10. What do we know asking questions? How does asking questions help the reader ? How do readers figure out the answers to their questions?

16. ISDIDCANWOULDWILLMIGHT WHO WHAT WHERE WHEN WHY HOW

17. Forming Questions  In order to form a question, you first select one word from the left hand side of the Q chart (Who, What, Where, Why, When, How)  Then select a word from the upper column (is, did, can, would, will, might) to form the question  Now move across and down the chart following your 2 selected question prompts to locate the square where the question will be recorded. (i.e: “Where will the story take place?” is recorded in the 3 rd row down, 5 th column over)

18. Forming Questions  The following Q chart shows 4 different sections which indicate the various levels of questioning.  The further down and over to the right you move, the higher the level of thinking questions.

19. IS/AREDID/DOCANWOULDWILLMIGHT/ COULD WHAT WHERE WHO WHY HOW

20. Purpose of Using Q-Charts  Q-charts are a tool that teachers use to help their students develop many skills.  When Q-charts are used along with a read aloud, rich opportunities are provided for literacy development.

21. Purpose of Using Q-Charts  Deepen comprehension skills  Strengthen ability to predict  Develop questioning skills  Model what good readers do  Develop attentive listening skills  Assess students to inform instruction  Provide a forum for sharing and discussing

23.  Every child possesses comprehension strengths. Often these pockets of understanding are crying out for detection, but frequently their potential is ignored.  These strengths, which may be in non-academic area, can be especially valuable for the development of academic skills. It has been shown that one of the best ways to learn how to read is by reading in areas that one knows a lot about. (Recognizing Comprehension Strengths pg.140)

24. Give an opinion (EVALUATION) Create something new (SYNTHESIS) Compare/contrast (ANALYSIS) Relate to real life (APPLICATION) Summarize/explain (COMPREHENSION) Recall facts (KNOWLEDGE) Bloom`s Taxonomy Adapted for Use with Literature

25.  Knowledge/get the facts: What is ______? Can you recall ______? How would you explain______?  Comprehension/understand the facts: What is the main idea of______? How would you summarize______? What facts or ideas show______?  Application/make a connections : What examples can you find to ______? How would you show your understanding of______?  Analysis/take apart: How would you classify______? What conclusions can you draw? Why do you think______?  Synthesis/create something new: What would happen if______? Suppose you could ______. What would you do?  Evolution/give an opinion: What is your opinion of ______? Why was it better than ______? What judgment would you make about______?

26. Decoding Phonological Awareness Letter-Sound Recognition Spelling and Vocabulary Fluency Comprehension Thinking Making Meaning Understanding Metacognition READING

28.  Anchor Lessons  Questioning web  Q-Chart  Thinking about questioning chart  Modeling  Read alouds  Hands-on activity  Involved discussions  Perusing written text  Positive reinforcement

29.  Repetition  Chunking, short sentences, slow pace  Emphasize critical points  Visualization  Musical/ rhythmic activities  Illustrated dictionary  Word maps  Pre-teaching vocabulary  Teach abstract language – metaphors, figures of speech, and proverbs  Proximity

30. Comprehension strengths can also be used to help children develop and employ expertise which can kindle enthusiasm for learning, at the same that it can provide practice in good organizational skills and strategies. Such tactics are most easily incorporated within context of good understanding of the subject matters. Dr. Mel Levine

31. It is not sufficient merely to understand in school. Somehow students must keep on demonstrating that they comprehend and that they can think and create independently. They do so by creating products, such as written reports, spoken response, or test papers. They must concentrate, remember, and understand as they develop different modes of achieving results. (Dr. Mel Levine)

32. “What we think, we become.”What we think, we become. “What we think, we become.”What we think, we become. Buddha 563-483 B.C.E. Buddha

38. Debbie Miller Reading with Meaning Dr. Mel Levine Educational Care (2 nd Edition) Hooked on Thinking. Ann Paziotoupulos, Marianne Kroll The Reading Teacher; Apr.2004;57;7; Education Periodicals pg.672 Purposely Teaching for the Promotion of Higher – order Thinking Skills: A Case of Critical Thinking Barak Miri, Ben-Chaim David, Zoller Uri Res Sci Educ (2007) 37;353-369 http://www.lkdsb.net/Program/elementary/junior/Q%20Charts%20 Presentation.pdf