Chapter 15 page 365
Figure 15.4: Lesson-based and Experience-based question stems
This figure shows the cue cards that were given to the students in the King et al. (1994) study.
The card on the left shows the question stems for the lesson-based questions. The card on the
right shows the question stems for the experience-based questions.
Lesson-based questions Experience-based questions
Comprehension questions
Describe in your own words.
What does mean?
Why is _____ important?
Comprehension questions
Describe in your own words.
What does mean?
Why is important?
Connection questions
Explain why .
Explain how .
How are and similar?
What is the difference between and ?
How does affect ?
What are the strengths and weaknesses of ?
What causes _____?
Connection questions
Explain why _____.
Explain how _____.
How are _____ and _____ similar?
What is the difference between _____ and _____?
How could ____ be used to _____?
What would happen if _____?
How does ____ tie in with ____ that we learned
before?Problem 15.7. Designing instruction. Developing question stems for stories.
A student teacher in the third grade wants to develop question stems for students to use in
Guided Peer Questioning when they are discussing stories that they have read. (The question
stems in Figure 15.4 were designed for expository texts. The goal is to develop questions for
narrative texts.) The student teacher proposes the following question stems. How could
these questions be modified to be better?What did ____?Why did ____?Where did ____?How did ___ feel when ____?Tell me more about ___?Response. One issue to consider is whether the questions include both questions that are
analogous to the connection questions in Figure 15.4 as well as questions that are analogous
to the comprehension questions. These questions look mostly like comprehension questions,
which address mainly the events in the story. The question stems would be most readily