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ERIC Number: EJ1131561
Record Type: Journal
Publication Date: 2017
Pages: 5
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0034-0561
Complex Questions Promote Complex Thinking
Degener, Sophie; Berne, Jennifer
Reading Teacher, v70 n5 p595-599 Mar-Apr 2017
Intermediate-grade teachers often express concerns about meeting the Common Core State Standards for Reading, primarily because of the emphasis on deep understanding of complex texts. No matter how difficult the text, if teachers demand little of the reading, student meaning making is not challenged. This article offers a tool for teachers to consider as they elevate their questioning of students to create situations where complex comprehension is expected. Using a continuum for categorizing teacher questions, the article suggests ways for teachers to reconsider their interactions with students around texts, focusing on high-level questioning that prioritizes the deep meaning making emphasized in the Common Core.
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A