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The Art of Questioning in the

Reading Classroom

RACHELL L. SATSATIN-
-
TeacherIII
Examine these movies, which do
you think among these movies, is an
all-time blockbuster? Why?
Have you ever been to a library?
What are the things we can see inside the library?
Have you ever read any of the following?
Meaning-making is learned. Teachers can
support this learning by:
One of the meaning-making strategies
used by readers- “QUESTIONING”.
According to Frank Smith, comprehension of a text is related to what the
reader knows and what he or she wants to know; comprehension means
asking questions and getting answers (1988, p.154).

The teacher can use questions as valuable teaching tools to promote


aesthetic response, guide the meaning-making process, and foster
higher-level thinking.
-Use the art of questioning as a basic strategy for independent
reading, writing, inquiry, and learning.
-Enrich reader response and to help students become critical readers
who explore social issues in the texts they read and who ask questions
about the assumptions and perspectives of the authors and illustrators
of these texts.
-Provide textual support for their interpretations, inferences, opinions,
and comparative analysis.
Questions Introduced Prior to
Reading a Literary Text
In the context of a shared reading experience, the teacher sets
the stage for the literary transaction by inviting the children to
make predictions about the story and genre and to pose their
own questions about the story. The sample questions below
suggest the nature of pre reading questions
What does the title tell you about the story? What does the
picture on the front cover tell you about the story? What is
meant by the words “retold by” written on the front cover?
What is the copyright date? Why is this important? Look at
the endpapers or the pages that precede the publication
data page. What clues do they offer about the story?
Questions Introduced DURING the
Oral Presentation of a Story
Since prediction is an important strategy used in the reading
process, the teacher can demonstrate this strategy by stopping
at significant points and asking, What do you think will
happen next? As children internalize this question, they develop
an anticipatory attitude toward print, making predictions as they
read or listen to a text in order to generate meaning as the story
unfolds.. What did that character mean by saying, “ ”? This
question helps children develop the habit of clarifying
unfamiliar words and phrases that contribute to the meaning of
the text and, in the process, learn a basic reading strategy.
Over time, however, the teacher can demonstrate strategies of
prediction and monitoring so the children can internalize these
strategies and use them on their own.
Questions Introduced to Encourage Aesthetic Response
and to Initiate the Post-Reading Discussion
They share these personal responses in a group discussion, students
discover that readers respond in different ways to the same text. Discovery
of multiple perspectives provides opportunities for children to enrich their
own understandings. The teacher can open the discussion with: *What would
you like to say about this story? As the story unfolded, *did you change your mind
about specific characters? Explain. *Which parts of this story would you like to hear
or read again or share with a friend? Explain.
*Did any of the characters or events remind you of people or experiences in your own
life? Explain.
*How did you feel about this character’s behavior? Why did you think this character
behaved the way he or she did? Clues?
*What do you think it would feel like to be this character?
*What did you find that was surprising, puzzling, or disturbing about the characters
or events in this story?
ACTIVITY (25 minutes)

“Go over the LINKS lesson on Winnie the Witch. Identify at


least five (5) questions for each stage of the B-D-A instructional
framework. Fill out the chart.”
Literacy Reasons for
Skill being
Instructional Questions Asking the Comment
developed
Framework Question

Before
During
After
ANALYSIS (15 minutes)

1.How did you find the activity?


2.What helped/hindered you in accomplishing
the task?
3.What did you consider in formulating those
questions?
4.What were the concepts presented by each
group? Did it surprise you? Why?
5.What’s in a question?
6.What kind of questions do you usually ask
your students in your B-D-A reading lesson?
7.What insights did you gain from the activity?
Post Video Discussion
1.What does research say about effective
comprehension instruction?
2.How important is the art of questioning in the reading
classroom?
3.What kinds of questions can teachers ask so student
can respond to the text?
4.What does ZPD tell about effective reading
instruction?
5.How can teachers help students respond to text?
6.What teaching strategies can be adopted to focus on
comprehension?
7.What insights did you gain from the discussion?
Reflection

1.What are your realizations and


discoveries along questioning
techniques in relation to your teaching
practice concerning B-D-A reading
framework?
2.How will you apply what you have
learned from this session in your
reading class?
APPLICATION (20 minutes)

“Work with your respective groups using the same


text given and formulate appropriate discussion
questions that are properly sequenced.”
1. Group 1 - The Giving Tree by Shel SilverStein
2. Group 2 - 8000 Stones by Diane Wolkstein
3. Group 3 - The Story About Ping by Marjorie Flack
4. Group 4 - Amelia Bedelia by Peggy Parish
5. Group 5 - Millions of Cats by Wanda Ga’g
“Good teaching is
more a giving of
right questions
than a giving of
right answer.”
*
CREATING High Level
Challenge
EVALUATING

ANALYZING
Medium Level
APPLYING Challenge

UNDERSTANDING Lower Level


Challenge
REMEMBERING
T h a n k Y o u!!!