Questioning+Jan+2009


 * PE**

One student is called the questioner. They have to come up with questions for the entire group to answer. No one word answers allowed, there has to be discussion. The questioner can ask questions about the rules, some different strategies, whatever chapter that they are on. They will be given a worksheet to help formulate some different possible questions, and ways on how to ask them. This strategy works well because everyone is involved. The questioner has to think of questions to ask and everyone else has to respond with answers. The questioner does not have to know the answers because that is what the book and teacher are for. It is also a form a reciprocal teaching because the teacher does take a sideline for awhile and lets everyone search and find their own answers.
 * Name: Maggie King**
 * Strategy: Questioner**
 * Comprehension Area: Questioning**
 * Literature Source:** Hales, R. S., & Varner Bloss, M. (2000). //Badminton 8th Edition.// McGraw-Hill Companies.
 * Utilized when: Before/During/After**

**Strategy:** Author says, I say **Comprehension Area:** Dance **When Used:** During reading Students will use this activity during reading. This will allow my students to start to relate to the author about how dancing can indeed have an impact on physical health. I would have students read the article on their own at home, and keep a journal of what they are thinking as they read the article. This means writing down any questions or concerns that come up as they read the article. After they read the article we would use a blog to discuss the questions and comments that the students have on the article, this will open up discussion further into the topic of dance and its relationship to health. This strategy will allow student to really think about what they are reading. This means that they will have to use both prior knowledge and their ability to understand what they don’t know. By asking my students to ask questions from themselves personally to the author I am allowing them to decide how the article makes them feel and I will allow them to express what they feel when asking questions about the author’s intent and or meaning.
 * Name:** Abby Lewitzke
 * Literature Source: ** Alpert, A. (2008, November 15). Kideosyncracy v.2 getting the world in shape one kid at a time. //Booklist//, 5, 63-68. pp. 63-68Retrieved January 10, 2009

Sarah Kichefski


 * Question Starters **
 * Name: ** Sarah Kichefski
 * Strategy: ** Question Starters
 * When Utilized: ** Before/After Reading
 * Literature Source: ** Markel M.D, H. (2005, December 27). When Teenagers Abuse Prescription Drugs, the Fault May Be the Doctor’s. //The New York Times//. 


 * Overview: ** Prior to this activity the teacher needs to differentiate between “good” and “bad” questions. Under teacher digression, the activity may be done before or after the article was read. Students will begin to call out questions about the topic being discussed in class. The questions should increase in depth, as they will require more critical thinking. Each question will be written on the board either under “good” – million dollar questions or “bad” – one dollar questions.

**Name:** Zach Johnson **Strategy:** Questioning Note Cards **Comprehensive Area**: Questioning **Literature Source**: Bornstein, Adam (November, 2008). Why are Schools Selling Junk Food to Kids?. //Men's Health Magazine//, 158-164. **When utilized:** During & after reading During and after reading the article //Why are Schools Selling Junk Food to Kids?,// the students will come up with questions regarding important points and ideas that are mentioned in the text. Students will individually write down important terms or ideas on flashcards, which may include the types of food included in their cafeteria and why some of them are bad for their bodies. On one side of the flashcard the students will write a question, and on the other side they will write the answer. After reading the article and completing five flashcards per student, students will pair up and quiz each other. They will then discuss each others questions and answers.

Name:** Ben Herland
 * Author Says, I Say
 * Strategy:** Author Says, I Say
 * When utilized:** During
 * Literature source:** Private Lessons. (2009). //Golf Magazine//, 1, 24-117. pp. 24-117 Retrieved January 14, 2009, from Wilson Web.
 * Overview:** The students will read the article titled "Private Lessons" and fill out the graphic organizer titled "author says, I Say". The purpose of this activity is to connect the author and the reader. The reader will question what the author is saying, find statements in the text that support an answer, provide their background knowledge on the subject, and then state their new knowledge. This is an excellent strategy to help students understand the purpose of authors.

Arthur Long- Lifetime Sports Strategy: Author Say, I Say Comprehension Area: Questioning Literature Source: Pitenis, J. (2007). GOLF: A game that takes a minute to learn, but a lifetime to master! . //Goneis Magazine//. Retrieved January 14, 2009, from http://goneis.net/content/blogcategory/1014/127/ When Utilized: During and After Reading Overview: The activity will be done during or after reading the article. It acts as a way for the students to use their knowledge to fill in the Author Say, I Say chart about the article using the strategy of questioning. The activity is useful technique to get the students to start thinking and using the content within the subject area of lifetime sports/activities.

** **Name:** Amie Heinzelman **Strategy:** Dense Questioning **When utilized:** Before, during, and after reading **Literature Source:** Exercise in-depth report. (2009). //The New York Times//. Retrieved January 13, 2009, from http://health.nytimes.com/health/guides/specialtopic/physical-activity/print.html **Overview:**Before, during, and after reading this passage students will pose a list of questions related to the text on the Dense Questioning worksheet. They will begin posing a question about the text and will continue posing questions about the reader, and the text’s relationship to the reader, other literature, and world. These questions will be more in-depth as the student continues through the attached worksheet. After reading the article, this worksheet would be used for a springboard into a class discussion session. Also, the worksheet could be used to pose questions for a partner or as a resource for a writing assignment.
 * Dense Questioning

Traci Behnke
 * Questioning the Author**
 * Name:** Traci Behnke
 * Strategy:** Questioning the Author
 * When utilized:** During/after
 * Literature source:** Janes, E. (1963). //The First Book of Camping//. New York: Franklin Watts, Inc.
 * Overview:** The students will use a graphic organizer with the following categories: what is the author telling us here, does this make sense with what the author told us before, and what’s your opinion on it. The students will fill out the graphic organizer during/after the reading to consider the meaning of the text and to develop ideas.




 * Name:** Christina Mann
 * Strategy:** Hot Seat
 * Comprehensive Area:** Questions
 * Literature Source:** Basso, M. (2003). //The Underground Guide to Teenage Sexuality:// Minnesota: Fairview Press.
 * When Utilized:** After reading
 * Overview:** After reading, I will first give them questions to ask back and forth and after they get the idea, they will come up with their own questions to ask the other diseases. After this is completed in groups, we can play whole class hot seat, where one student will come up to the front and the other students will generate questions to ask this student. I will allow for time to generate questions, allowing time with hopefully produce great thinking questions.

Pierce Geffers ** Name ** : Pierce Geffers ** Strategy ** : Story Pyramid ** When Utilized ** : After Reading ** Literature Source ** : Goudas  , Marios; Giannoudis, Georgios.(2008, December). A team-sports based life-skills program in physical education context. //Learning and Instruction//, 18, p528-536 ** Overview  ** This activity will be done after reading the article. Students will be given the worksheet and asked to fill in the questions starting at number 1 down to number 8. After the students are finished with this activity we will go through it as a class. It will be up to the students to come up with as many answers as they can. The purpose of this exercise is to test the student’s comprehension skills and their ability to assimilate them into thoughts. By students being able to recall information from the article and apply it to questions they develop a way to thinking back and use information that they have just read.
 * Story Pyramid **

**Name:** Kevin Murphy **Strategy:** Question-Answer Relationships **Comprehension Area:** Questioning **Literature Source:** //Swimming Fastest// by W. E. Maryland pg 3-20 **When Utilized:** Before, During, or After Reading
 * Overview:** Before reading swimming fastest pg 3-20, students will be taught four question answer relationships that will help them to repond to quesitons typically asked when reading texts. The four question-answer relationships are, right there questions, think and search questions, author and you questions, and on my own questions. Students will be asked to answer four questions given to them from each category.

**Name:** Kevin Maher **When Utilized:** During and After Reading Students will read the Chapter on Components of Fitness in //Understanding Your Health// and take notes on main points and important concepts as they read. Prior to the reading, the teacher will instruct the students to look for possible questions that may show up on a future quiz. The students will be asked to find questions that help support the main points of the reading and would assess someones knowledge of the content. While the students are reading they will writing possible questions and answers in their notes. Once the students have completed the reading, they should review the questions they wrote down. They should pick 3 of their favorite questions and write them in a quiz question format. Students will be expected to write one multiple choice, one true false, one fill in the blank, and one short answer question as well as the answer to all. Once completed the students will submit the questions to the teacher. The teacher will go over some of the questions and answers with the class as a review. The students will be encouraged to take notes on the possible questions and answers. The next day, students will take a short quiz on some of the questions the teacher chose. This exercise helps prepare students for an assessment and gets them thinking about the most important topics of the reading and helps them recall that information.
 * Strategy:** Quiz Questions
 * Comp Area:** Strength and Conditioning
 * Lit Source:** //Understanding Your Health// (p. 107 - 111)
 * Name:** Lindsey Cordes
 * Strategy:** Fishbowl and Hotseat
 * Comprehension Area:** Questioning
 * Literature Source:** //Good Luck Ivy// American Girl Publishing
 * When Utilized:** During and After Reading

This would be a good strategy to use when reading the chapter book //Good Luck Ivy.// Every week you could assign a reading and then to make sure they read it put certain students in the hot seat. If it seems like everyone knew what they were talking about then the students can put the teacher in the hot seat. These questions can be opinion questions or factual questions.

The fishbowl and hotseat is a way to informally assess students’ comprehension of something they have read or are in the process of reading. So this could be during or after the reading. The teacher can put a student in the hot seat and have other students quiz him or her on the reading or the students can also put the teacher in the hot seat. This is a good way to share different peoples thoughts and ideas about the book. **Name:** Jessie Scheer **Strategy:** My Question **Comprehension area:** Questioning **Literature source:** Boyd Webb, N. (2008, June). Helping a child or adolescent deal with death. //Brown University Child and Adolescent Behavior//, 1-2. pp. 1-2. **When utilized:** After and During reading Students will read the article about the eight myths about children and loss. While they are reading the article they need to think of questions about the eight myths that they still have. They can have more than one question, if they have more than one they need to have more of the My Question sheet. Once the students have their question or questions they turn the questions into the teacher and then the teacher hands the questions back to the students randomly so each student does not have their own question. The student will then read over the question(s) they have and decide if they want to make the question better by changing the question word or they can rewrite the question in their own words so that the question still gets the same answer but asks it in their words. The class will then share the original question the class will write down the answer, if they know it, and then the student will read the my question and see if the class can come up with the same answer or a better answer. If there are questions the students cannot answer they can discuss them as a class.

=**English**=

**Name:** Pam Benedon **Strategy:** Author Says, I Say **Comprehension Area:** Questioning **Literature Source:** Freedman, Russell //Children of the Great Depression// **When utilized:** Before, during and after reading Before reading //Children of the Great Depression// students will write down questions or “I Wonders” they have about children during that era in the first column on the worksheet. While they read the book the students will then take notes in the “Author Says” column on what the author said on their question. After they have completed their reading each student will reflect on how the new information connects with something they have already learned or experienced and record that in the “I Say” column. Finally, in the last column the students will put together their thoughts for an answer to their original questions. Students will then be asked to share either with partners or the whole class what questions they asked and what they learned.


 * Name**: Chelsea Ruff
 * Strategy**: Author Says, I Say
 * Comprehension Area**: Questioning
 * Literary Source**: //Performing Primitivism: Disarming the Social Threat of Jazz in Narrative Fiction in the Early Twenties// by Paul McCann
 * When Utilized**: Before/During reading
 * Overview**: Before reading the Performing Primitivism article students will write down questions they have about the article's topic, in this case the social threat of jazz, in the first column of their chart labeled "I Wonder." Then during their reading students will fill in the "Author Says" column with textual evidence for their questions. The "I Say" column is where students relate the information they are learning to background information they already had. Finally, the last column is completed when students write the answers to their questions/conclusion to their inquiries.

Traci Behnke Questioning strategy and worksheet


 * Fishbowl & Hotseat**
 * Name:** Sarah Nelsen
 * Strategy:** Questioning
 * When utilized:** After Reading
 * Literary Source:** //A Thousand Never Evers,// by Shana Burg
 * Overview:** Students will be assigned a character from the reading to become. When it is their turn, students will sit in the middle of a circle of their peers, in character (costume), and answer peer generated questions as that character. Questions will be phrased in such a way that students will be having a conversation with that particular character (“How did you…?”) and will be answered in the same way (“Well, that actually really scared me. I…”).


 * Question Starters**
 * Name:** Dave Riley
 * Strategy:** Question Starters
 * When utilized:** Before, During, and After Reading
 * Literary Source:** Pferdehirt, J. (1998). //Freedom Train North - Stories of the Underground Railroad in// //Wisconsin//.
 * Overview:** In this activity, before the students begin reading they ask a number of questions about the topic of the book, in this case The Underground Railroad. The teacher makes sure to separate the good questions from the bad questions, focusing on questions that are important to the material and elicit a response that requires deep thought and critical thinking. This process generates a list of things for the students to look for during reading to help them to recognize important pieces of information. The process is repeated during and after reading as well, to make sure students retain the important information from the book.

Students will mostly know more about the implications of Vietnam back home rather than Vietnam itself. In this strategy, the students will be given time to simply just write questions they have about the topic before reading. These questions could be explored as a pre-reading activity, or addressed on a case-by-case basis as the text progresses.
 * Name**: David Fitzpatrick
 * Strategy**: Questions Only
 * When utilized**: Most effective before reading, but could be used during or after.
 * Literary Source**: Lens, S. (1990). Vietnam: A War On Two Fronts. United States: Lodestar Books.
 * Overview**:

**Name:** Chris Mayer **Strategy:** Quiz Questions **Comprehension Area:** Questioning **Literary Source:** //Daily Life of Ancient Romans// by David Matz **Utilized When:** During and after reading. **Overview:** After being instructed on how to identify quiz questions and the difference between good and bad questions the students will do this activity in groups during and after reading //Daily Life of Ancient Romans// by David Matz. The students will prepare their questions independently while reading the text, and then share them with their group mates in class. The groups will analyze and evaluate the questions for: importance, complexity & quality. Then filling out the different kinds of categories objective: short answer, multiple choice, true/false etc. They will write their questions out and submit them for the quiz. This will improve recall, illuminate main ideas, and make use of their critical thinking skills. **Name:** Mike Schmitt **Literary Source: ****//Sothcrop Forest //** ** by Lorne Rothman   When utilized: **<span style="font-size: 12pt; font-family: 'Times New Roman'; mso-fareast-font-family: SimSun; mso-ansi-language: EN-US; mso-fareast-language: ZH-CN; mso-bidi-language: AR-SA;"> after reading **Overview:** <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-fareast-font-family: SimSun; mso-ansi-language: EN-US; mso-fareast-language: ZH-CN; mso-bidi-language: AR-SA;">After the class has finished reading the book <span style="font-size: 12pt; font-family: 'Times New Roman'; mso-fareast-font-family: SimSun; mso-ansi-language: EN-US; mso-fareast-language: ZH-CN; mso-bidi-language: AR-SA;">, volunteers for the hot seat will get to pull the names of characters from the book out of a hat. Alternatively, they could simply choose whom they want to role-play as. The other students will be responsible for coming up with at least one question for one of the characters. Questions should focus on each character’s role in the ecosystem, and should be higher level questions.
 * Strategy:** Hot Seat


 * ART/MUSIC**

While students are reading “Even in the Digital Age, a Strong Case for Printmaking,” they will be asked to critically analyze the article. They should ask questions about the content, process, and text structure within the article.
 * Name:** Derek Malcore
 * Strategy:** Questions Only
 * Comprehension Area:** Questioning
 * Literature Source:** Schwendener, M. (2007, February 12). Even in the digital age, a strong case for printmaking. //New York Times//, p. 3.
 * When Utilized:** During Reading

Mathew Lawniczak - Questioning =Fishbowl and Hot Seat=
 * Name:** Mathew Lawniczak
 * Strategy:** Fishbowl and Hot seat
 * Literature Source:** //Evaluating Student Art// by Dr. Bruce Cline
 * When Utilized:** After reading the article and during Critique
 * Overview:** Before doing the Fishbowl and Hot seat activity my students would read an article titled //Evaluating Student Art// by Dr. Bruce Cline, which explains the importance of student critiques. After reading this article I would hope that my students would understand why we critique student art and hope they would become excited to get critiqued by other students. The Fishbowl and Hot Seat activity gives me a new way of setting up a student driven critique. Using the question guide I’ve provided I want the students to think of questions that will force the student being critiqued to form an intelligent answer to the question asked about his own work.



Name:** Danielle Schneider
 * It Says, I Say, And So
 * Strategy:** It Says, I Say, And So
 * Literature Source:** //What makes a van Gogh, a van Gogh?// by Richard Muhlberger
 * When Utilized:** Before, During and after Reading
 * Overview:** Students should come up with questions they have about van Gogh before reading the book //What Makes a van Gogh a van Gogh?// They should find some answers to their questions from reading the text and fill them in the chart under the title "It Says" and fill in their own thoughts under "I Say". From combining these two areas they should find an overall answer under the "And So".

Strategy:** Question Sea and Tree
 * Questioning
 * Name:** Amanda Huck
 * Brief Description:** Before reading an article titled //Draw and Sketch Landscapes: Sketch with Confidence in 6 steps or less,// students in art would use these diagrams are a visual reference to show the various levels of questions a students could ask. They sea and tree diagrams could be used when looking at the book about how to draw in less than six steps. The reader may have questions about how this is possible. After reading, they could draw what they learned and color in the two diagrams.

**Name:** Trina Hopfensperger **Literature Source:** __ Art as therapy with children __ by Edith Kramer, __Spontaneous painting and modeling; a practical approach in Art Therapy__ by E. M. Lyddiatt, and __Self-discovery through self-expression; use of art in psychotherapy with children and adolescents__ by Mala Betensky **When Utilized:** After a Reading After having thoroughly read and hopefully taken notes on __ Art as therapy with children __ by Edith Kramer, __Spontaneous painting and modeling; a practical approach in Art Therapy__ by E. M. Lyddiatt, and __Self-discovery through self-expression; use of art in psychotherapy with children and adolescents__ by Mala Betensky, students will engage in a “Socratic Circle”. Students will be formed into two circles. The group starting out as the inner circle will lead the first discussion while the second group (currently the outer circle) will observe the discussion. After a half an hour debate over main elements regarding the text, the circles will switch places, thus giving the observers their turn to discuss and the discussers a chance to observe for the same allotted time. After both groups have experienced the inner and outer circle, the class will regroup to discuss the pro’s and con’s of the debate, What went well?...What didn’t? Should this have been said?...Should that have been said? Which side had a more complete discussion of the text? What were overlying topics brought up in both discussions?, etc.
 * Stragtegy:** Socratic Sessions
 * Comprehension Area:** Questioning


 * Questioning the Author**
 * Name:** Val Yost
 * Strategy:** Questioning the Author
 * Literature Source:** Gumbel, P. (2006, January 7). The power of Mozart. //Time//. Retrieved January 14, 2009, from http://www.time.com/time/magazine/article/0,9171,1147107,00.html
 * Overview:** This activity is to get students to understand that authors can be questioned. Using their own knowledge and thoughts, students can form their own opinions concerning different ideas. Students will read this article and decide whether or not they agree with the author. It is an important exercise to get students thinking critically about what they read.