Effective teachers check for student understanding by asking text-based questions throughout reading. Questions should focus on critical concepts, be carefully developed, and can be based on Barrett's Taxonomy of Reading Comprehension, which includes literal, inferential, evaluative, and appreciation levels. Questions at different levels require identifying explicit details, making inferences beyond the text, making judgments comparing the text to criteria, or developing an emotional response.

2. Effective teachers stop
to check for students
understanding by asking
text-based questions . . .that
require the reader to
identify critical pieces of
information and association
needed to conceptually
understand the content
area being studied

3. QUESTIONS:
 should be designed to focus on
critical concepts and principles.
 the asking of questions should be
interspersed throughout the
reading of the text and should be
use to review important concepts in the
text.
 should be carefully developed.

4. You can developed questioning strategies by using
Barret’s Taxonomy of Reading Comprehension (1972)
, or you can focus on developing appreciation of the
literary elements of setting, plot ,characterization
, theme, and style.
Questioning strategies can be developed around
Barrets four levels of reading comprehension;
 Literal Recognition or Recall
Inference
Evaluation
Appreciation

5. Literal recognition
-require students to identify
information provided in the literature.
Literal questions often include
such words who, what, where, and
when.

6. Inference
-when children infer an answer to a
question, they go beyond the information
the author provides and hypothesize
about such thing as details, ,main events
that might have led to an occurrence and
cause-and-effect relationships.

7. Evaluation
-question requires children
to make judgments about the
content of the literature by
comparing it with external criteria or
internal criteria

8. Appreciation
-appreciation of literature requires a
heightening of sensitivity to the techniques
that authors use in order to create an
emotional impact. Questions can encourage
students to respond emotionally to the plot
, identify with the characters, react to an
authors use of language and react to an
authors. Ability to create visual images
through words.

9. Specific literary elements within
the text:
Settings
Plot
Characterization
Theme
Style

10. THE ANT AND THE GRASSHOPER
BY: AESOP

11. In a field one summer's day a Grasshopper was hopping about,
chirping and singing to its heart's content. An Ant passed by,
bearing along with great toil an ear of corn he was taking to the
nest.
"Why not come and chat with me," said the Grasshopper,
"instead of toiling and moiling in that way?"
"I am helping to lay up food for the winter," said the Ant, "and
recommend you to do the same."
"Why bother about winter?" said the Grasshopper; "We have
got plenty of food at present." But the Ant went on its way and
continued its toil.
When the winter came the Grasshopper had no food and
found itself dying of hunger - while it saw the ants distributing
every day corn and grain from the stores they had collected in
the summer. Then the Grasshopper knew: It is best to prepare
for days of need.