"By generating questions, students become aware of whether they can answer the questions and if they understand what they are reading." (Adler, 2015)
(edutunes, 2011)
https://www.youtube.com/watch?v=0KMnL3nn6UQ |
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Example Two:
In this video the principal is asking open ended open ended questions to see how much the students comprehended while reading. If the principal wanted more of an answer than what the student provided, the principal would ask more questions. He would ask the students to describe the character, and then asked specifically for a quote that provided evidence.
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(NASSPtv, 2011)
https://www.youtube.com/watch?v=WxmtcB46nf8 |
Writing Standard:
W.6.3: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences. This standard is related to the strategy because the students could answer questions about the details in the book that other students may not know. This could clarify and clear up questions that other students may have and ask questions of their own. |
This is related to Vygotsky because the student could learned based of student interaction and what they see other students doing. For example, if a student sees another student asking questions, they may want to do the same.
Below is a link that could help start off lesson plans by asking the students questions they could relate to:
http://www.edutopia.org/blog/questions-answers-drive-great-lesson-richard-curwin
Below is a link that could help start off lesson plans by asking the students questions they could relate to:
http://www.edutopia.org/blog/questions-answers-drive-great-lesson-richard-curwin