevant to the story?

• Practice the question make sense to the events and details of the book?

• Tin the educatee explain why he/she is asking a specific question?

• Can the pupil explain how the question helps his/her comprehension

• Does the student discover when his/her questions are answered?

• Can the student infer an answer to a question that has not been direct answered in the text?

• Does the student ask follow upwardly questions?

Having a rubric written in kid-friendly language is peculiarly helpful when providing feedback to a student on their ability to ask questions. The rubric can provide articulate guidelines on how to inquire questions while reading.

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Resources for Asking Questions

Desire to go your easily on the Asking Questions LINKtivity®?

Join the LINKtivity® Learning Membership and kickoff using this fix-to-go resource for asking questions that includes:

• a teacher guide

• a student LINKtivity

• a educatee recording sheet

• a student-friendly rubric

Become access to the Asking Questions LINKtivity® PLUS all the other reading comprehension strategies inside of LINKtivity® Learning - an ALL-ACCESS pass to every single LINKtivity® created (INCLUDING all 7 reading strategy LINKtivities!)

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Source: https://www.classroomnook.com/blog/reading-strategy-asking-questions