Developing Active Reading with Effective Questions

Before reading ask….

1. What can you predict about the story form the front and back cover of the book?
2. What does the title tell you about the story?
3. Who or what do you predict this story will be about? Why?
4. Where and when do you think the story will take place?
5. What other stories have you read that are like this one? In what ways?
6. Have you read anything else by this author? Do you see any similarities between this story and the author’s other stories?
7. What questions do you have about this story?

Use the comment section and add pre-reading questions you have used to motivate or focus students.

Source: www.pbs.org/teacherline

Don't Waste a Minute!

What do you do with those awkward moments that arise in every teacher’s day, those times when a lesson ends five minutes before the bell rings or a few minutes before specials? Try some mini lessons, quick activities that fill time without wasting it! The following two examples are from the website.

• Ask each student to name one thing they learned today.
• Play the alphabet game, which can be used in any subject, Name a country that begins with the letter A, Argentina, and the next student a country that begins with the letter B, Belgium, and the next student a country that begins with the letter C, and so on.

Click the source below to access the Education World website for more mini lessons.
Source: Education World

That Blank Look

Sometimes when I ask my eight-year-old students for their ideas or opinions often they are too shy to put up their hands or offer their thoughts. In this situation I now say, "O.K. tell the person next to you what you think.” I allow the students thirty seconds to a minute, and then call their attention back to me. There will be a noisy buzz while they exchange views, but the result when you ask for their opinions again is worth it. As they have already told one person and not been laughed at, they will be more inclined to tell the whole class. If I want answers particularly from very shy students I may say, tell me what your partner said. This way each class member must get an idea from their partner, and this makes them more likely to agree to swap in case I ask them for their partners thoughts.

Source: Sue Beddall, Fourth Year Teacher: http://www.teach-nology.com