Wilhelm+Chapter+6


 * Considering the Intelligence Behind the Text:**
 * Helping Students Inquire by Reading With the Author in Mind**



Considering the Intelligence Behind the Text: Helping Students Inquire by Reading With the Author in Mind When we read, relationships drive much of student reading and learning. Relationships with characters are essential to reading engagement. Highly engaged readers are motivated by taking up relationships with authors. Authorial Reading: A way to think about conversing with authors (def.)
 * Introduction & Authorial Reading**=Ann Hrinowich(Wihelm, p.p. 131-134)
 * Readers must respond to the deep meaning an author has constructed through text.
 * A student learns how to read what the author means by knowing how these meanings were constructed into the given text.
 * The reader meets the author’s expectations.
 * Authorial reading and questioning help students to pay careful attention and then adapt, accept and make new meanings and applications.

Inquiry and Authorial reading are consistent. First, we understand what is already thought. We need to help our students go beyond comprehension. To understand comprehension is the beginning, not the end, of understanding. We must apply the new understanding. In Authorial reading //we are the reader// the author imagined when writing the text. We work at the interchange of intelligence behind the text. This type of reading is learning centered. There are two types of questioning schemes used to promote dialogue with texts: Questioning the Author and Hillocks’ (1980) questioning hierarchy. These will help students to read like a writer and write like a reader.
 * Authorial Reading and Inquiry: Complementary Pursuits**

**QtA (Questioning the Author)=** Megan Messmer (Wilhelm, p.p. 135-137)
 * Supporting students during reading is an optimum point in the reading process.
 * By understanding that any text is someone's thoughts written down, it helps students realize that authors are fallible.
 * There are two essential question types in QtA: Initiating Query and Follow-Up Query
 * Examples of each query:Queries are developed by the teacher before a lesson and posed as students read a text for the first time.Queries should prompt students to converse with and challenge the author.
 * 1) Initiating Queries- "What is the author trying to say here?" "What is the author talking about?" "What do you think the author wants us to know?"
 * 2) Follow-Up Queries- "That's what the author said, but what did the author mean?" "Does that make sense with what the author told us before
 * To plan a QtA, teachers select a text and look for a text's hot spot.
 * "Segmenting" the text (dividing it up into short sections to be followed by QtA discussion) is imperative.
 * QtA procedure recap: select text, find hot spots, segment, develop queries for each segment, read text aloud to students, pose queries to students for discussion.


 * Using QtA to Promote Authorial Reading of Texts**= Jama Marlow (Wilhelm, p.p.137-141)
 * The key to a successful QtA is to make a clear distinction between "authorial reading" and reading about the author. This skill requires the student to investigate and understand the thinking and craft by reading the author's work.
 * Students have been trained to correctly use QtA prior to using it on their own in small discussion groups.
 * Students first read the jacket copy of a teacher-selected book, the author bio, and contemplate the title of the book itself.
 * They are assigned the first chapter as homework.
 * The following day they get into their discussion groups.
 * The teacher's role is to get the discussion groups off to a good start and then to casually monitor the groups during the course of their meetings.
 * Query prompts are displayed on the overhead, (or other projection device), along with a menu of additional queriesthat may be used for discussion.
 * The menu of queries can be located on pages 140 and 141 of the Wilhelm text, and included: Initiating Queries for Use Early in a Text Reading, and Follow-Up Queries for Use While Students Are Immersed in a Text.
 * Wilhelm also noted that a menu of queries could be given during reading as well.

More information can be found on the steps to using QtA at: @http://literacynetwork.wikispaces.com/file/detail/9-12_Steps+in+QtA+Lesson+%26+Hillocks%27+Hierarchy_LG_6-1.doc


 * Intro to Hillocks' Questioning Hierarchy and Assessing Understanding Levels 1-3**= Adie Smith (Wilhelm, p.p.141-143)
 * Hillocks' questioning hierarchy uses seven levels of questions to help students understand how texts are constructed.
 * The questions span from literal to inferential and form a true hierarchy. In order for a student to be able to answer a Level 2 question, they must have mastered the Level 1, and so on. Hillock's hierarchy can be used to assess at what level students are understanding a text.
 * Questions in levels 1-3 focus on literal information in the text. Questions in levels 4-7 focus are inferential questions about the text.
 * Hillocks' questioning hierarchy is meant to be used after reading the part of a text to be discussed.

**Hillocks' Hierarchy Question Levels**

 * Level 1: Basic Stated Information**
 * Level 1 questions identify if students can comprehend repeated factual information in the text. These are the most basic character, setting, and plot questions. Students who miss these questions really need help.
 * Ex. Who is the main character of the story?


 * Level 2: Key Details**
 * Level 2 questions assess if students pick up on crucial details that the author only states once in the text. If students miss these questions, the teacher needs to reinforce the crucial detail.
 * Ex. Where are (the main character's) parents during Chapter 1?


 * Level 3: Stated Relationships**
 * Level 3 questions determine if students can identify cause and effect relationships between characters, plot events, or other pieces of information.
 * Answers to level 3 questions can still be found "right there" in the text. No inferences need to be made.
 * Ex. What is the relationship between Wilbur and Charlotte in Charlotte's Web?


 * Using the Hierarchy to Assess Student Understanding Levels 4-7**=Rebecca Andrew (Wilhelm pg.144-147) [[image:lightbulb.jpg width="293" height="214" align="right"]]


 * Level 4: Simple Implied Relationships**
 * Level 4 questions determines whether a reader has recognized, implied, unstated relationships within the details of the text
 * The reader is completely engaged
 * Ex. Small group activities, dramas, and/or think alouds can show students understanding


 * Level 5:Complex Implied Relationships**
 * In Level 5 the rubber meets the road
 * Older students (middle school-high school) may need support within this level
 * Level 5 questions reveal the inferring abilities of the students


 * Level 6: Authorial Generalization**
 * Level 6 questioning is crucial and should be asked at the end of a reading
 * Level 6 questions must building-on Level 5 to determine what students believe the text implies.


 * Level 7: Structural Generalization**
 * Level 7 questioning isn't done until students have completed all the reading, can articulate and justify an authorial generalization
 * Students are "reading like a writer"