Wow, Lori, thanks for sharing this! I love what your husband's doing! I am particularly excited about his findings that "certain types of questions required not just skimming and scanning, but linking information from within the reading together." This give me a great deal to think about--and I saved your post for future consideration when lesson planning.
I am not to questioning yet in my classroom, but I did a demo lesson last week for my colleagues. I was looking for something I could do with a small group (our meeting was after school so we got the kids from daycare) grades 2-5; when I read "questions are the glue of engagement," (p. 105) I decided to begin there. Then I read something that I decided to make the focus of my one-shot lesson: the teacher tells her students to think "not only about the questions you have, but how they lead you more deeply into the text." (p. 113) This was a tough one to demo, but I loved planning the lesson. Fortunately for me, it worked out okay. Thanks, Lori (and your husband), for showing us the importance and depth of questioning. My colleagues often consider themselves done when kids start asking questions. But that's really only the beginning, isn't it? I like the Q lessons in STW, but am going to try to go even deeper now that I'm in 5th grade. I will definitely use your husband's thinking as well. So please post if he has any further insights. Thanks again, Judy ----- Original Message ----- From: "EDWARD JACKSON" <lori_jack...@q.com> To: mosaic@literacyworkshop.org Sent: Sunday, October 11, 2009 7:20:15 AM GMT -08:00 US/Canada Pacific Subject: Re: [MOSAIC] comprehension My husband is doing an intensive study of questioning with his seventh graders--both in terms of how our questioning of the text drives us deeper towards understanding and simply of the questions themselves. We hope that children will benefit from thinking about question types (realizing, perhaps, when a question is literal or inferential). One the most telling and thought provoking activities came early on when he gave a mock test passage and series of questions. Kids worked in teams to rank the ten questions from most to least difficult. The conversations were very rich. Among other things, they began to realize that prior knowledge played a huge role in determining difficulty and that certain types of questions required not just skimming and scanning, but linking information from within the reading together. I don't know what impact it will have on scores, but it sure has kids thinking. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me > Date: Sat, 10 Oct 2009 23:07:05 -0700 > From: brenda...@sbcglobal.net > To: mosaic@literacyworkshop.org > Subject: [MOSAIC] comprehension > > After looking at the STAR test scores for our 4th graders, we realize they > were low in comprehension. What techniques or strategies do you all recommend > for raising the student's comprehension of daily reading and application to > testing? > Thanks, > Gordon > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
