We need to model, model and model to show what we want them to do. If we think of language skills and abilities on a continuum of progression, then early on we need to work at the verbal level of guiding the learners to think out loud like we want them to think on paper. If in the upper grades, 3 - 5, we hope to see evidence of questioning with deep thought; then from early on we need to offer children a time and place to wonder and see and do deep thinking that is guided rather than just accepted. This purposeful work will create the essential thinking we hope to achieve.
It is a craft not a series of lessons. My mind has been soaking and steeping in The Writer's Notebook and Reading With Meaning as I try to incorporate this work into my second grade classroom. Have a great day! Kim On Tue, Oct 26, 2010 at 4:32 PM, Joan Matuga <joan3te...@hotmail.com> wrote: > What about starting backwards? Asking the kids to create a story. Before > they start they would have to develop the characters, plot, message...They > could do this by asking questions they want answered in their stories and > then ask others what questions they would want answered in the stories. You > could even provide open ended starting story frame questions that would be > good for the beginning. It might take longer, but kids would be really > involved in the process. They would see the reason of asking questions. > This is what authors have to think about when they are writing a story. > > When you are reading a story on your own, how many times do you ask > "authentic questions"? How many do you ask? Why do you ask them? It is > certainly not to answer a teacher's questions on pages 11 - 20 of the story. > Perhaps you are not wondering about anything in a book or particular story. > > Are you in a book discussion club? Where do the questions come from? What > types of questions do you come up that are not from the leader's discussion > booklet or those listed in the back of the book? I think that many of us > need to experience asking authentic original questions on adult books before > we expect kids to do so. It is hard to ask kids to do something when they > have no frame of reference. > ----- Original Message ----- > From: Sally Thomas<mailto:sally.thom...@verizon.net> > To: ws...@mindspring.com<mailto:ws...@mindspring.com> ; mosaic > listserve<mailto:mosaic@literacyworkshop.org> > Sent: Tuesday, October 26, 2010 12:18 PM > Subject: Re: [MOSAIC] Asking Authentic Questions > > > Just wonder how much of that is learned behavior. If kids haven't been > using authentic questioning from the beginning, they've been exposed to > test > questions and book questions and questions that many (or at least some > teachers us...e.g. Using mostly literal questions or at least thinking > that > without literal questions first and answered correctly children cannot > also > ask and/or respond to questions of all kinds, inferentially and > unanswerable > but worth thinking and talking about. > > I think it may take months if not more to "undo" allt hat has been learned > so well! > > > On 10/26/10 10:17 AM, "ws...@mindspring.com<mailto:ws...@mindspring.com>" > <ws...@mindspring.com<mailto:ws...@mindspring.com>> wrote: > > > I am working with teachers working with grades 3-5 in Strategies That > Work- > > Harvey and using the comprehension toolkits to focus on specific > strategies. > > If you have not seen this material you might want to take a look- just > google > > comprehension toolkits stephanie harvey. However we are having the same > > problem with students only identifying problems at word meaning level. > We are > > continuing to model other break downs in comprehension. We are also > having > > trouble with 5th graders especially in the Questioning Strategy. They > are > > having a hard time asking authentic questions about what they wonder > > about-etc. they want to ask mostly literal level questions - a few hows > and > > whys- If anyone has ideas or resources I would also appreciate. > > > > Sue Johnson > > ws...@mindspring.com<mailto:ws...@mindspring.com> > > > > > > Sue Johnson > > ws...@mindspring.com<mailto:ws...@mindspring.com> > > _______________________________________________ > > Mosaic mailing list > > Mosaic@literacyworkshop.org<mailto:Mosaic@literacyworkshop.org> > > To unsubscribe or modify your membership please go to > > > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org< > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org>. > > > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive< > http://snipurl.com/MosaicArchive>. > > > > > > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org<mailto:Mosaic@literacyworkshop.org> > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org< > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org>. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive< > 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. 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