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Generate and Address Questions

The mere formulation of a problem is far more essential than its solution, which may be merely a matter of mathematical or experimental skill. To raise new questions, new possibilities, to regard old problems from a new angle requires creative imagination and marks real advances in science. (Attributed to Albert Einstein)

QTasksStudents quickly tire of answering "fake" questions. Shift the focus from reading and answering the questions of others to creating and addressing personal questions that may or may not have specific answers. Use questioning prompts to assist in this work. Use skim and scan techniques to identify information.

For lots of ideas for using questioning in the classroom, read Q Tasks: How to Empower Students To Ask Questions and Care About Answers (Google Limited Preview) by Carol Koechlin, and Sandi Zwaan and Out of the Question
(Google Limited Preview) by Sally Godinho and Jeni Wilson.

Ideas to Foster Good Questions
(Adapted from Godinho and Wilson (2007)

Real-World Questioning

Explore Questions. Model questioning by involving young people in real-world questioning environments. As children are reading nonfiction, ask them to create two lists of questions

Explore examples of questions at Creating Comprehension Questions for Nonfiction

Practice Ws. Focus on practice answering direct questions using the Ws: Who? What? When? Where? Why? How?. Provide helpers that facilitate understanding and asking questions

Transform Direct Questions. Ask students to think about questions before as well as after reading.

Use the ReQuest Procedure with Students. In the article the ReQuest Procedure (Journal of Reading, 1969), Manzo describes now to match needs with question types. This process was adapted by Carol Koechlin, and Sandi Zwaan

Ask students to create a chart that lists the question and how the answer is found. The goal is to create more between and beyond questions than on the line questions. Trade questions and ask students whether they agree with the developer's categorization of the questions. Consider using the Think-Pair-Share approach to developing each type of question.

Stress High Level Questioning

Gail GibbonsIt's sometimes difficult to determine whether young people are comprehending information or simply applying their reading strategies and testing skills. Go beyond recall and recognition type questions and focus on questions that ask students to synthesize information.

Primary Grades (Science: Life Science) - Gail Gibbons Books (Teacher Resources - PDF1, PDF2, PDF3, Teacher Guides) (Ages 4-8). Use LookyBook for online reading of Gail Gibbons' books.

Develop Comprehension Questions

Godinho and Wilson suggest that when planning key questions:

It's sometimes difficult to create high-quality questions. Think about questions in each of the following areas (Shell Education & Greathouse):

Question Starters (low level to high level)

Connect English and Science Standards

Move!Primary. Explore resources related to how animals move.

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