In this weeks Strategies That Work readings Harvey and Goudvis talk about what makes an authentic question (pg. 124). They also discuss in Chapter 9 different questioning reading strategies. Below are some authentic questions I created for you to answer that pertain to questioning reading strategies.
Please pick a couple questions below and share your thoughts and ideas!
Should certain questioning reading strategies be introduced before others?
Do some questioning strategies work better at different grade levels?
How do I get my students to see how questioning works while reading?
How do I get my students to understand the importance of questioning strategies?
Do you see questioning reading strategies in your classroom? If so, explain?
Do you like some reading strategies better than other? Why?
These are great questions to prompt us this week! As I have been working on the unit plans for math and literacy I have noticed how difficult it can be to ask questions that are meaningful and directed toward particular goals. In Strategies That Work they mention using assessment questions to not only check students’ knowledge, but to monitor their progress as well as primarily a formative assessment strategy. Throughout my lesson planning I have noticed that it is hard for me to pinpoint formative questions that I want to ask when the children are working. The reading also states that assessment questions do not need to be hidden. The children can be notified that they are being assessed and this gives them more of a fair shot at getting the question correct.
ReplyDeleteAs far as introducing some strategies before others, I think that at the younger grades the students are more familiar with visualizing because they can be scaffold through picture books. For example, they can listen to a story, be asked to visualize the events, and then look at the illustration as well. Since “Visualizing and inferring don’t occur in isolation” (Harvey, Goudvis pg. 131) I think that inferring could be taught with the illustration comparisons. Making inferences is something that may sound more intimidating than it really needs to be because children have the ability to use context to understand meaning and notice characters actions at early ages. I believe questioning can happen at early ages too, but at varying levels. The questions may not be as insightful or thorough at the younger grades; however, they still further the students’ understanding. As long as the grade level expectations are kept in mind I think all strategies could be implemented to certain extents at all grade levels.
The students in my classroom have been focused on making connections throughout the last Rigby unit and since this has been the goal of the lessons I have yet to see them enact many other reading strategies. Though they may use others when they are reading independently and I model them during Read Aloud, I do not see them widen their strategies during the literacy block. I do hope to encourage them to use the varying strategies as we move on throughout the year.
Do some questioning strategies work better at different grade levels?
ReplyDelete- I'm thinking about strategies that I would find beneficial as a reader and answering the two-part, I Learned - I Wonder (p. 111), is a great strategy. Being able to summarize your reading and choose details to answer "I Learned" is a great way to test comprehension of a text regardless of grade level. Answering “I Wonder” is a great way to extend the discussion between the text and the reader. These questions would need to be sincere to help students connect to the reading and make them value their interaction. Students reading the same book could share their questions and work together to find answers. Whether reading a Dr. Seuss book or a college textbook, I feel this is a great strategy to help with comprehension and developing a conversation between reader and text.
How do I get my students to see how questioning works while reading?
- I would love to make a combination of “reading to answer a question” or “reading with a question in mind” with “using question webs to expand thinking.” I think this would be a great way to show how questioning works while reading. Students would start reading a text with a purpose, having their question in mind or to answer a question. As student read, they would continue building on this question. They would add answers to their questions while also adding more questions along the way using the question web. Hopefully, the students would end with a paper filled with questions and answers. They would not need to have answered their original question. The purpose of this exercise would be to see how questions can be generated and answers found from the text.
First, I loved that you implemented the reading into your blog post! It really sends a better message and allows for a more authentic response.
ReplyDeleteHow do I get my students to see how questioning works while reading?
I would definitely start by modeling this strategy to your students; and then, have them do it in small groups to make sure they understand completely. I really like the example on page 112 “Some questions are answered, others are not” because it does a good job pointing out that most of the student generated questions that cannot be answered with the text create for the most discussion. This can be done by having students create a list of questions at the end of the story; when the answer is found in the text then an A is written next to it. Finally, the remaining questions should be the ones not found in the text and leave room for interpretation and engaging discussion.
Another strategy could be simply just giving students sticky notes to have next to them while they read and encouraging note/question taking. The teacher could periodically check student questions and comments by randomly calling on students to ensure thoughtful questions are being asked. For example, on page 118, I really like the template broken into 2 parts: Notes & Thinking. On the notes side is where students can again use sticky notes to jot down thoughts and facts; and on the thinking side it could elaborate that more by implementing questions or your own perspective and thoughts.
Do you see questioning reading strategies in your classroom? If so, explain?
Unfortunately, I do not see much reading strategies implemented into my classroom. I feel like my MT rushes through so much material that needs to be covered in our curriculum Reading Street, that there leaves no time to teach that. Also, the curriculum followed is almost scripted so that specific components of reading are worked on (such as fluency, comprehension, ect) on certain day. However, introducing and encouraging different reading strategies is definitely something that I would love to include in my own teaching.