The habit of questioning:
Tremayne just starts writing questions and answers in his journal after he finishes reading Wemberly Worried in guided reading.  I know that he's doing it because it's what he expects I want, and so it's not as powerful as it would be if he were doing it after finishing an independent reading book, but it's a start.

Tremayne's questions:
-Why did Wemberly laughed and said I will?  Like in the end of the story the teacher said everyone please come back and Wemberly said I will, I think she might like playing with her friends now. 

gr new york

Omar: right there and inferred traits of characters like Sharie
Vianey: also inferred about Sharie, that she doesn't pay attention
They also took notes on Bebe.

Vianey: Is all of Wayside School not normal?
Does Ms. Jules need glasses?

We start popcorn reading the next chapter.
Omar: How is that the best seat in the class?
Vianey: Maybe because it's the seat where he won't get caught talking.
Tommy: Why couldn't he be sent to the office instead of being written on the board under discipline?
 At the end, I modeled how to ask an evaluating question.
Vianey beats me to the punch and asks a question based on the pic for the next chapter: What can Ms. Jewels do to help Dana?

more thoughts

i think a large part of student motivation to generate questions and research is going to hinge on choice, and whether students can choose the topics they're really interested in learning more about.  For example, Demarrion told me this morning that he had youtubed Because of Winn Dixie.  This might not seem like much, but it does mean something that a low reader like Demarrion would be so interested by a text that he'd want to learn more about it at home

I Search notes with Debbie

research organizer: a bigger piece of paper

post questions on columns (underneath categories for topic, ie: early life, education)
rows: are different sources (may see discrepancies among different sources around a question

I Search:
Part 1: why I chose this topic... (rationale)
Part 2: The story of my search
Part 3: What I learned about my topic...
Part 4: What I learned about "searching and researching"

Pedagogy:
-she modeled each section, then students did it
-students picked their own topic
-bbk for writing: kwl, generating questions

gr group tennessee

Darvell: How did they rebuild all the stuff that burned down?  How long did it take?
Nyrissa: How long did it take to take to rebuild everything that got burned down?
Dameko: Why were the buildings made of wood?
Malik: Did the lady die before the news asked her?

I talk to them about making their questions more specific to find good research answers.

What do we have to do to make our questions better?
Nyrissa: We have to make our questions about the Chicago Fire.  Like: how did all the stuff get burned down by the Chicago Fire?
Dameko: How did all the stuff get burned down in the Chicago fire?
Me: what about the word "stuff"?
Nyrissa: Like the houses and buildings.
Me: what if we put that in the question?
Nyrissa: In the Chicago Fire, how did all the houses and buildings get burned down?
Malik: I think I can improve my question.  In the Chicago Fire, did Ms. O'Leary die before the news asked her how did the fire start?
Dameko: Where are the O'Leary's in the Chicago Fire?
Me: that's confusing, are you talking about where they lived?
Dameko: No, we know where they lived.  When they opened the door the O'leary's weren't there.
Me: So what are you talking about then?  Do you mean where did they go?
Dameko: Where did the O'Leary's go when the Chicago Fire started?

They start researching, but Dameko and Malik want to change their question.

Research findings:
Darvell:
-The wooden building burned quickly which helped the fire speed towards the center of the city
Nyrissa:
-The fire spread quickly because all the houses were made of wood.
Malik:
-Ms. O'Leary was in bed and Michael Ahern made up the story about the cow kicking over the lantern.  Nobody knows how the Chicago Fire started.
Dameko:
-Because it was the fast to make them out of wood, and the cheapest.

gr group iowa

Kashira ended up reading beyond the chapters that we assigned for our next gr group meeting and finished the whole book so right now she's writing down questions she had about the 2nd half of the book as she skims and rereads it.
She wrote a TON of questions, mostly understanding and analyzing.  I asked her if she'd like to learn how to write questions at the highest level of thinking on the pyramid.  She said yes, and when I modeled how to ask evaluating and creating questions, she was able to come up with her own as well:
-What is special to Junie B. Jones?
-How can Junie B. Jones get better in school?
She then categorized all the rest of her questions, now she's prioritizing the question about what is special to Junie B. and will research it on her own.

Anyah is reading the second half of the book for the first time and writing down questions as she goes.
-What did Grandma get Junie B.
-Why is she going to get a raccoon.
-Why does Junie B. Jones calls her book smells somthing Fishy.
-does lucilles talk a lot
-Why is she talking to the worm?
-how did the new friend feel in her hands
-how can she take that big fish to school

Trae is just reading, I noticed he doesn't like to stop and write questions.

gr group texas

Cyrus self generated a question and began writing it under his Qfocus of "Big Al", but when I turned back to him, I saw that he'd only written half the question and then had begun reading again.  When I asked him why, he told me that he wanted to keep reading so he made sure he finished.  I think this might be one reason why some students stop less often to write down questions, they simply don't want to be slowed down from reading, similar to me I guess.  I wonder if this process is too academic and not functional enough. 

Emon wrote and categorized "Why does Big Al have no friends" (analyzing) and "Do the fish like Big Al?" (understanding). 

Eventually Cyrus's question that he wrote out stated: "Wy does Big al acts like other fish but he was doien big  he rely didnt have acit like others Be yoursellf and don't juge pepol without geting to know them"

Zion wrote some basic level inferences in her reader's notebook, but it's good because they show that she had a solid understanding of what she was reading.

gr group california

They're reading a fable and trying to find the moral.  Tynajah spontaneously generates a question: "Why is the hunter trying to catch the dove?"  Tremayne wrote: "why did the ant want a drink of water?"
Syriah shares a funny part of the book.
Tynajah shares her question and then the answer "I think the hunter is trying to get the dove to eat it."
Tremayne shares his question and Demarrion shares her question.

gr group new york

They're reading Sideways Stories from Wayside School and making a chart of character traits with "right there" traits on one side, and inferences on the other.  They also independently generated some questions that they wrote down:

Tommy: Who are the three Erics?
Donnell: How can they talk if they're apples?  (Omar: maybe they had mouths  Vianey: I visualized the apples from the Jewel commercial) Why is Mrs. Gorf turning all of the kids into apples for simple stuff.  Who are three Erics (both Tommy and Donnell found the answer)
Vianey: Is Mrs. Dorf a witch? (Donnell: i think she kind of is because witches usually have big pointy ears and she's kind of a magician)
Omar: Do monkeys know that they are monkeys? (Vianey: that's a question from the book that Ms. Jewels asked.  Tommy: No, well I think they do because if they look at another monkey they know that they're their type.  Vianey: If they could talk then they would know. 
Me: Why did Ms. Jewels ask that question? (Omar: I think she said it because they were monkeys, but the kids were saying they weren't monkeys.  Tommy: And then that's when Calvin said if we were monkeys then we would know it, and then Ms. Jewels asked that question)

When Vianey went to the next chapter she spontaneously started a new character trait on Mrs. Jewels.  I wonder if she'll come up with questions that compare Mrs. Jewels to Mrs. Dorf.  This seems like something you might think about, subconsciously even, but not feel the need to write out an explicit question on.  It seems like comprehension and analysis questions lend themselves to vocalization more naturally in the course of reading, and evaluation, applying, and creating questions lend themselves to more intentional tasks and projects.