Wilhelm+Chapter+5

= = Reading Between and Beyond the Lines: Using Questioning Schemes to Promote Inquiry-Oriented Reading Wilhelm Chapter 5 Collective Summary by Brittany Davis, Jessica Dawson, Keana Johnson,Tami Steele, Tiffany Weaver __ Introduction & Using Schemas to Organize Teaching and Learning __

There are 3 questioning schemes discussed in this chapter. These schemes will help support reading, discussions, and make reading meaningful for students.
 * reQuest; QAR; Questioning Circles
 * These schemes are designed to: help students bring real life experiences into discussions; address multiple perspectives; assist students in staying on the right track.
 * Arc of inquiry includes: factual comprehension, interpretive exploration, critical literacy, articulate new understandings, and applicative understanding. (Diagram page 113, Wilhelm)
 * To inquire is to search for patterns and infer their significance. (Wilhelm, page 113) Ex: Hidden picture searches.
 * End result for all inquiry is that students should not only obtain meaningful understanding but should also be informed about what action they may/may not want to take.

__ Request __
 * ReQuest was the first questioning scheme introduced to help students develop an inquiry mind set. It suggests that students "re-question" (Wilhelm, page 114) questions asked from texts or data sets with more advanced/higher-order levels of thinking while answering.
 * ReQuest schemes ask students to create three types of meaning while reading.
 * On the lines: Students are able to recognize the key facts from what they are reading.
 * Between the lines: Students are able to fill in gaps while reading by making connections from details within the text and/or from personal experience.
 * Beyond the lines: Students are able to think beyond the text's explicit and implicit meanings in order to evaluate and apply information gained into today's world.
 * To encourage these three types of questioning, students are asked to respond to specific prompts, statements, and question stems.

More information to use Request effectively:

[|http://www.indiana.edu/~l517/ReQuest.htm] http://www.learningpt.org/literacy/adolescent/strategies/request.php

__ Three Level Reading Guide __
 * The Three Level Reading Guide is an extension of the Request Schemes. It allows students to analyze three aspects of Reading; on the lines, between the lines, and beyond the lines.
 * On the lines is just that, the actual words that are being read. The words that you hear as your "Reading" voice is activated. Within the Reading Guide prepared before hand by the teacher, students are responsible for identifying sentences equivalent to what the author wrote in the reading sample.
 * From there you move on to between the lines. This is where your "Thinking" voice overshadows your "Reading" voice. At this point you are expected to make text-to-text and text-to-self connections. Using previous personal references, students apply another meaning to what the author states by interpreting their purpose as if the student wrote the words and had their own meaning behind it. Once again students use the predetermined guide to choose statements that suggest what the author is trying to convey through his words.
 * The third section deals with beyond the lines. Here students are to select concepts they agree with. These predetermined statements are an extension of the story, but go beyond the reading material it originated from. It requires students to provide proof of their understandings and beliefs. Proof can come in many forms such as personal experiences, world events, or even social activities such as surveys.
 * The Three Level Reading Guide has multiple purposes. It can be used as an anticipation guide to give students an idea on what they will be reading about. It can also be used after reading so students can witness how their thinking evolves once they read a piece of literature. According to Wilhelm (p 118), "Sometimes it's not until we've read the text that we can see whether the knowledge required to answer a question was directly stated or implied by the text." But the ultimate goal is to get students to the milestone where they can feed off one another and guide their own learning through questions in literature and life.

Further Reading on Three Level Reading Guide http://literacy.kent.edu/eureka/strategies/three_level_guide.pdf

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//__ QAR __//


 * QAR is a questioning scheme that stands for question-answer relationships.
 * There are two QAR categories which include "in the text" questions and "in my head" questions.
 * "In the text" questions include right there questions and think and search questions.
 * Right there questions-These questions are factual and the answer is right in the text (similar to "on the lines" questions).
 * Think and search questions-These questions have the reader search for details in the text and make connections between details (similar to "between the lines" questions).
 * “In my head” questions-According to Wilhelm (2007) these questions, “emphasize that the reader must make use of extra-textual information, either from the reader’s experiences or the larger world” (p. 122).
 * “In my head” questions are similar to beyond the lines questions, and include author and me questions and on my own questions.
 * Author and me questions-These questions call for the reader to bring prior knowledge and experiences to the text while reading. They must make connections and combine what they already know and have experienced with the information in the text.
 * On my own questions-These questions do not require information that is specific from the text, however, reading the text might stimulate the student in addressing these questions.
 * QAR is great for students of any age to use. “It emphasizes that readers must use various sources of information from their personal experience and the world as they read” (Wilhelm, 2007, p. 122).
 * QAR question types can be used with novels or review games. Students can also create their own set of QARs for a section after completing reading.

http://www.readingeducator.com/strategies/qar.htm

__ The Questioning Circle __




 * This questioning strategy, developed by Christenbury and Kelly (1984), encourages inquiry, evaluation, organization, and understanding of text
 * Three circles overlap to generate seven different types of questions.
 * Pure: Self questions, text questions, and world questions.
 * Shaded: Questions combining knowledge(text and me, text to world, world and me).
 * Dense: Questions about the text, self, and world
 * Questions are framed to help students think critically about what they are reading and connect the text to their personal lives.

__[|Graphic Organizer]__

__ Con ____ cl ____ us ____ ion __
 * Modeling, mentoring, and monitoring questioning schemes help students to internalize and use them independently.
 * These questioning schemes enable students to become effective readers and learners.
 * The ultimate goal for using questioning schemes is to transition students from factual comprehension to applicative understanding.

Wilhelm, Jeffrey D.. __Engaging Readers & Writers with Inquiry__. New York: Scholastic Inc., 2007.

__Additional Reading__
[|Whose Inquiry is it Anyway?]by G. Douglas Meyer