Questioning
Asking and answering questions is a useful comprehension strategy that teachers and students can use. It is helpful for students if teachers provide question signal words and stems to help produce a variety of questions. If students try to think of their own questions, they may not be asking themselves all of the questions needed to build comprehension (Moore, D., Moore, S., Cunningham, P., & Cunningham, J., 2011). Generating questions helps students to become more aware if they understand what they are reading and it helps students to gather information from different segments of a text (Adler, C., 2001). A teacher could start by having the students read a text independently or with a partner and provide question stems or signal words for the students complete. If students are struggling with creating questions, they may need to reread or refer back to the text to fully comprehend what they have read.
Another way to implement questioning into a lesson would be to for students to fill in question stems for the text they are reading and then answer the questions they created. This will help to give students a purpose for reading, help students focus while thinking actively, help student monitor their comprehension, and help students to review content they have prior knowledge of (Adler, C., 2001). The teacher could have students read a text one time through and think of questions that will help them to comprehend the text better. Once a student has generated questions, he or she could re-read the text a second time to answer the questions and understand the material better.
Questioning can be created and answered orally or through writing. A teacher could have students write out their questions on piece of paper to serve as a visual while reading the text. Once students feel confident that they can answer their questions, they can also write out the answers. This strategy will be helpful for the students to refer to and for the teacher to assess if a student comprehends what is being read. Overall, this strategy will help students to be able to think on a deeper level about a text and understand if they comprehended the text to the highest level.
Another way to implement questioning into a lesson would be to for students to fill in question stems for the text they are reading and then answer the questions they created. This will help to give students a purpose for reading, help students focus while thinking actively, help student monitor their comprehension, and help students to review content they have prior knowledge of (Adler, C., 2001). The teacher could have students read a text one time through and think of questions that will help them to comprehend the text better. Once a student has generated questions, he or she could re-read the text a second time to answer the questions and understand the material better.
Questioning can be created and answered orally or through writing. A teacher could have students write out their questions on piece of paper to serve as a visual while reading the text. Once students feel confident that they can answer their questions, they can also write out the answers. This strategy will be helpful for the students to refer to and for the teacher to assess if a student comprehends what is being read. Overall, this strategy will help students to be able to think on a deeper level about a text and understand if they comprehended the text to the highest level.
Videos
https://www.teachingchannel.org/videos/questioning-in-the-classroom
Monica Baines uses questioning to check if her students understand and comprehend the text they have just read. Baines asks follow up and connecting questions to helps students think on a deeper level. She starts the lesson by having her students read a text and then generate questions to discuss with peers. As students are discussing in groups, she pushes their questions to higher level and asks questions they may not be addressing on their own. The questioning technique helps Baines to assess if her students are comprehending the text and how much guidance is need to help her students understand the meaning of the text (Teaching Channel, 2014).
http://www.youtube.com/watch?v=Sd1FlXxpVIw
The teacher in this video uses a before, during, and after reading template with sticky notes for questioning. She has her students think of questions before they start reading the book to get students engaged about what is going to happen. Then, she stops during the book to write down questions that students have thought of during the book and if to see if some of the questions asked earlier were answered. Lastly, after the book has been read, the teacher has questions that need to be answered. This strategy helps the teacher and students to assess their understand of whether they comprehend the text based on how the questions are answered (The Balanced Literacy Diet, 2011).
Monica Baines uses questioning to check if her students understand and comprehend the text they have just read. Baines asks follow up and connecting questions to helps students think on a deeper level. She starts the lesson by having her students read a text and then generate questions to discuss with peers. As students are discussing in groups, she pushes their questions to higher level and asks questions they may not be addressing on their own. The questioning technique helps Baines to assess if her students are comprehending the text and how much guidance is need to help her students understand the meaning of the text (Teaching Channel, 2014).
http://www.youtube.com/watch?v=Sd1FlXxpVIw
The teacher in this video uses a before, during, and after reading template with sticky notes for questioning. She has her students think of questions before they start reading the book to get students engaged about what is going to happen. Then, she stops during the book to write down questions that students have thought of during the book and if to see if some of the questions asked earlier were answered. Lastly, after the book has been read, the teacher has questions that need to be answered. This strategy helps the teacher and students to assess their understand of whether they comprehend the text based on how the questions are answered (The Balanced Literacy Diet, 2011).