Wilhelm+Chapter+5



=//Chapter 5// =

//Reading Between and Beyond the Lines// //Using Questioning Schemes to Promote Inquiry-Oriented Reading//

"If you do not know how to ask the right question, you discover nothing." ~ W. Edwards Deming

Using Questioning Schemes to Organize Teaching and Learning Questioning schemes allow students to connect reading, learning, and thinking to the new knowledge they are constructing. The awareness raised from inquiry-based questions deepens a student's understanding of not only the content they are learning, but also a greater understanding of the World in which they are living. It is our hope this collective summary of Chapter 5 will raise awareness of powerful questioning schemes and the potential they have to support student understanding.



//ReQuest //

//ReQuest is a questioning schema that involves modeling by the teacher, student-teacher modeling, small group implementation, eventually individual students are able to internalize this process as they read a text. ReQuest was in the forefront of helping students to develop “an active, inquiring attitude.” The basis behind ReQuest is that the reader re-questions their understanding of the texts by asking progressively more sophisticated questions.//

**The Basic Idea** //On the Lines// – Key factual information that is clearly stated in the text.

//Between the Lines// – Making inferences by connecting the student’s life experiences to what they have read.

//Beyond the Lines// – Applying what has been learned to a real world problem.

**How do you use this?** //On the Lines// – Create questions from the text that can be answered from facts implicitly written in the text.

//Between the Lines// : Create questions that require the students to use the texts implied meaning. Students will need to use their personal life experiences and knowledge to answer these questions.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">//Beyond the Lines:// Create questions that require the student to take what they have learned and apply it to real life experiences.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">The students will use the guide as a pre-reading tool. By doing this you are making the students think about and anticipate what they are going to read. Once the students have read the material they return to the guide and answer the //On the Lines, Between the Lines, and Beyond the Lines// questions. <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">The key feature here is to scaffold away from having the teacher be the leader of this activity. With experience the students will begin to take over the role of creating the questions, in a group first, then eventually doing this individually until they reach a point this is part of their schema and automatically do this when reading.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Just Read Now! <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">ReQuest Strategy (with articles)

**<span style="font-family: 'Comic Sans MS',cursive;">THR ****<span style="font-family: 'Comic Sans MS',cursive;">E ****<span style="font-family: 'Comic Sans MS',cursive;">E LEVEL GUIDE **

<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 120%;">**Giving Teachers Successful Strategies**

<span style="color: #000000; display: block; font-family: 'comic sans ms',cursive; font-size: 120%; text-align: justify;">The **Three Level Guide** is a comprehension strategy which supports students to read the text closely by providing a clear purpose and direction for reading. The three levels of statements, literal, interpretive, and applied, guide the reader to focus on the relevant information and to develop an informed opinion on the issues in the text. The reader is encouraged to draw on their background knowledge of the topic and to apply the information from the text to real life experiences.
 * <span style="display: block; font-family: 'comic sans ms',cursive; font-size: 120%; text-align: center;">** Strategy ** // Three Level Guide // ,By Jeffrey D. Wilhelm || <span style="display: block; font-family: 'comic sans ms',cursive; font-size: 120%; text-align: center;">** Text **//"Canopy Layer of the Rain Forest "//By __ [|Batul Nafisa Baxamusa] __ ||  ||   ||
 * * <span style="color: black; display: block; font-family: 'comic sans ms',cursive; font-size: 120%;">takes students beyond the text to explore real world issues
 * <span style="color: black; display: block; font-family: 'comic sans ms',cursive; font-size: 120%;">encourages students to bring their background knowledge to the reading of the text
 * <span style="color: black; display: block; font-family: 'comic sans ms',cursive; font-size: 120%;">engages students in discussion around the text
 * <span style="color: black; display: block; font-family: 'comic sans ms',cursive; font-size: 120%;">uses peer support to scaffold student reading of challenging texts
 * <span style="color: black; display: block; font-family: 'comic sans ms',cursive; font-size: 120%;">scaffolds reading with a variety of texts in all curriculum areas || * <span style="color: black; display: block; font-family: 'comic sans ms',cursive; font-size: 120%;">a real world text from an on-line article
 * <span style="color: black; display: block; font-family: 'comic sans ms',cursive; font-size: 120%;">explores a topical environmental issue and facts about the rain forest
 * <span style="color: black; display: block; font-family: 'comic sans ms',cursive; font-size: 120%;">contains rich language and complex concepts
 * <span style="color: black; display: block; font-family: 'comic sans ms',cursive; font-size: 120%;">links to work in science
 * <span style="color: black; display: block; font-family: 'comic sans ms',cursive; font-size: 120%;">leads to exploration of other environmental issues and the other layers of the rain forest
 * <span style="color: black; display: block; font-family: 'comic sans ms',cursive; font-size: 120%;">leads to the exploration of the other animals and plants that live there ||

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Three Level Guide on the Rainforest Article: []

<span style="color: #800000; font-family: 'Comic Sans MS',cursive; font-size: 120%;">

<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 120%;">**Choosing a Text:**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">The following pointers provide a guide to text selection. Select a text which:


 * <span style="color: black; font-family: 'Comic Sans MS',cursive; font-size: 120%;">deals with issues which challenge students beyond the literal level
 * <span style="color: black; font-family: 'Comic Sans MS',cursive; font-size: 120%;">reflects the main ideas and concepts covered in the unit of work
 * <span style="color: black; font-family: 'Comic Sans MS',cursive; font-size: 120%;">uses rich language

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">**A //Three Level Guide//** can be used with a variety of text types including multimedia texts such as websites, video, and audio texts.

<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 120%;">**Creating a Three Level Guide:**

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">In creating a //Three Level Guide// it is important to first determine your content objectives. This gives the guide a clear focus and informs the development of your statements. In this way, the statements will lead the reader to focus on the relevant parts of the text. Your content objectives will determine your applied level statements.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">These third level statements should be written first, as they influence the development of the statements at the other levels. The third level statements encourage the reader to think beyond the text. These statements reflect the main ideas and concepts you would like the students to learn and explore in the text.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Once you have written the applied level statements, write your literal statements. These statements guide the reader to the information in the text related to the issues explored in the applied level statements. The literal statements support the students by focusing their attention on the relevant information in the text.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Finally, develop your interpretive level statements which guide the reader to draw inferences from the information in the text. These statements focus on the author’s intent behind the words and information selected.

<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Qualities of a Good Three Level Guide:
<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">An effective //Three Level Guide//:


 * <span style="color: black; font-family: 'Comic Sans MS',cursive; font-size: 120%;">promotes discussion with statements that are open to a variety of interpretations and draw out differing opinions
 * <span style="color: black; font-family: 'Comic Sans MS',cursive; font-size: 120%;">leads students to apply their background knowledge to the text and to think through the implications of the text to real life contexts
 * <span style="color: black; font-family: 'Comic Sans MS',cursive; font-size: 120%;">has set content objectives which link to the unit of work and give the //Three Level Guide// direction and purpose
 * <span style="color: black; font-family: 'Comic Sans MS',cursive; font-size: 120%;">focuses the reader’s attention on the key elements of the text which clarifies the content objectives

<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 120%;">**Using a Three Level Guide:**
<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Initially students work alone to complete the //Three Level Guide//. Model and emphasize the importance of being able to justify the responses made to the statements.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Once the students have completed their responses, form the students into mixed ability groups of no more than four students. The students then discuss their responses to the statements on their guide.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">During this discussion, you can circulate around the class and listen to the discussions, noting any difficulties the students may have experienced with what they read. These can then be clarified at the end of the session when the class comes together for a whole class discussion of the text.

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">[|http://www.justreadnow.com/strategies/three.ht]

//** <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 160%;">QAR: A Questioning Scheme **// <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">//Question Answer Relationships or QAR was developed by Taffy Rafael as a questioning scheme for students of all ages to learn and use on their own. It shows readers that there are different types of questions that each require different kinds of work to answer. Rafael believed that there are four QAR type questions that can be divided into two categories: "In the Text" questions "In my Head" questions. See the table below for the four different question types, user friendly definitions, and an example of each on a unit around exploration and colonization in the 1400's.// = Using QAR with Novels using Gradual Release Response Model (I Do, We Do, You Do) =
 * <span style="background-color: #0000ff; color: #ffffff; display: block; font-size: 24px; text-align: center;">Question Answer Relationships (QAR) ||
 * ** In the Text Questions ** |||||| **In my Head Questions** ||
 * //Reader can look back at the text to find the answer directly in the text// |||||| //Reader must draw on background knowledge and connections in the text// ||
 * ** Question Type ** || ** Friendly Definition ** || ** Example ** || ** Question Type ** || ** Friendly Definition ** || ** Example ** ||
 * ** Right There ** || // Factual, require student to find the answer directly in the text // || * Name the three ships that Columbus used to sail in the wrong direction to the “West Indies?” || ** Author and Me ** || // Students combine what they know and have experienced with text clues provided by the author // || * What kind of person was Christopher Columbus? ||
 * ** Think and Search ** || // Require the reader to search multiple places in the text and make connections between the details // || * What happened after Columbus landed in the West Indies? || ** On my Own ** || // Asks the student to think critically about the text and does not require specific information from the text // || * Do you agree with Christopher Columbus's idea to sail west? ||

[[image:edrdg620/novels.jpg width="142" height="113" align="left"]]<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;"> *Provide a QAR guide for each of the first few chapters (I Do)
<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">-Discuss the question types

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">***Model the next few chapters by providing a guide with only one example (We Do)**
<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">-Work with students to compose additional examples of each type

<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">*By the end of the book, students compose their own for each question type (You Do)
<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">-They use other students' guides to foster discussion and review the reading = = = QAR Review Game = <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">**Players:** Small groups of three <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">**Objective:** To review text using QAR strategy and questions <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">**How to Play:**
 * 1) <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Small groups create a complete set of QARs for the assigned section of the text
 * 2) <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">The first group asks one of their questions
 * 3) <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Another group must identify the question type, give an acceptable answer, and demonstrate what they did to answer the question shows they were right about the question type
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">If they are correct, they score a point and ask their question to the next group
 * <span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">If they are not correct, the third group can dispute their answer and earn the point

ReadingLady QAR Resources QAR Lesson Plan

==<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 180%;">//The Q// <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 180%;">//uestioning Circle// == //<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Questioning circles are a teaching strategy to help students inquire and develop questions concerning text. The questioning circle model overlaps 3 areas of knowledge. //
 * //<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Knowledge of text being read (Text) //
 * //<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Personal response to the text (Self) //
 * //<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Knowledge of the world and other texts (World) //

//<span style="font-family: 'Comic Sans MS',cursive; font-size: 120%;">Wilhelm has kids discuss questions that are based on their experiences. You bring you to the book. Book questions are next. World questions are third. The teacher should model first. Then students work with the teacher to generate questions, then they try alone or with partners. //

21st Century Teaching Skills

//<span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 180%;"><span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 120%;">Connecting Through Questioning Schemes // <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 140%;">Conclusion

=
<span style="font-family: 'Comic Sans MS',cursive; font-size: 130%;">//In conclusion, connecting through questioning schemes are a series of strategies that take students from surface area knowledge to deeper understandings that make connections to the real world. By using these strategies as teachers and leaders we are giving our students knowledge. This knowledge allows our students to help themselves in the future. All of the before mentioned strategies focused on the end result, which was creating a deeper, individual understanding of text material. These questioning strategies are to reading what an inquiry based lesson plan is to academia.// ======