Introduction to SelfQuestioning
What is Self-Questioning?
• Self-questioning is a strategy that involves
querying yourself before, during, and after
you read to make meaning of text. It is part
of active reading. For skilled readers,
questioning becomes automatic—they
might not even realize they are doing it.
What Happens When Students Use
Questioning?
• Before they start reading, skilled readers
ask themselves, “What is this about? Why
am I reading this?” This helps them be
clear on the purpose of reading.
• During reading, skilled readers ask
themselves questions to check their
understanding and stay on course.
• After reading, they ask questions to
recheck and reflect on what they learned.
How is Questioning Important?
• Encourages readers to deeply engage
with and absorb the meaning of text.
• Helps readers tap into and build upon their
background knowledge.
• Supports the development of other
comprehension skills, such as
summarizing.
How Does Questioning Help
Students?
• Gives students strategies to help them
figure out when text does not make sense.
• Provides students with the tools they need
to tackle confusing or unclear text head on
and make sense of it.
• Helps students feel less frustrated and
become more confident, resourceful
readers and learners.
How Can I Prepare Students to
Use This Practice?
• Provide clear explanations about why and
how students should ask themselves
questions as they read. Model using the
three types of questions (literal, inferential,
and evaluative).
• Give your students lots of opportunities to
practice using questioning with many
types of texts.
Discussion Questions 1
1. In what ways is questioning important for
reading literature and informational text?
2. For struggling students, when is it most
important for them to apply selfquestioning?
3. How do you explain literal, inferential, and
evaluative questions to your students?
How Can I Support Students' Use
of Questioning?
Use of Evidence-Based Practices
• Provide Clear Explanations
• Give Students Strategies and Models
• Provide Opportunities for Practice
Differentiated Instruction
• Plan instruction that considers students'
readiness, learning needs, and interests.
• Use a range of technology tools to:
– engage learners at varying levels
– engage learners in multiple ways.
– offer students options for demonstrating
understanding and mastery
Teacher-Dependent
Ways to Differentiate
• By Content
– Different levels of reading or resource materials, reading
buddies, small group instruction, curriculum compacting, multilevel computer programs and Web Quests, audio materials, etc.
• By Product
– Activity choice boards, tiered activities, multi-level learning
center tasks, similar readiness groups, choice in group work,
varied journal prompts, mixed readiness groups with targeted
roles for students, etc.
• By Process
– Tiered products, students choose mode of presentation to
demonstrate learning, independent study, varied rubrics,
mentorships, interest-based investigations
Student-Dependent
Ways to Differentiate
• By Readiness
– Options in content, topic, or theme, options in the
tools needed for production, options in methods for
engagement
• By Profile
– Consideration of gender, culture, learning styles,
strengths, and weaknesses
• By Interests
– Identification of background knowledge/gaps in
learning, vary amount of direct instruction, and
practice, pace of instruction, complexity of activities,
and exploration of a topic
Discussion Questions 2
1. What methods do you use to assess your
students' self-questioning needs and
readiness?
2. Which technology tools do you use to
support student self-questioning?
3. What factors do you consider when
differentiating instruction?
Activities Before Reading
• Encourage students to ask themselves
questions such as the following:
– What do I think the text will be about based on
the information I see right away? (headers,
type of text, images, etc.)
– What do I already know about the topic?
(Draw out their background knowledge.)
– What is my purpose for reading this text?
– What do I predict will happen?
Activities During Reading
• Encourage students to self-check by
asking themselves:
• Does what I’m reading make sense?
• What am I supposed to be learning?
• Where am I getting stuck?
• How does this relate to what I already
know?
Activities After Reading
• Ask students to share the questions they
posed to themselves with each other.
• Encourage students to discuss when and
how they posed questions to themselves.
• Identify questions that students can ask
themselves to recheck and reflect.
Discussion Questions 3
1. What do you take into account when
peers work together in pairs or small
groups?
2. What prompts can you use to encourage
students to ask themselves questions
when reading?
3. In what ways can digital text support
students’ self-questioning?
Disclaimer
Awarded through a cooperative agreement from the U.S. Department of
education, Office of Special Education Programs (OSEP), Grant
#H327G090004-10, PowerUp What Works was developed by a team of
experts in education, technology, differentiated instruction/UDL, and
special education at the Center for Technology Implementation,
operated by the American Institutes for Research (AIR) in collaboration
with the Education Development Center, Inc. (EDC) and the Center for
Applied Special Technology (CAST).
•
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