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Kids are natural built-in question askers, they are constantly asking questions! "How come birds tin can fly? Why do I have to eat my broccoli? Where exercise ducks get when information technology rains? Who is that? What happens if I forget my homework? When is it lunch time?" Since they like to ask questions, now is the perfect fourth dimension to introduce the Request Questions reading strategy.

We as adults naturally inquire questions as nosotros read, even when we are not consciously thinking about those questions - What is happening? I don't understand what happened. Who is this graphic symbol? I call back ___ is going to happen. What does this discussion mean? Why did the author cease the book that fashion? etc.

As teachers we now demand to be conscious of these questions and teach our students how to ask questions before, during and after they read a book. This unconscious behavior that we as adults exercise, can sometimes be hard to "prove" students, we at present have to orally model our unconscious questions. Even though this might be difficult for some to become used to, information technology is an of import office of reading. Not only does asking questions assist the reader to better understand the story they are reading but it tin can be applied to all bailiwick matters, like science, social studies, fifty-fifty math. It is a very important strategy!

What is "asking questions" y'all ask? It is asking questions nigh the story, or content, earlier during and subsequently yous read. Only put, it is getting your encephalon ready to empathise what it is yous are reading. (Pressley and Afflerbach 1995).

This is what asking questions can practise for a reader:

• Request questions allow readers to understand why they are reading the text.
• Asking questions give readers a hazard to make predictions and so later change their thinking.
• Asking questions allow readers to make connections based on things they already know (their schema).
• Asking questions give the reader a risk to use context clues to place unfamiliar words.
• Asking questions permit the reader to make up one's mind if the content/story was good or not.
• Asking questions give the reader a adventure to review important information from the text.
• Asking questions requite the reader a chance to clarify any data they may not understand.

At that place are three different times to "ask questions", before yous read, while y'all are reading and after you read. Questions before y'all read crave the reader to look at the title of the volume, the cover art, and who the author is.

• The championship should give some clues as to what the volume might be almost, maybe the graphic symbol's name, a feeling, a setting, or fifty-fifty a problem.
• The cover art sometimes helps the reader to offset with a visual as to the character, setting, feeling or even a problem.
• Both the title and cover art will also aid the reader to place the author's purpose for writing the text.
• Looking to see who the author is may aid if information technology is an author the reader is familiar with. Knowing an author's style may requite the reader some prior cognition that could assist with this story/text.

Asking questions while you read helps readers to focus their thinking on what the story is near. The reader will discover, wonder or question things like:

• chief idea
• problem and solution
• characters and how their mood or feelings change
• plot or theme of the story
• what might happen next

All these questions keep the reader focused on the story, which in plough, helps their comprehension.

After reading a text/story students tin ask questions that they however might be wondering virtually, some examples might include:

• why a character did something
• feelings nigh the outcome of the problem
• why something happened the fashion it did
• why the writer ended the story that way

This is also the time to reflect on the questions asked earlier and during reading. The reader should decide:

• were their questions answered
• were they able to infer an answer once they completed the story/text
• do they demand to research something further to answer their question
• are their questions ones that cannot exist answered or don't need to be answered considering it won't aid with understanding the story/text

When modeling, or having students practice orally, here are some question stems and linguistic patterns to use when "asking questions": I wonder why__________. I am trying to figure out __________. After I read I asked myself________. What does this word/phrase/sentence mean? Why did _____ do that? I wonder what is going to happen adjacent? I wonder why the author put that part in the story/text? I wonder why the author concluded the story this way? I accept (all the same have) questions about this office because ___________. I think the grapheme is feeling __________ because_________. I think ________ is _________ because__________.

One time students get comfortable request questions every time they read - "skilful readers always inquire questions, earlier, during and subsequently they read" - you will desire to stretch their thinking. To exercise this yous need to ask that ever dreadful Why? question in relation to what the writer was thinking. For instance, Why do you lot think the author chose this setting? Why practise you think the author ended the story this style? Why do you retrieve the author chose to write the story in the 3rd person? Why do y'all retrieve the author _______? These questions don't necessarily have right or wrong answers, but what they do is brand the reader think nearly how the story could exist dissimilar if the author chose to write information technology differently. This begs the question, would the book exist improve if...?

Education request questions is all about modeling. During your read aloud you will model how to enquire questions. For example if yous read Beatrice Doesn't Want To by Laura Numeroff yous might start asking - before you read of form - I wonder what Beatrice doesn't desire to do? Then, talk about the encompass art and what you lot encounter, the clues that are given and how you can peradventure guess what she doesn't want to do.

While reading you might ask yourself, I wonder why Beatrice hates books so much? Or I wonder why Beatrice won't even look at a book at the library? Or near the finish, of the story I wonder if Beatrice will listen to the story that the librarian reads?

When the story is done, you as the instructor are still thinking and yous model your last question as you close that book...I wonder if Beatrice will similar to read books at present?

Once you have asked all your questions you will then model your reflection on these questions. You will ask yourself did the book answer my questions, do my questions help me understand the story better, do I have to answer this question to understand the story better, etc.

One time you have modeled your questioning, it is time to allow the kids have a go. There are a few ways to practice this. You lot tin tape their questions as you lot read, you can give them newspaper and "wait fourth dimension" while you lot read so they can write their own questions or you can requite them viscid notes to write questions as they read their own volume. Information technology is important at the end of their reading, to have the kids reflect on their questions, tin can they respond them, are they important questions, do they assistance to understand the story, etc.

For many of my pedagogy packets I include a questioning page or two. The pages in the packets allow the students to come up up with their own questions and then reflect to make up one's mind if their questions were answered or not. I besides encourage the instructor to extend the activity past having students work together to try to answer the questions that the students came upwardly with.

Here are a couple of links to some free questioning activities that I have created.

• Curious George by H.A. Rey - just click the picture to take you to post about this volume.

• Mmm, Cookies by Robert Munsch - click the superlative picture to have y'all to post about this volume.

This is a picture of a completed Asking Questions sheet. The student used this book to practice Request Questions and and so later on I had her reflect on the questions she asked as well as orally respond her own questions.

Here is a freebie poster set to aid yous teach Asking Questions. Y'all can download it in either my Teacher'due south Notebook or TpT shop.

If you have any Request Question ideas please feel free to share them :)

Happy teaching!

reedportalime.blogspot.com

Source: https://thepicturebookteachersedition.blogspot.com/2012/09/the-importance-of-asking-questions.html

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