Michelle- I guess I need to ask you to think about something: Who are we to determine whcih questions do not lead to better comprehension? I know myself when children ask questions that seem to have no relavance, if I take the time to ask them to tell me more I have been amazed more times than not at the true relevance. As we know thinking happens at many different levels. Those questions may not initially fit into your clarifying or predicitng categories, but I wouldn't be so quick to label them as irrelevant. You might be discouraging someone who is really thinking on a deeper level. Perhaps you could just add another category such as "other." I am guessing that will be quite a huge category for many different reasons. Sometimes I think we just spend way too much time splitting hairs and missing the real purpose of what we want the children to do. On a "teacher" level your idea can make sense to me, but on a "reader" level it would drive me crazy. If I have a question I have a question. If I knew I had to go through all that thinking to decipher what kind of a question it is I would more likely NOT have any questions when I read. Just something to think about Nancy
Michelle wrote: Here's what I'm thinking: Tier 1: Irrelevant questions (Questions that have no relevance to the comprehension of the story) Tier 2: Clarifying questions (Questions that stem from monitoring your comprehension as you seek to clear up confusion--these DO affect comprehension and show active reading) Tier 3: Predicting questions (Questions that lead to inferences about what will happen in the story--obviously affecting comprehension) Tier 4: LIFE questions (Questions that lead to a synthesis of the story. These may or may not be answerable.) _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
