This straightforward, picture-based program teaches students question-asking strategies that will improve their ability to ask wh- questions.
- Convert statements into wh- questions
- Formulate who, where, when, what, why, and how questions
- Participate in question-and-answer exchanges in the classroom
There are six units:
Each unit follows this teaching hierarchy:
Target Questions and Modeling Script
Twenty target questions are listed in a hierarchy of difficulty. A modeling script provides an example of metacognitive strategy teaching you can use with every question in that unit. The script changes as the wh- question type changes.
Two picture sequences are presented for each target question. The first picture sequence presents a statement. The second picture sequence elicits a question about the previous statement. Each picture sequence begins with a large question mark that contains the wh- question word to help students visualize the word order of the question. Nouns and pronouns are used throughout the program.
Unit Review Sheets
A four-page review is provided at the end of each unit. Students generate questions using the target question form while looking at pictures.
A Wrap-up section at the end of the book presents ten new stimulus pictures. Beneath each picture, four initial wh- question words are presented. Students formulate novel whquestions while looking at the pictures. Use this unit to assess oral and/or written question-asking skills and as a natural transition to question formulation using picture scenes from other sources.
Copyright © 2008
- Grammar, discourse structure, and metalinguistics are all connected to reading/ writing achievement and are required for text comprehension (ASHA, 2001).
- Graphic and semantic organizers, question generation, and summarization are three strategies that have a firm scientific basis for improving comprehension (National Reading Panel Report, 2000).
- Children with expressive language disorders frequently have problems developing literacy skills and require specific instruction to acquire reading and writing skills (Taylor-Goh, 2005).
- Students should understand specific grammar structures before they are asked to use them in speech (Taylor-Goh, 2005).
- Both comprehension and production should be considered in all areas of grammar. Particular attention should be paid to syntactic movement (Taylor-Goh, 2005).
No-Glamour Question Structure Wh- Questions incorporate the above principles and are also based on expert professional practice.
American Speech-Language-Hearing Association (ASHA). 2001. Roles and responsibilities of speech-language pathologists with respect to reading and writing in children and adolescents. Available from www.asha.org/docs/html/GL2001-00062.html
National Reading Panel Report. 2000. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. www.readingrockets.org/research/federal
Taylor-Goh, S. (2005). Royal college of speech & language therapists: Clinical guidelines. United Kingdom: Speechmark.