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Asking questions
Asking questions
Asking questions
Asking questions
Asking questions
Asking questions
Asking questions
Asking questions
Asking questions
Asking questions
Asking questions
Asking questions
Asking questions
Asking questions
Asking questions
Asking questions
Asking questions
Asking questions
Asking questions
Asking questions
Asking questions
Asking questions
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Asking questions

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  • 1. Elkhart Community Schools Introducing Strategy#3Introducing Strategy#3Introducing Strategy#3Introducing Strategy#3Introducing Strategy#3Introducing Strategy#3Introducing Strategy#3Introducing Strategy#3Introducing Strategy#3Introducing Strategy#3Introducing Strategy#3Introducing Strategy#3
  • 2. When kids are little….When kids are little…. They can’t stop asking questions. They drive their family crazy with, “Why does the kitty land on its feet when you throw it in the air? Why do I have two eyes? Why do I have to go to bed?” Relentlessly, they examine their environment, trying to make sense of it.
  • 3. However….However…. As students get older, the teacher ends up asking most of the questions, expecting students to find the right answer. Being able to create thoughtful questions is a sophisticated cognitive skill.
  • 4. The Importance of Building “Schema” The Importance of Building “Schema” Schema is all the background knowledge and experience we have in our brains. Building conceptual frameworks or schema is the way in which the mind stores and retrieves data.
  • 5. Questioning Skills Help With Learning Questioning Skills Help With Learning Research shows that if students cannot formulate meaningful questions, their ability to learn is significantly reduced. “When an individual cannot ask questions, he/she is like a computer without a keyboard. It is very difficult to access data.” -Ruby Payne
  • 6. Put in a simpler way . . .Put in a simpler way . . . Questioning is a strategy that propels readers forward.
  • 7. can help you establish a purpose for reading and keep you more focused. encourages your curiosity so that you want to stay with the material until you understand it. Being able to ask questions…Being able to ask questions…
  • 8. helps to make the text clearer. takes readers to deeper meanings to help them understand text. Being able to ask questions…Being able to ask questions…
  • 9. clarify something in the text or a text feature. understand vocabulary. find specific information in the text. connect to the ideas or characters in the text. put yourself in the text by using your senses (visualizing, tasting, smelling, and feeling). understand choices the author made when writing the text. You can ask questions to . . .You can ask questions to . . .
  • 10. understand the text organization and text structure. to summarize what you have read. extend your learning beyond the text. understand a character or an object. make predictions. You can ask questions to . . .You can ask questions to . . .
  • 11. Questioning Strategies Questioning Strategies
  • 12. Strategic Readers Ask Questions . . . Strategic Readers Ask Questions . . . Before Reading During Reading After Reading
  • 13. What questions does this image bring to mind? What questions does this image bring to mind? I wonder where this place is. I wonder if it’s real. I wonder who would live in a place like this. Tell a partner. . . “I wonder…”
  • 14. Some questions . . . require only a brief answer require only a yes or no answer have only one correct answer are open-ended have more than one correct answer require a detailed, complex answer are unanswerable Questions Are Not All the Same Questions Are Not All the Same
  • 15. For instance . . . What is photosynthesis? You could not answer that question with one word. The answer is long and involved and would need to be researched. DEEP QUESTIONSDEEP QUESTIONSDEEP QUESTIONSDEEP QUESTIONS Deep questions address large, universal concepts DEEP QUESTIONSDEEP QUESTIONSDEEP QUESTIONSDEEP QUESTIONS Deep questions address large, universal concepts
  • 16. Surface questions that can be answered with a number or a simple “yes or no” fall in this category. For instance . . . How many flowers are in the vase? Does the vase have water? You use surface questions to understand specific details. SURFACE QUESTIONSSURFACE QUESTIONS
  • 17. Structure of QuestionsStructure of Questions Most of us think of these words when we think of questions: Who? What? When? Where? How? Why?
  • 18. But questions can also look like this… But questions can also look like this… Which of the following statements fits with . . .? Can you think of an example. . .? Could, should, would. . .? If this story happened. . .? Does she/he mean that . . .? In what ways. . . ?
  • 19. The PayoffThe PayoffThe Payoff “Hearing others’ questions inspires new ones of your own; likewise, listening to others’ answers can also inspire new thinking.” Debbie Miller
  • 20. Be an Independent ThinkerBe an Independent ThinkerBe an Independent Thinker Learn to use questioning strategies on your own to become a strategic reader. Learn to use the tools available to become an independent thinker.
  • 21. Is the answer right there in the text? Can this be answered using my background knowledge? Can I infer (figure this out) from different sections in the text? Could I answer this if I discussed it with someone? Do I need to do further research? Is this question confusing me? When you’re trying to answer questions, ask yourself. . . When you’re trying to answer questions, ask yourself. . .
  • 22. What are some surface questions you could ask about this picture? What are some surface questions you could ask about this picture? What are some deepdeepdeepdeep questions you could ask about this picture? What are some deepdeepdeepdeep questions you could ask about this picture?
  • 23. The goal of learning cognitive reading strategies is to help you take responsibility for your own learning and be self- directed rather than teacher directed. The goal of learningThe goal of learning cognitive reading strategiescognitive reading strategies is to help you takeis to help you take responsibility for your ownresponsibility for your own learning and be selflearning and be self-- directed rather thandirected rather than teacher directed.teacher directed. Remember . . .Remember . . .Remember . . .Remember . . .Remember . . .Remember . . .Remember . . .Remember . . .Remember . . .Remember . . .Remember . . .Remember . . .
  • 24. Elkhart Community Schools Strategy#3Strategy#3Strategy#3Strategy#3Strategy#3Strategy#3Strategy#3Strategy#3Strategy#3Strategy#3Strategy#3Strategy#3 What do you wonder?What do you wonder?What do you wonder?What do you wonder?What do you wonder?What do you wonder?What do you wonder?What do you wonder?What do you wonder?What do you wonder?What do you wonder?What do you wonder?

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