A very inbooksitting_2.jpgteresting article (very short) that outlines 6 strategies for supporting reading
comprehension. Two of the strategies focus on questioning. I have highlighted these in blue .

This article supports /complements the 3 Level Guide strategy that you were introduced to in the first Reading workshop and it is in your BST Strategies booklet - pages 164 and 146.

The pdf ' Little Hao and the Golden Kites' is an example of a Three Level Guide - a text from the 2009 NAPLAN Yr 3 and 5 Reading test. Additional examples can be found on the diocesan national partnerships 'Mindful Learning...' ning - see link on the Home page of this wiki.

Students need to learn how to create questions.

An ability to create questions from the text that has been read gives the teacher an insight as to how much and the degree to which the text has been understood. You will be issued with a set of Question Dice for use with your students. The dice when used together create 42 different question stem possibilities - the die with capital letters is the first word and the die with lower case letters and a different colour is the second word. The kit contains an outline of the strategy.
K - 1 students might only use one die to begin with.

  • For the first few times that you use the Question Dice with your students create the questions together. Use a pair of dice; nominate a student to gently throw the dice on a table; write up the question stem words on the whiteboard. Give the students some 'WAIT / THINK TIme' and then call on them to tell you the questions they have created. Record these on the whiteboard. You could follow this up with a discussion as to which ones are really good questions and why. Determine which questions will be answered - either orally or as a writing task.

  • As a small group activity (3 or 4 students). Issue each group a pair of dice and instruct them that they have 10 minutes to roll the dice at least 6 times and create six questions (recorded on a sheet of paper). The IPEVO (the camera on a stand - see Ben for an example) could be used to share the questions with the class. The class could discuss the points that could be awarded to the questions (ie 1 point for a closed question; 2 points for an open ended question + 1 if it is very interesting and makes people think; 5 bonus points if no other group comes up with the same question).

The questions devised by a group are then passed on to another group to be answered in their books.

Other suggestions for the use of Question Dice:

Additional Strategies and resources

The following resources (1 document and 2 powerpoints) were downloaded from a site called Sharepoint. Theses resources have interesting strategies (both for questioning and others) as well as information about the Before, During and After framework that I spoke to you about in the earlier workshop.

Information about the BDA framework

Strategies for each phase of the framework:
Before - page 4 Possible Questions ; page 6 SQ3R

During - page 10 Three Leveled Guide

After - page 14 Guess Who / What ?

Two strategies to develop comprehension together with creativity - two of my personal favourites!!

Post Workshop Reading for further strategies

http://www.ascd.org/publications/educational-leadership/mar10/vol67/num06/Teaching-Critical-Reading-with-Questioning-Strategies.aspx an excellent article - well worth reading

And there's more...

* An exercise in developing questioning skills and levels of questioning

  • Reading Comprehension Cubes - Examples of questions that can be used for the BEFORE, DURING and AFTER Reading experience. Make your own cubes - see Kate Owens for a cube template.

The 4 Roles of a Reader framework - a powerful insight to the complexities of being a successful reader. The following resources provide activities and questions that allow you to scaffold your students to master these 4 roles.

Questions to help you teach 'Interpreting Information'

Questions for 'Book Cover' investigations

The 5 Why's strategy - promotes comprehension at deeper levels; forces chn to think deeper.

Message from the Board of Studies NSW Thursday, 04 November 2010
New activities for Stage 2 English are available on the Board's Assessment Resource Centre (ARC). The reading activity for Stage 2 provides students with unfamiliar texts to read aloud and answer questions.
Teachers are encouraged to try these activities then submit their students' answers for inclusion on the ARC. Students and schools are not identified and the What's New page provides details on how to submit students' work.
Further information Kerry Blight kerry.blight@bos.nsw.edu.au

Stage 2 – an example of a dictagloss reading and comprehension activity