Effective teachers stopto check for studentsunderstanding by askingtext-based questions . . .thatrequire the reader toidentify critical pieces ofinformation and associationneeded to conceptuallyunderstand the contentarea being studied
QUESTIONS: should be designed to focus on critical concepts and principles. the asking of questions should be interspersed throughout the reading of the text and should beuse to review important concepts in thetext. should be carefully developed.
You can developed questioning strategies by usingBarret’s Taxonomy of Reading Comprehension (1972), or you can focus on developing appreciation of theliterary elements of setting, plot ,characterization, theme, and style.Questioning strategies can be developed aroundBarrets four levels of reading comprehension; Literal Recognition or RecallInferenceEvaluationAppreciation
Literal recognition -require students to identifyinformation provided in the literature. Literal questions often includesuch words who, what, where, and when.
Inference -when children infer an answer to aquestion, they go beyond the informationthe author provides and hypothesizeabout such thing as details, ,main eventsthat might have led to an occurrence andcause-and-effect relationships.
Evaluation -question requires childrento make judgments about thecontent of the literature bycomparing it with external criteria orinternal criteria
Appreciation -appreciation of literature requires aheightening of sensitivity to the techniquesthat authors use in order to create anemotional impact. Questions can encouragestudents to respond emotionally to the plot, identify with the characters, react to anauthors use of language and react to anauthors. Ability to create visual imagesthrough words.
Specific literary elements withinthe text:SettingsPlotCharacterizationThemeStyle
In a field one summers day a Grasshopper was hopping about, chirping and singing to its hearts content. An Ant passed by,bearing along with great toil an ear of corn he was taking to the nest. "Why not come and chat with me," said the Grasshopper, "instead of toiling and moiling in that way?" "I am helping to lay up food for the winter," said the Ant, "and recommend you to do the same." "Why bother about winter?" said the Grasshopper; "We havegot plenty of food at present." But the Ant went on its way and continued its toil. When the winter came the Grasshopper had no food and found itself dying of hunger - while it saw the ants distributing every day corn and grain from the stores they had collected in the summer. Then the Grasshopper knew: It is best to prepare for days of need.