YEAR 10 READING SKILLS:
QUESTIONING
WHY QUESTION?

Watch the following
short video and take
some notes about what
it suggests about why
we should ask
questions:
https://www.youtube.com
/watch?v=O6ZnJIdgc1A
What does this suggest
about questioning what
we read?
WHAT GOOD READERS DO…
An effective way to remember good
reading habits is to remember this
phrase:
A good reader PAUSES:
P: Establish a reading purpose
A: Create an annotation guide
U: Underline important points and
write in the margins
S: Stop to make connections
E: Explore questions and unknown
words or points
S: Summarise
QUESTIONING


Good readers ask
questions before,
during and after
reading to gain a
deeper
understanding of
the text
They explore their
questions by
drawing on the
text, their own
knowledge and
through using
outside sources
TYPES OF QUESTIONS:
QUESTION
TYPE:
LEVEL 1–
BOOK
(In the
text)
LEVEL 2 –
BOOK AND
BRAIN
(Connecting text
to brain)
LEVEL 3– BRAIN
(Beyond the text)
What it
involves:
Information
that
retrieved
directly from
the text or
words to be
defined.
Usually
‘what’
questions.
Making
connections
between the text
and the outside
world, looking at
similarities and
differences and
analysing
meaning. Usually
involves ‘how’,
‘why’ questions.
Going beyond the text
by using your
imagination, making
predictions, giving
opinions about issues
and justifying them,
judging the text
Example:
What is the
author’s
main
argument in
this article?
How does the
author use
persuasive
language to
express their main
argument?
If the author grew up
in another time or
place, what would
their opinion on the
issue be? Why?
EXAMPLES OF QUESTIONS:

Why did Stephen Hawking speak out against
artificial intelligence?

What does ‘cybernetic’ mean?

Why is this an issue now?

Are smartphones restricting our privacy and
attention spans?

How does artificial intelligence work?

What predictions are made by scientists about the
role of technology in the twenty-first century?
EXPLORING QUESTIONS
AND UNKNOWN
WORDS OR POINTS
•
Construct a minimum of three questions and write
them in the margins of the text
•
You can use the ‘Questioning’ handout to guide
you, if needed
•
In groups of 4, you will seek to explore the
answers to these questions through using the text,
your prior knowledge, a dictionary, your
textbooks, other books and internet sources
•
You can also brainstorm potential answers based
on the information you already have, or
connections you have made
•
Jot down the answers to your questions in your
notebooks once you have researched the answers
15-minute timer:
https://www.youtube.com/watch?v=_wdgjWqSjzs
SHARE!

Share a question and answer with the class when
you are finished