So I have now collected technically three rounds of data;
1.A think aloud chart that we worked on together
1.A copy of one page of the reading journal with thinking aloud
1.a post-it from all (well most) kids where they wrote questions
I'm currently working on the strategy of questioning. The first thing that pops into my head is, why do we question? What's the point of it?
I think the reasons readers questions are as follows:
-help make sense of what is happening
-make predictions about what might happen next
-think about the author's purpose
-to actively engage with the text
I'm open to other reasons.
In looking through students' post-its I see a few directions questions seem to go
1. The basic comprehension of the story. Things like, why did she do that? What just happened? Does the character want.... Are we really part sea animal? Who isn't respectable? Some of these might require further research but they are generally questions that could be answered in a word or a short phrase.
2.Then there's the predictive-connection type of questions to other parts of the book."Is she finding out about Li" Was vinny's book about Li's species?
These types of questions show me that the reader already understands what's happening and is moving deeper
3. Finally, I think there's questions that are tangentially related, like "what would we look like if we evolved from pigs" These are kind of like the connection of "I have a dog too" which actually doesn't help you understand the book.
So all of this leaves me with the question of how to get students to ask better questions and how do I determine if they're actually better?
Tomorrow i"m going to teach them to categorize their questions into four categories and maybe I should have five
Answer can be found:
in Text
with more Research
with inf. thinking
?huh? I'm confused
But maybe I should add one more, like this isn't helping me to actually understand the text or tangent question
but when i think about those break downs, they don't acutaly correlate back to my three categories. Because a prediction question is actually a text question. And a more research, likely is tangential. Hmm, this all lead me to... I'm not sure what I want them to do. I mean, my overall goal is that they understand a text and can respond to it thoughtfully. The question I guess will be, can they do this strategy without the support of summarizing the text with the rest of the class first.
1.A think aloud chart that we worked on together
1.A copy of one page of the reading journal with thinking aloud
1.a post-it from all (well most) kids where they wrote questions
I'm currently working on the strategy of questioning. The first thing that pops into my head is, why do we question? What's the point of it?
I think the reasons readers questions are as follows:
-help make sense of what is happening
-make predictions about what might happen next
-think about the author's purpose
-to actively engage with the text
I'm open to other reasons.
In looking through students' post-its I see a few directions questions seem to go
1. The basic comprehension of the story. Things like, why did she do that? What just happened? Does the character want.... Are we really part sea animal? Who isn't respectable? Some of these might require further research but they are generally questions that could be answered in a word or a short phrase.
2.Then there's the predictive-connection type of questions to other parts of the book."Is she finding out about Li" Was vinny's book about Li's species?
These types of questions show me that the reader already understands what's happening and is moving deeper
3. Finally, I think there's questions that are tangentially related, like "what would we look like if we evolved from pigs" These are kind of like the connection of "I have a dog too" which actually doesn't help you understand the book.
So all of this leaves me with the question of how to get students to ask better questions and how do I determine if they're actually better?
Tomorrow i"m going to teach them to categorize their questions into four categories and maybe I should have five
Answer can be found:
in Text
with more Research
with inf. thinking
?huh? I'm confused
But maybe I should add one more, like this isn't helping me to actually understand the text or tangent question
but when i think about those break downs, they don't acutaly correlate back to my three categories. Because a prediction question is actually a text question. And a more research, likely is tangential. Hmm, this all lead me to... I'm not sure what I want them to do. I mean, my overall goal is that they understand a text and can respond to it thoughtfully. The question I guess will be, can they do this strategy without the support of summarizing the text with the rest of the class first.
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