Answering/Asking Different Levels of Questions

Transcripción

1 C Handout 5C (1 of 2) Answering/Asking Different Levels of Questions (a modified version of a strategy known as QAR or question-answer relationships) First Level Second Level Third Level Questions can be Questions can be Questions cannot be answered in 1 answered by looking answered by looking sentence. in the story. in the story. Answers can be Answers are more Students think located word-for complex; answers about what they word in the story. are 1 sentence or more. Answers are found in more than 1 place and put together. have read and/or use their own experiences to make connections and draw conclusions. Students must They answer combine information that is located in different sentences, paragraphs, or pages of the text and questions by thinking about what has been read, thinking about what they already know. think about how it fits together. What did Margo do when she got to the party? Answer can be found in one of the sentences of the text. When Margo got to the party, she spilled punch on her new dress. How are volcanoes formed? Several sentences are needed to describe the steps that are presented on several different pages of the text. What caused Jake s father to cancel their vacation? Why do you think Todd ran away? What would you have done if you had lost your mother s watch?

2 C Handout 5C (2 of 2) Formulando y Respondiendo a Diferentes Nivels de Preguntas Primer Nivel Segundo Nivel Tercer Nivel Las preguntas pueden ser contestadas en una sola oración. Las respuestas se pueden encontrar palabra por palabra en el texto. Las preguntas se pueden contestar con información del texto. Los estudiantes deben utilisar información que se encuentra en diferentes oraciones, párrafos o pá ginas del texto para responder. Las respuestas son mas complejas y se escriben en varias oraciones. Las preguntas no se pueden contester solo con información del texto. Los estudiantes deben pensar y reflexionar acerca de lo que han leido y/o basarse en sus propias experiencias y sacar conclusions. Por qué dice el abuelo que en Casas Grandes ya no pueden vivir? La respuesta se encuentra en una oración: "Ya no llueve como antes y el maíz se seca. Qué es lo que los tarahumaras desprecian más? Respuesta: Los tarahumaras desprecian a la gente falsa. Cómo fue que el joven Matsúa llegó a ser el mejor corredor entre los tarahumaras? Se necesitan leer varias páginas para encontrar la respuesta a esta pregunta. Por qué crees que el joven tarahumara recibió muy bien a la familia del joven Matsúa? Por qué crees que los tarahumaras tenían fama de ser altivos y recios? Qué hubieras hecho tú para hacerte amigo de los tarahumaras? (2TRA, 2001; Dickinson, DeTemple, Hirschler & Smith, 1992; National Reading Panel, 2000; Raphael, 1986; Richard-Amato, 1996)

3 C Handout 5D Questions from the Text Name of Book: Pages: Student(s) in Group: Page # Type of Questions Level of Questions

4 C Handout 5F (1 of 2) Questions for Expository Text Before Reading During Reading After Reading What does the title Does this make sense? What new words did tell me? Periodically, stop and I learn? What do I already ask if the text is Identify and state know about the topic? making sense. a brief definition What do the pictures If the text is not of unfamiliar tell me? making sense, reread. words. What do I want to Initially, stop reading What was this mainly learn about? after each page. about? What do I think this Eventually, increase State the main will be about? the amount read idea of the before stopping. passage. What have I learned so What did I learn? far? What else do I want Summarize what has to know about? been learned from the text. What questions do I still have? Did I learn what I thought I would learn? (adapted from 2TRA, 2001; Blachowicz & Ogle, 2001)

5 C Handout 5F (2 of 2) Gráfico del texto expositivo Título Autor Qué aprendí? Qué más quiero saber? (adapted from 1TRA, 2000; Roger, 1992)